Towards an Intelligent Learning Objects Based Model for Dynamic E-Learning Content Selection

2016 ◽  
pp. 65-82
Author(s):  
João de Amorim ◽  
Ricardo Azambuja Silveira
Keyword(s):  
Learning Objects ◽  
Content Selection ◽  
Learning Content ◽  
E Learning

Using Open Source to Building and Accessing Learning Objects and Online Courses

2011 ◽  
pp. 266-297
Author(s):  
Christos Bouras ◽  
Maria Nani
Keyword(s):  
Open Source ◽  
Information And Communication Technologies ◽  
Online Courses ◽  
Learning Objects ◽  
Learning Technology ◽  
Learning Content ◽  
Technology Products ◽  
Web Standards ◽  
Information And Communication ◽  
E Learning

As e-learning continuously gains the interest of the scientific community, industry, and government, a wide variety of learning technology products have been incorporated into the marketplace. Advances in information and communication technologies are in favor of the incorporation of innovative services and functionalities in such systems, though content creation and delivery remain the two key factors in any e-learning system. Therefore, in this chapter, we present the design and implementation of a tool targeted at building and accessing learning objects and online courses through the Web. This tool aims to facilitate instructors and trainers to easily develop accessible, reusable, and traceable learning content that can meet their distant students’ needs for anytime and anyplace learning. Learners are able to access learning content, in addition to consulting, at any time, reports on their interactions within a course and get support by subject experts. Furthermore, all users can request to upgrade their role in the system and, thus, actively participate in the learning process. Special attention has been paid on the utilization of reliable and qualitative open source technologies and Web standards so that the proposed solution can form an easily accessible system.

scholarly journals Challenges of Transitioning to e-learning System with Learning Objects Capabilities

2016 ◽  
Vol 17 (1) ◽  
Author(s):  
Miroslava Raspopovic ◽  
Svetlana Cvetanovic ◽  
Aleksandar Jankulovic
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Information Systems ◽  
Open Source ◽  
Learning Objects ◽  
Learning System ◽  
Learning Content ◽  
Technological Advances ◽  
E Learning ◽  
Transitional Challenges

<p>In order for higher education institutions, which implements blended and/or online learning to remain competitive and innovative it needs to keep up with the cutting edge technological and educational advances. This task is usually very difficult, keeping in mind the budget constraints that many institutions have. This usually implies that existing open source solutions have to be used and adapted to individual needs of each institution. Keeping up with the current technological advances often brings not only financial challenges, but also transitional challenges that may put at risk learning quality and reputation of the institution, as well as performance of students. This work describes the features of the system, results and challenges of transitioning to e-learning system that displays learning materials through sequence of reusable learning objects (LOs) from the system that does not have these capabilities. The goal of such system is to increase reusability of learning content, and moreover, to increase online interactivity and communication between the instructor and students. Findings of this work reveal advantages, disadvantages and potential obstacle of implementation e-learning system with LOs and give an overview of suggestions for implementation improvements. These suggestions are given based on evaluation of implementation of new e-learning system with LOs, after the transition from the traditional e-learning system. Furthermore, based on the research of existing methodologies in the field of information systems, and the results of this research, this work proposes methodology for transferring into e-learning system with LOs. </p>

scholarly journals Skaitmeninės mokymo(si) išteklių ir paslaugų bibliotekos sudedamųjų dalių daugkartinio naudojimo(si) gairės (anglų k.)

2008 ◽  
Vol 44 ◽  
pp. 88-97 ◽  
Author(s):  
Eugenijus Kurilovas ◽  
Svetlana Kubilinskienė
Keyword(s):  
Secondary Education ◽  
Digital Library ◽  
Cost Effective ◽  
Learning Objects ◽  
Modular Architecture ◽  
Architecture Model ◽  
Primary And Secondary Education ◽  
Learning Content ◽  
Flexible Architecture ◽  
E Learning

Šiame straipsnyje nagrinėjamos pagrindinės mokslinės ir technologinės problemos yra susijusios su bendru moksliniu požiūriu į bendrojo lavinimo sistemos el. mokymosi turinio ir paslaugų sistemos (čia – skaitmeninės švietimo išteklių ir paslaugų bibliotekos, toliau – biblioteka) kūrimą. Nagrinėjimo objektas yra lankstus bibliotekos sudedamųjų dalių architektūros modelis, suteikiantis savo naudotojams individualizuoto mokymosi galimybių. Straipsnyje yra nagrinėjamas pagrindinių bibliotekos sudedamųjų dalių (t. y. mokymosi objektų) maksimalaus pakartotinio pla tesnio panaudojimo principas. Straipsnyje yra pristatomas bibliotekos modelis, grindžiamas diegiamomis modulinės architektūros mažesnių atvirojo kodo el. turinio ir paslaugų sudedamosiomis dalimis. Sudedamųjų dalių sąveikumas ir standartai yra pagrindiniai bibliotekos funkcionavimo veiksniai, todėl pagrindinis dėmesys straipsnyje buvo skiriamas bibliotekos sąveikumo gairių kūrimui. Pagrindiniai klausimai yra: kurie standartai turi būti naudojami, kodėl, t. y. aiškios gairės. Detaliau nagrinėjamas Lietuvos bibliotekos bendrojo lavinimo sistemos kūrimo atvejis.Interoperability framework for components of digital library of educational resources and services (english)Eugenijus Kurilovas, Svetlana Kubilinskienė SummaryThe main scientific and technologic problems investigated in this work deal with the overall approach to creation of a flexible cost-effective e-learning content and services system (referred to as the Digital library of education resources and services, DLE) for primary and secondary education. The main topic here is a flexible architecture model of DLE components, providing learning customisation possibilities for its users. The principle of ultimate increase of the main DLE components’ (i.e. learning objects) reusability is considered. A DLE model based on modular architecture, as small as possible open source reusable e-content and e-services components is presented. Standards and interoperability are the key factors in the successful introduction of such kind of DLEs, and therefore attention in the work was focussed on investigating the possible interoperability framework for creating the architecture model of DLE components. The major issues here are the standards, the reasons for their use and a clear framework. The Lithuanian DLE for primary and secondary education, based of this approach, is presented in more detail.

A Model for an Adaptive e-Learning Hypermedia System

2013 ◽  
Vol 9 (4) ◽  
pp. 21-39
Author(s):  
Lamia Mahnane ◽  
Laskri Mohamed Tayeb ◽  
Philippe Trigano
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Personal Characteristics ◽  
Learning Objects ◽  
Thinking Styles ◽  
Pedagogical Strategies ◽  
Learning Content ◽  
Hypermedia System ◽  
E Learning ◽  
Specific Teaching

Recent years have shown increasing awareness for the importance of adaptivity in e-learning. Since the learning style of each learner is different. Adaptive e-learning hypermedia system (AEHS) must fit different learner’s needs. A number of AEHS have been developed to support learning styles as a source for adaptation. However, these systems suffer from several problems, namely: lack of maintenance, adaptation to learning style, less attention was paid to thinking styles and the insertion of specific teaching strategies into learning content. This paper proposes an AEHS model based on thinking styles and knowledge level. On one hand, the developed prototype will assist a learner in accessing and using learning resources which are adapted according to his/her personal characteristics (in this case his/her thinking style and level of knowledge). On the other hand, it will facilitate the learning content teacher in the creation of appropriate learning objects and their application to suitable pedagogical strategies.

An Intelligent and Adaptive Hypermedia System Based on Thinking Style (IAHS-TS)

2016 ◽  
pp. 111-130
Author(s):  
Mahnane M. L. Lamia ◽  
Hafidi Mohamed
Keyword(s):  
Personal Characteristics ◽  
Learning Objects ◽  
Learning System ◽  
Thinking Style ◽  
Brain Dominance ◽  
Pedagogical Strategies ◽  
Learning Content ◽  
Hypermedia System ◽  
E Learning ◽  
Level Of Knowledge

In this paper, an adaptive and intelligent hypermedia system, AIHS was designed, developed and implemented. This e-learning system was intended for bachelor degree program that is offered in all Algerian public universities, where the studied subjects are: “ORL”, “Dermatology”, “Ophthalmology” and “Language”. Content which was transformed into learning objects in four different ways in accordance with Herrmann Brain Dominance Instrument (HBDI). the developed prototype will assist a learner in accessing and using learning resources which are adapted according to his/her personal characteristics (in this case his/her thinking style and level of knowledge). It will facilitate the learning content teacher in the creation of appropriate learning objects and applying them to suitable pedagogical strategies.

An Object-Oriented Approach to Manage E-Learning Content Using Learning Objects

2011 ◽  
pp. 89-98 ◽  
Author(s):  
Andreas Holzinger ◽  
Josef Smolle ◽  
Gilbert Reibnegger
Keyword(s):  
Best Practice ◽  
Reference Model ◽  
Learning Objects ◽  
Self Evaluation ◽  
Learning Object Metadata ◽  
Learning Content ◽  
E Learning ◽  
Advanced Organizer ◽  
Object Oriented Approach ◽  
Oriented Approach

Learning objects (LO) are theoretically based on granular, reusable chunks of information. In this chapter the authors argue that LOs should consist of more than just content, that is, they should include pre-knowledge questions on the basis of the concept of the advanced organizer, of self-evaluation questions (assessment), and finally of appropriate metadata. The used metadata concept must be based on accepted standards, such as learning object metadata (LOM) and the shareable object reference model (SCORM). A best practice example of the realization of these concepts is the Virtual Medical Campus Graz (VMC-Graz), which actually is the realization of an information system to make a new curriculum digitally accessible.

scholarly journals A Metadata Model Proposal for Simulation Based E-learning

2017 ◽  
Vol 5 (1) ◽  
pp. 16
Author(s):  
El Hassan Laaziz ◽  
Elmustapha Elkhouzai
Keyword(s):  
Learning Objects ◽  
Learning Object ◽  
Web Technologies ◽  
Learning Standards ◽  
Metadata Model ◽  
Learning Object Metadata ◽  
Learning Content ◽  
Simulation Based ◽  
E Learning ◽  
On Line

<p class="Abstract">Existing E-learning standards and specifications present a great basis for the development of E-learning, on line and distance learning contents that are accessible, interoperable, durable and reusable.  E-learning contents are supported by these standards as well as by the LMS (Learning Management System)   or web technologies compliant to them. However, simulation based contents or learning objects are less integrated in the E-learning contents than other learning objects, partially because standards and specification don’t pay much attention to more specify them in term of metadata requirements.</p>The main objective of this paper is the elaboration of a new Metadata model on the basis of Learning Object Metadata (LOM) with a wider scope that could support more easily simulation objects, especially in experiential E-learning content in which simulation activity should be executed by the learner, monitored and tracked by the tutor completely on the LMS.

scholarly journals CrowdLearn: Crowd-sourcing the Creation of Highly-structured E-Learning Content

2015 ◽  
Vol 5 (4) ◽  
pp. 47 ◽  
Author(s):  
Darya Tarasowa ◽  
Ali Khalili ◽  
Soeren Auer
Keyword(s):  
Data Model ◽  
Content Management ◽  
Learning Objects ◽  
Learning Material ◽  
Crowd Sourcing ◽  
Assessment Tests ◽  
Learning Content ◽  
E Learning ◽  
The Creation ◽  
Entity Relationship

While nowadays there is a plethora of Learning Content Management Systems, the collaborative, community-based creation of rich e-learning content is still not sufficiently well supported. Few attempts have been made to apply crowd-sourcing and wiki-approaches for the creation of e-learning content. However, the paradigm is only applied to unstructured, textual content and cannot be used in SCORM-compliant systems. To address this issue we developed the CrowdLearn concept to exploit the wisdom, creativity and productivity of the crowd for the creation of rich, deep-semantically structured e-learning content. The CrowdLearn concept combines the wiki style for collaborative content authoring with SCORM requirements for re-usability. Therefore, it enables splitting the learning material into Learning Objects (LOs) with an adjustable level of granularity. In order to realize the CrowdLearn concept, a novel data model called WikiApp is devised. The WikiApp data model is a refinement of the traditional entity-relationship data model with further emphasis on collaborative social activities and structured content authoring. We implement and evaluate the CrowdLearn approach with SlideWiki – an educational platform dealing with presentations and assessment tests. The article also comprises results of a usability evaluation with real students.

scholarly journals Elektroninio mokymosi metodų naudojimo Vilniaus universitete raida ir perspektyvos

2013 ◽  
Vol 63 ◽  
pp. 82-90
Author(s):  
Povilas Abarius
Keyword(s):  
Learning Environments ◽  
Virtual Learning ◽  
Learning Objects ◽  
Virtual Learning Environments ◽  
Learning Methods ◽  
Learning Modules ◽  
Learning Content ◽  
Content Development ◽  
E Learning ◽  
Vilnius University

Straipsnyje analizuojami elektroninio mokymosi metodai, naudojami Vilniaus universitete nuo 2000 iki 2010 metų, ir apžvelgiamos tolesnio jų plėtojimo perspektyvos. Pagrindinė kryptis, pagal kurią buvo plėtojamas elektroninis mokymasis, buvo turinio kūrimas virtualiose mokymosi aplinkose (WebCT, Blacboard Vista WebCT, Moodle). Naudojami vaizdo konferencijų metodai neturi tiek išliekamosios vertės, kaip interaktyvūs mokymosi moduliai, esantys virtualiose mokymosi terpėse. Todėl ateityje tikslinga plėtoti e. mokymosi modulių kūrimą, sudarant dėstytojams palankias sąlygas kurti ir naudoti juos didinant mokymosi efektyvumą ir kokybę. Pateikiami tolesnės e. mokymosi sistemos plėtros siūlymai: tobulinti dėstytojų mokymo kurti e. mokymosi objektus ir e. modulius sistemą; pakeisti dėstytojų motyvavimo kurti ir naudoti e. modulius tvarką; naudojantis mokymosi objektų metaduomenų sistema atlikti turinio kūrimo procesų stebėseną; išanalizuoti galimybes kartu su kitomis aukštojo mokslo institucijomis kurti mokymosi objektų biblioteką.Pagrindiniai žodžiai: e. mokymosi ištekliai, virtualios mokymosi terpės, Vilniaus universitetas, mokymosi objektai, e. mokymosi moduliaiUse of e-learning methods: the evolution and prospects in Vilnius UniversityPovilas AbariusSummaryThe paper analyzes use of e-learning methods in Vilnius University from 2000 to 2010 and an overview of the future prospects of their development. The main direction of e-learning content development was use the virtual learning environments (WebCT, WebCT Vista Blacboard, Moodle). Video conferencing techniques do not have as high resale value as interactive learning modules in virtual learning environments use. Therefore, it is appropriate to develop e. learning modules, facilitating teachers to create and use them to increase learning efficiency and quality. The proposed some recommendations:•  development of training teachers how to develop e. learning objects and e. learning modules;•  transform teachers’ motivation system;•  using learning objects metadata information system to carry out e. curriculum development monitoring;•  analyze opportunities with other institutions of higher education to create an e. learning object library.

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