Is the Content-Object Distinction Universally Valid? Meaning and Reference in Twardowski and Meinong

2020 ◽  
pp. 207-225
Author(s):  
Bruno Leclercq
Keyword(s):  
Content Object

Principles of Effective E-Learning

2014 ◽  
pp. 150-165
Author(s):  
Matthew Kolakowski ◽  
Paul Bishop
Keyword(s):  
Reference Model ◽  
Traditional Learning ◽  
Global Business ◽  
Business Outcomes ◽  
Face To Face ◽  
Training Requirements ◽  
E Learning ◽  
Instructional Management Systems ◽  
Content Object ◽  
Organizational Value

What are the primary principles of effective e-learning and the subsequent impact on leadership in global business as digital technologies mediums continue to emerge within academia and the workplace? Maxwell (2013) defines this principle as “instructional practices and internet capabilities that direct learners toward a specified level of proficiency and competency in the shortest amount of time” (p. 89). Traditional learning measures that require extensive face to face interaction no longer fit Maxwell's description and inhibit audiences that require flexibility in obtaining proficiency on tasks like annual training requirements and sustaining Continuing Education Units (CEUs) for certifications. This chapter introduces the foundation of e-learning parameters, Sharable Content Object Reference Model (SCORM), Instructional Management Systems (IMS), and how these mediums interact with learners in conjunction with its impact on leadership, business outcomes, and organizational value.

Act/Content/Object, Act/Object, or Just Object?

2021 ◽  
pp. 215-248
Author(s):  
Mark Textor
Keyword(s):  
Neutral Monism ◽  
Content Object

Thus chapter revolves around the act/content/object distinction. Russell characterized Austrian Psychology, Cambridge Realism, Idealism, and Neutral Monism with respect to their different treatments of this distinction. The Cambridge Realists like Russell and Moore argued that the distinction between act and object is given introspectively, but that there is no distinction between content and object. The Neutral Monists (American Realists) like James argued that there is no act/object distinction and that, consequently, there is no intrinsic distinction between the mental and physical. Russell changed tack by arguing for the existence of the distinction on the basis of ‘hypotheses’. He held a hybrid position: there is no act/object distinction in sensation, but the full act/content/object distinction in thought. The chapter assesses arguments in favour of the act/object distinction and against the act/content/object distinction.

An Adaptive System for Retrieval and Composition of Learning Objects

2011 ◽  
Vol 2 (4) ◽  
pp. 42-59
Author(s):  
Burasakorn Yoosooka ◽  
Vilas Wuwongse
Keyword(s):  
Adaptive System ◽  
Reference Model ◽  
Learning Objects ◽  
Preliminary Evaluation ◽  
Learner Characteristics ◽  
New Approach ◽  
Automatic Retrieval ◽  
Hypermedia System ◽  
Content Object ◽  
Object Reference

This paper proposes a new approach to automatic retrieval and composition of Learning Objects (LOs) in an Adaptive Educational Hypermedia System (AEHS) using multidimensional learner characteristics to enhance learning effectiveness. The approach focuses on adaptive techniques in four components of AEHS: Learning Paths, LO Retrieval, LO Sequencing, and Examination Difficulty Levels. This approach has been designed to enable the adaptation of rules to become generic. Hence, the application to various domains is possible. The approach dynamically selects, sequences, and composes LOs into an individual learning package based on the use of domain ontology, learner profiles, and LO metadata. The Sharable Content Object Reference Model is employed to represent LO metadata and learning packages in order to support LO sharing. The IMS Learner Information Package Specification is used to represent learner profiles. A preliminary evaluation of the developed system indicates the system’s effectiveness in terms of learners’ satisfaction.

scholarly journals Education in Biomedical and Health Informatics in the Web 3.0 Era: Standards for Data, Curricula, and Activities

2011 ◽  
Vol 20 (01) ◽  
pp. 139-141
Author(s):  
W. Hersh ◽  
P. Otero
Keyword(s):  
Health Informatics ◽  
Reference Model ◽  
Education And Training ◽  
Open Educational Resources ◽  
Web 3.0 ◽  
Ontology Language ◽  
Knowledge Infrastructure ◽  
E Learning ◽  
Content Object ◽  
And Training

SummaryWeb 3.0 is transforming the World Wide Web by allowing knowledge and reasoning to be gleaned from its content.Describe a new scenario in education and training known as “Education 3.0” that can help in the promotion of learning in health informatics in a collaborative way.Review of the current standards available for curricula and learning activities in in Biomedical and Health Informatics (BMHI) for a Web 3.0 scenario.A new scenario known as “Education 3.0” can provide open educational resources created and reused throughout different institutions and improved by means of an international collaborative knowledge powered by the use of E-learning. Currently there are standards that could be used in identifying and deliver content in education in BMHI in the semantic web era such as Resource Description Format (RDF), Web Ontology Language (OWL) and Sharable Content Object Reference Model (SCORM). In addition, there are other standards to support healthcare education and training. There are few experiences in the use of standards in e-learning in BMHI published in the literature.Web 3.0 can propose new approaches to building the BMHI workforce so there is a need to build tools as knowledge infrastructure to leverage it. The usefulness of standards in the content and competencies of training programs in BMHI needs more experience and research so as to promote the interoperability and sharing of resources in this growing discipline.

scholarly journals M-learning y desarrollo de habilidades digitales en educación superior a distancia

2018 ◽  
Vol 13 (2) ◽  
pp. 97
Author(s):  
Mariana Figueroa de la Fuente ◽  
Leonardo David Glasserman Morales ◽  
María Soledad Ramírez Montoya
Keyword(s):  
Reference Model ◽  
Educación Superior ◽  
Educacion Superior ◽  
Educación A Distancia ◽  
Content Object ◽  
Object Reference ◽  
Tecnología Educativa ◽  
Alfabetización Digital

El aprendizaje mediado por la tecnología ha requerido el desarrollo de nuevas habilidades para enseñar y construir el conocimiento. Aunada a esto, la introducción de los dispositivos móviles como herramienta de enseñanza ha aportado flexibilidad y libertad sin precedentes, revolucionado las prácticas educativas del siglo XXI. En este contexto, el presente estudio cualitativo muestra los resultados de implementar estrategias de m-learning en un ambiente virtual de aprendizaje, con el objetivo de analizar el proceso de desarrollo de habilidades digitales. De igual forma, busca determinar si es posible incrementar la motivación de los estudiantes, mediante la integración de actividades interactivas de aprendizaje (storylines) con la herramienta de tecnología educativa llamada Sharable Content Object Reference Model (SCORM). La pregunta que guió la investigación fue: ¿Cómo desarrolla las estrategias de aprendizaje del m-learning la alfabetización digital, en un curso de educación a distancia? Entre los principales hallazgos se encontró: a) la alfabetización digital se desarrolla al incluir recursos didácticos vinculados a la tecnología móvil; b) el uso de los dispositivos móviles apoya en estrategias didácticas que promueven el desarrollo de habilidades digitales; y c) la tecnología SCORM puede incrementar la motivación de los estudiantes, al apoyar el proceso educativo virtual de forma interactiva.

Introducing a unified framework for content object description

2011 ◽  
Vol 2 (3/4) ◽  
pp. 351 ◽  
Author(s):  
Petros Daras ◽  
Apostolos Axenopoulos ◽  
Vasileios Darlagiannis ◽  
Dimitrios Tzovaras ◽  
Xavier Le Bourdon ◽  
...  
Keyword(s):  
Unified Framework ◽  
Object Description ◽  
Content Object

scholarly journals Perancangan Content Authoring Tool Berbasis Scorm (Sharable Content Object Reference Model) Pada Sistem E-Learning SMK Negeri 1 Batipuh

2021 ◽  
Vol 9 (2) ◽  
pp. 61
Author(s):  
Rizki Pratama ◽  
Hadi Kurnia Saputra
Keyword(s):  
Learning Process ◽  
Reference Model ◽  
Educational Institution ◽  
Learning System ◽  
Learning And Teaching ◽  
Work From Home ◽  
Standard Education ◽  
E Learning ◽  
Content Object ◽  
Object Reference

E-learning merupakan bentuk model pembelajaran yang diakomodasi dan disuport dalam teknologi dalam suatu sistem informasi. Dalam lembaga pendidikan tentu dibutuhkan untuk menolong guru dalam peningkatan efesiensi proses belajar. Oleh karena itu tujuan dari adanya e-learning di SMK Negeri 1 Batipuh selaku lembaga pendidikan di masa pandemi Coronavirus Disease-19 harus diberlakukan pembelajaran jarak jauh atau work from home. Perubahan bentuk pelayanan pendidikan berstandar SCORM (Sharable Content Object Reference Model), dalam permodelan SCORM menggunakan metode waterfall dalam membangun sistim yang baik, dimana tenaga pendidik bisa memberikan pembelajaran kepada peserta didik terhadap aktivitas transfer ilmu khususnya dengan menyajikan video dalam bentuk materi ditambah metode diskusi beserta emoticon agar siswa lebih memahami, menarik dan menjadi giat dalam proses belajar. Setelah melakukan riset di sekolah terkait, maka penulis menyimpulkan bahwa dibutuhkan sebuah sistem e-learning  yang memudahkan proses belajar dan mengajar. Dengan bahasa pemrograman PHP dan framework CodeIgniter maka dirancanglah sebuah sistem e-learning yang mampu menghubungkan siswa dan guru.Kata Kunci : E-Learning, SCORM, Coronavirus Disease-19, Framework CodeIgniter.. E-learning is a form of learning model that is accommodated and supported in technology in an information system. In educational institutions, of course, it is needed to help teachers in increasing the efficiency of the learning process. Therefore, the purpose of e-learning at SMK Negeri 1 Batipuh as an educational institution during the Coronavirus Disease-19 pandemic, distance learning or work from home should be implemented. Changes in the form of SCORM standard education services (Sharable Content Object Reference Model), in SCORM modeling using the waterfall method in building a good system, where educators can provide learning to students about knowledge transfer activities, especially by presenting videos in the form of materials plus discussion methods along with emoticons so that students better understand, be interesting and become active in the learning process. After conducting research in related schools, the authors conclude that an e-learning system is needed that facilitates the learning and teaching process. With the PHP programming language and the CodeIgniter framework, an e-learning system is designed to connect students and teachers.Keywords: E-Learning, SCORM, Coronavirus Disease-19, CodeIgniter Framework.

scholarly journals Metodologia para recomendação e agregação de Objetos de Aprendizagem no padrão SCORM

2016 ◽  
Vol 24 (1) ◽  
pp. 11 ◽  
Author(s):  
Daniel Eugênio Neves ◽  
Lucila Ishitani ◽  
Wladmir Cardoso Brandão
Keyword(s):  
Reference Model ◽  
E Learning ◽  
Content Object ◽  
Object Reference

A partir de um trabalho de revisão da literatura sobre a utilização do padrão Sharable Content Object Reference Model (SCORM) para composição de conteúdos para e-Learning, identificou-se que, embora amplamente utilizado, seu modelo de metadados para agregação de conteúdos é complexo e difícil de ser utilizado por educadores, desenvolvedores de conteúdo e designers instrucionais. Particularmente, a identificação de conteúdos relacionados entre si, a partir de grandes repositórios, tem sido alvo de consideráveis esforços por parte de pesquisadores em ciência da computação, no sentido da automatização destes processos. Todavia, abordagens anteriores estenderam ou alteraram os metadados definidos pelo SCORM. Diante disso, são apresentados neste artigo os resultados de uma pesquisa experimental na qual foi proposta e avaliada uma metodologia que emprega ontologias, anotação automática de metadados, recuperação de informação e mineração de textos para recomendação automática e agregação de conteúdos relacionados, utilizando o vocabulário da categoria de metadados relation, conforme definida pelo SCORM, sem a necessidade de extensão desses metadados, de realizar alterações no padrão, ou mesmo de implementações específicas nos Sistemas de Gerenciamento de Aprendizagem (SGA). Foi desenvolvido um protótipo de um sistema computacional que aplica a metodologia proposta sobre uma amostragem de objetos de aprendizagem, gerando os resultados para avaliação de sua eficácia. Os resultados foram analisados e avaliados com o apoio de profissionais da educação, que atuam no desenvolvimento de conteúdos para e-Learning, demonstrando que a metodologia proposta é viável e eficaz, produzindo os resultados esperados.

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