scholarly journals Re-Mar: Repository of Marine Learning Objects

2021 ◽  
Author(s):  
André Behr ◽  
José Cascalho ◽  
Hélia Guerra ◽  
Ana Costa ◽  
Manuela Parente ◽  
...  

Current literature shows the lack of learning object repositories exclusively related to environmental education and that there is no predominant software. This paper presents Re-Mar, a marine learning object repository based on open source software. Re-Mar is a part of an effort to promote ocean literacy through educational content for students and teachers. The repository is supported by computational technologies to catalog and organize learning objects to retrieve and reuse. Our prototype shows that is possible to store, catalog, retrieve, and link learning objects to support environmental education and coping with learning objects lifecycle. This is the first step to future aggregation of linked data, ontologies, and artificial intelligence aspects.

10.28945/2565 ◽  
2002 ◽  
Author(s):  
Griff Richards ◽  
Rory McGreal ◽  
Norm Friesen

Repositories provide mechanisms to encourage the discovery, exchange and re-use of learning objects. This paper describes Portals for On-line Objects in Learning (POOL), a consortium project of the TeleLearning NCE to build a learning object repository scalable to the national level. Funded in part by the Canarie Learning Program, POOL contributes to the development of two focal technologies: “POOL POND and SPLASH” a distributed architecture for a peer-to-peer network of learning object repositories, and CanCore, a practical metadata protocol for cataloguing learning objects.


10.28945/2908 ◽  
2005 ◽  
Author(s):  
Permanand Mohan

In order to reuse learning objects created by others, they must be made available to potential users on the Web, and services must be provided to allow users to discover, obtain rights to, and use these learning objects in their own instructional scenarios. In the learning object economy, these services are typically provided by learning object repositories, which are collections of learning objects that are accessible to users via a network without prior knowledge of the structure of the collections. This chapter discusses the important role played by learning object repositories in the learning object economy. The success of the learning objects' approach depends on users worldwide (such as instructors, learners, and software agents) being able to access and search for learning objects in different repositories in a uniform manner. The first part of the chapter explains how this can be achieved using a standardized approach for accessing and describing learning objects in a repository. Standardized access and retrieval is facilitated by implementing a specification from the IMS known as the Digital Repositories Interoperability (DRI) specification, while standardized search and discovery is facilitated by implementing a metadata standard such as the IEEE Learning Object Metadata (LOM) standard, described earlier in the book. There are different architectural approaches and business models that can be employed when designing a learning object repository and these are discussed next in the chapter. Typical architectural choices include using a centralized repository based on the client/server approach versus using several local repositories connected in a peer-to-peer fashion. Typical choices for business models include using an online broker for advertising and receiving payment for learning objects versus making the learning objects freely available. The advantages and disadvantages of the different approaches and models are carefully examined, and concrete examples of research prototypes and real-world deployments are provided wherever appropriate.


2005 ◽  
Vol 21 (3) ◽  
Author(s):  
Martha Cleveland-Innes ◽  
Rory McGreal ◽  
Terry Anderson ◽  
Norm Friesen ◽  
Mohamed Ally ◽  
...  

<span>Athabasca University - Canada's Open University (AU) made the commitment to put all of its courses online as part of its Strategic University Plan. In pursuit of this goal, AU participated in the eduSource project, a pan-Canadian effort to build the infrastructure for an interoperable network of learning object repositories. AU acted as a leader in the eduSource work package, responsible for the metadata and standards for learning objects. In addition, the team of professionals, academics, librarians and other researchers worked to create an accessible repository of learning objects across university departments and subjects. Most critically, the team worked beyond the development of a learning object repository and considered the adaptation of content and related applications, pedagogical approaches and the use of learning objects by instructional designers, faculty and the learners themselves. This paper describes one institution's approach to learning object repository development, from a technical and pedagogical perspective, along with some of the lessons learned during the process.</span>


2018 ◽  
Author(s):  
Lindsay O'Neill

The purpose of this paper is to describe an academic library’s successful implementation of a WordPress-based learning object repository (LOR) that facilitates widespread sharing of learning objects, allowing librarians to save prep time and to scale up the library instruction program. Both practical and technical implications of using WordPress software as a repository platform are discussed.Design/methodology/approachWordPress is free, open-source software that may be used as a platform for an LOR. By using WordPress software to create a public index of content hosted on a server, the library created an LOR that features a record for each learning object which contains metadata about the object’s format, content and accessibility. The WordPress platform/repository is also expandable, through additional free and paid plug-ins, to function as a simple learning management system that may also issue badges.FindingsAs a result of implementing an LOR, librarians save time prepping for classes by reusing or adapting their colleagues’ work, librarians are able to offer tutorials to online students and the repository also serves as a showcase for the library instruction program.Originality/valueMany academic libraries are feeling increased pressure to scale up library instruction and serve more online students. This paper illustrates a case study of how one library uses an easy-to-implement and low-budget LOR to make progress toward these goals.


Learning Object Repositories (LORs) are a core element of the Opening up Education movement around the word. Despite, the wide efforts and investments in this topic, still most of the existing LORs are designed mainly as digital libraries that facilitate discovery and provide open access to educational resources in the form of Learning Objects (LOs). In that way, LORs include limited functionalities of Knowledge Management Systems (KMSs) for organizing and sharing educational communities’ explicit and tacit knowledge around the use of these educational resources. In our previous work, an initial study of examining LORs as KMSs has been performed and a master list of 21 essential LORs’ functionalities has been proposed that could address the issue of organizing and sharing educational communities’ knowledge. In this paper, we present a quantitative analysis of the functionalities of forty-nine (49) major LORs, so as (a) to measure the adoption level of the LORs’ functionalities master list and (b) to identify whether this level influences LORs’ growth as indicated by the development over time of the number of the LOs and the number of registered users that these LORs include.


Author(s):  
Sandra Wills ◽  
Anne McDougall

This study tracks the uptake of online role play in Australia from 1990 to 2006 and the affordances to its uptake. It examines reusability, as one affordance to uptake, from the perspective of two often polarized constructs: learning object and learning design. The study treats “reuse” in two ways: reuse of an existing online role play and reuse of an online role play as the model for another role play. The first type of reuse implies the online role play is a learning object and the second type implies the online role play derives from a learning design. Online role play consists of a scenario and a set of roles that students adopt in order to collaboratively solve a problem, create something, or explore an issue via e-mail or a combination of e-mail and Web-based threaded discussion forum. Thirty-six role plays of this type were identified in Australian universities of which 80% were reuse of a learning design. Only three examples of role play as a learning object were found, suggesting that learning design is a useful concept for understanding how to support reusability in universities. Other affordances to uptake of role play were also tracked. This indicated that the contribution of educational developers far outweighed that of academic colleagues, conferences, journals, and engines. The results have implications for the work practices of educational developers and for managers of learning object repositories.


Author(s):  
Alaa Sadik

Within the last five years, governments and education authorities worldwide have developed and implemented approaches to facilitate access to a wide range of quality digital resources and reduce the costs of production. This chapter reports on a study which invited school teachers and university academics in Egypt, as a developing and Arabic-speaking country, to cooperate in establishing a learning object repository to store, locate, and share quality learning objects for class teaching and e-learning programs. The proposed solution is originally a vendor hosted web-based groupware, file management, and sharing system that meets the basic criteria of instructional learning object repositories called eStudio. Motivators and inhibitors to using the repository, factors that determine locating, using, and sharing learning objects within the repository and their qualities are assessed to help in developing repositories that demonstrate an understanding of the existing needs and the work practices of Egyptian teachers and other user groups.


10.28945/2835 ◽  
2004 ◽  
Author(s):  
Ilona Box

A community-based learning object repository supports the sharing and collaboration of learning object development within discipline or topic area communities. The repository is built using an object-oriented method and implemented using JADE, an object-oriented technology platform. The repository is a software system aimed at improving the creation, collection, quality assurance, and ultimately the accessibility of learning objects. The initiatives regarding learning objects and the double blind review process for research publications are the two key influences on the learning object repository design. The repository is a significant advance on existing learning object technology as 1) it is built using an object-oriented method and platform including the database; typically learning object collections are stored in relational databases, and 2) it incorporates an automated submission and double blind peer review process before learning objects are made public. The use of the repository by the learning object creators, reviewers, moderators, administrators and educators will determine the success of the product.


Author(s):  
Ricardo Azambuja Silveira ◽  
Rafaela Lunardi Comarella ◽  
Ronaldo Lima Rocha Campos ◽  
Jonas Vian ◽  
Fernando De La Prieta

This paper discusses some important issues regarding the the management of Learning objects covering searching over repositories and different approaches of recommendation systems and presents a multiagent system based application model for indexing, retrieving and recommending learning objects stored in different and heterogeneous repositories. The objects within these repositories are described by filled fields using different metadata (data about data) standards. The searching mechanism covers several different learning object repositories and the same object can be described in these repositories by the use of different types of fields. Aiming to improve accuracy and coverage in terms of recovering a learning object and improve the relevance of the results we propose an information retrieval model based on a multiagent system approach and an ontological model to describe the covered knowledge domain.


Author(s):  
Gail Kopp ◽  
Susan Crichton

This research explores the idea of embedding and linking to existing content in learning object repositories and investigates teacher-designer use of learning objects within one high school mathematics course in an online school. This qualitative case study supports and extends the learning object literature, and brings forward context-specific examples of issues around repository design, autonomy and self-containment, technical support and granularity. Moreover, these findings have implications for building learning objects and repositories that could better support teachers in their instructional design and pedagogical decision-making. Résumé : La présente recherche étudie la possibilité d’effectuer un emboîtement et d’établir des liens avec le contenu existant dans les référentiels sur les objets d’apprentissage et explore l’utilisation par les enseignants-concepteurs des objets d’apprentissage au sein d’un cours de mathématique du secondaire donné dans une école en ligne. Cette étude de cas qualitative appuie et vise la littérature sur les objets d’apprentissage et met en avant plan des exemples de questions touchant la conception de référentiels, l’autonomie et l’indépendance, le soutien technique et la granularité propres au contexte. De plus, ces conclusions ont des répercussions sur l’élaboration d’objets et de référentiels d’apprentissage qui pourraient mieux appuyer les enseignants dans le cadre de leur conception pédagogique et de leur prise de décision touchant l’enseignement.


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