Sharing Learning Objects Between Learning Platforms and Repositories

2018 ◽  
pp. 804-816 ◽  
Author(s):  
Sergio Tasso ◽  
Simonetta Pallottelli ◽  
Osvaldo Gervasi ◽  
Marina Rui ◽  
Antonio Laganà
Keyword(s):  
Learning Objects ◽  
Learning Platforms

Mathematics Education

2012 ◽  
pp. 60-89 ◽  
Author(s):  
Giovannina Albano
Keyword(s):  
Mathematics Education ◽  
Peer Assessment ◽  
Active Role ◽  
Learning Objects ◽  
Future Research ◽  
Domain Specific ◽  
E Learning ◽  
Learning Platforms ◽  
And Mathematics ◽  
Teaching Learning

This chapter is concerned with the integration of research in mathematics education and e-learning. Its main aim is to provide a perspective on the teaching/learning opportunities offered by e-learning platforms in a blended learning setting, as experienced at the Universities of Salerno and of Piemonte Orientale. Two types of teaching actions have been set above all: a) tailored units of learning, which have required the design/implementation of a huge pool of learning objects, according to domain-specific guidelines from mathematics education research and to various educational parameters from e-learning research; b) cooperative or individual teacher-driven learning activities together with various practice for self or peer assessment, which have been designed according both to e-learning and mathematics pedagogies based on the active role of the learner, the interaction with tutors and peers, and the importance of critical thinking and communication skills. Finally some feedback from students is reported, and some opportunities for future research are outlined.

An Adaptive e-learning Platform for Personalized Course Generation

2008 ◽  
pp. 262-282 ◽  
Author(s):  
Enver Sangineto
Keyword(s):  
Learning Styles ◽  
Learning Objects ◽  
Learning Preferences ◽  
Domain Specific ◽  
Learning Platform ◽  
E Learning ◽  
Funded Project ◽  
Learning Platforms ◽  
Didactic Material ◽  
Methodological Aspects

In this chapter we show the technical and methodological aspects of an e-learning platform for automatic course personalization built during the European funded project Diogene. The system we propose is composed of different knowledge modules and some inference tools. The knowledge modules represent the system’s information about both the domain-specific didactic material and the student model. By exploiting such information the system automatically builds courses whose didactic material is customized to meet the current student’s degree of knowledge and her/his learning preferences. Concerning the latter, we have adopted the Felder and Silverman’s pedagogical approach in order to match the student’s learning styles with the system Learning Objects’ types. Finally, we take care to describe the system’s didactic material by means of some present standards for e-learning in order to allow knowledge sharing with other e-learning platforms and knowledge searching by means of possible Semantic Web information retrieval facilities.

scholarly journals A New Approach to the Use of Semantic Technologies in E-Learning Platforms

2016 ◽  
Vol 9 (2) ◽  
pp. 5 ◽  
Author(s):  
Paolo Bouquet ◽  
Andrea Molinari
Keyword(s):  
Virtual Communities ◽  
Learning Objects ◽  
Semantic Technologies ◽  
New Approach ◽  
The Past ◽  
Persistence Layer ◽  
Frequent Use ◽  
Early Results ◽  
E Learning ◽  
Learning Platforms

Semantic technologies have been studied and used in different areas of computer science. E-learning has been one of this, but the most frequent use of semantic technologies in this discipline has been in the extraction and indexing of contents, like forums, blogs, learning objects etc. The research presented in this paper aims at taking advantage of semantic technologies in a different way respect to the mainstream use that has been done in the past. This new approach refers to the use of semantic technologies in the management of the persistence layer of Learning Management Systems (LMS), i.e., where all the contents are stored. Our research follows the idea of using semantics technologies as a support, if not an entire replacement, of the backend and persistence mechanisms of LMSs. As a testbed, we will present the design and early results of the application of this approach to the persistence layer of a Virtual Communities System, where these technologies will enriched the platform to address two fundamental issues: a) entities disambiguation and identification inside the persisted objects b) adding new features to the platform without refactoring it.

scholarly journals Generation of reusable learning objects from digital medical collections: An analysis based on the MASMDOA framework

2021 ◽  
Vol 27 (1) ◽  
pp. 146045822097758
Author(s):  
Félix Buendía ◽  
Joaquín Gayoso-Cabada ◽  
José-Luis Sierra
Keyword(s):  
Medical Students ◽  
Medical Knowledge ◽  
Learning Objects ◽  
Instructional Materials ◽  
Learning Object ◽  
User Profiles ◽  
Knowledge Sources ◽  
Reusable Learning Objects ◽  
E Learning ◽  
Learning Platforms

Learning Objects represent a widespread approach to structuring instructional materials in a large variety of educational contexts. The main aim of this work consists of analyzing the process of generating reusable learning objects followed by Clavy, a tool that can be used to retrieve data from multiple medical knowledge sources and reconfigure such sources in diverse multimedia-based structures and organizations. From these organizations, Clavy is able to generate learning objects that can be adapted to various instructional healthcare scenarios with several types of user profiles and distinct learning requirements. Moreover, Clavy provides the capability of exporting these learning objects through standard educational specifications, which improves their reusability features. The analysis proposed is conducted following criteria defined by the MASMDOA framework for comparing and selecting learning object generation methodologies. The analysis insights highlight the importance of having a tool to transfer knowledge from the available digital medical collections to learning objects that can be easily accessed by medical students and healthcare practitioners through the most popular e-learning platforms.

scholarly journals Platforms for Online Learning: A Product Specification

2020 ◽  
Vol 7 (3) ◽  
pp. 112
Author(s):  
Gerardo Quiroz Vieyra ◽  
Luis Fernando Muñoz González
Keyword(s):  
Artificial Intelligence ◽  
Information And Communication Technologies ◽  
Content Management ◽  
Learning Objects ◽  
Management Systems ◽  
Current Status ◽  
Cognitive Computing ◽  
Information And Communication ◽  
E Learning ◽  
Learning Platforms

Learning Management Systems (LMS) or Learning Content Management Systems (LCMS) are the core of e-learning platforms and have evolved according to the development of new information and communication technologies. In this type of software there are many products on the market, some developed by the institutions themselves (in-house), others are free and open source software (FOSS) and others are more commercial, varying in functionality and technology, but almost always adhering to the standards used in e-learning so that learning objects fulfill their purpose of being usable and reusable. This paper introduces you to current LMS / LCMS, main functions, distinctive features, related standards, and their current status. Then there is a presentation of Machine Learning as a branch of Artificial Intelligence and Cognitive Computing as a fusion discipline between computation, cognition, psychology and artificial intelligence, to end in a proposal for the incorporation of these technologies in a new generation of e-learning platforms, all in an integrated framework of interoperability and governance.

Full-Surround “Instructional Design” Support for Quality E-Learning

2011 ◽  
pp. 91-108
Author(s):  
Shalin Hai-Jew
Keyword(s):  
Instructional Design ◽  
Learning Objects ◽  
Digital Learning ◽  
Technological Learning ◽  
Learning Domains ◽  
E Learning ◽  
Free Development ◽  
Perception Of Quality ◽  
Learning Platforms ◽  
Digital Learning Objects

Supporting quality e-learning in an institution of higher education is a non-trivial task. This challenge stems from the complexity of online learning with a mesh of laws (such as intellectual property and accessibility ones) and policies that undergird the foundational level of quality. There are the ever-evolving technological challenges—of technological learning platforms, digital learning objects, authoring tools, multimedia, the Internet, and the Web. In an academic environment which emphasizes academic freedom, there are few levers to motivate quality—except through faculty-imposed standards, funding mechanisms, quality endorsements, or other incentives. The variance in learning domains may make a shared concept of quality more elusive and likewise variant. Professional subject matter experts and faculty members have different preferences and standards as well, and their choices of teaching methods will vary. Learner expectations affect the concept and perception of quality. The normal constraints of resources, budget, time, knowledge, and skills, also apply as potential challenges to a friction-free development of quality e-learning. This chapter uses the instructional design framework to reflect on practical ways to support quality e-learning.

scholarly journals OBJETOS DE APRENDIZAJE: IMPORTANCIA DE SU USO EN LA EDUCACIÓN VIRTUAL. LEARNING OBJECTS: THE IMPORTANCE OF IT’S USE IN THE VIRTUAL EDUCATION

2012 ◽  
Vol 3 (1) ◽  
pp. 104-118
Author(s):  
Francisco Mora-Vicarioli
Keyword(s):  
Online Courses ◽  
Learning Objects ◽  
Virtual Education ◽  
Learning Object ◽  
Use Of Time ◽  
Digital Material ◽  
Educación Virtual ◽  
Learning Platforms ◽  
Learning Object Repositories ◽  
User Friendly

El objeto de aprendizaje (OA) es parte de una filosofía en la elaboración de un material didáctico con soporte digital y está principalmente orientado para su utilización en la educación virtual. Uno de sus propósitos es mejorar las prácticas para la elaboración de material digital, en el sentido de unificar su formato y estructura. En ocasiones, se elaboran material digital para cursos en línea y no hay un verdadero aprovechamiento o posibilidades de mejora a futuro, lo cual supone un uso ineficiente del tiempo. También se podrían estar elaborando materiales que ya existen, pero que no se encuentran en un formato de soporte de fácil edición. Este artículo presenta algunas posibilidades, recomendaciones y beneficios de los objetos de aprendizaje para su implementación en los cursos en línea, así como las condiciones para su almacenamiento en repositorios de objetos de aprendizaje.Palabras clave: Objetos de aprendizaje, repositorios de objetos de aprendizaje, cursos virtuales, virtualidad, plataformas de aprendizaje en línea, educación virtual. AbstractThe learning object (LO) is part of a philosophy in developing a digital teaching material and is mainly targeted for use in virtual education. One of its aims is to improve practices for the production of digital material in the sense of unifying the format and structure. Sometimes they produce digital material for online courses and there is no real use or for improvement in the future, which implies an inefficient use of time. It could also be developing materials that already exist, but not in a user-friendly format edition. This article presents some possibilities, recommendations and benefits of learning objects for deployment in online courses and conditions for storage in repositories of learning objects.Keywords: Learning objects, learning object repositories, online courses, virtuality, online learning platforms, and virtual education.

Toward a Hybrid Recommender System for E-learning Personnalization Based on Data Mining Techniques

2018 ◽  
Vol 2 (4) ◽  
pp. 271 ◽  
Author(s):  
Outmane Bourkoukou ◽  
Essaid El Bachari
Keyword(s):  
Learning Style ◽  
Recommender System ◽  
Adaptive Learning ◽  
Learning Objects ◽  
Research Field ◽  
Learning System ◽  
K Nearest Neighbors ◽  
E Learning ◽  
Hybrid Recommender System ◽  
Hybrid Recommender

Personalized courseware authoring based on recommender system, which is the process of automatic learning objects selecting and sequencing, is recognized as one of the most interesting research field in intelligent web-based education. Since the learner’s profile of each learner is different from one to another, we must fit learning to the different needs of learners. In fact from the knowledge of the learner’s profile, it is easier to recommend a suitable set of learning objects to enhance the learning process. In this paper we describe a new adaptive learning system-LearnFitII, which can automatically adapt to the dynamic preferences of learners. This system recognizes different patterns of learning style and learners’ habits through testing the psychological model of learners and mining their server logs. Firstly, the device proposed a personalized learning scenario to deal with the cold start problem by using the Felder and Silverman’s model. Next, it analyzes the habits and the preferences of the learners through mining the information about learners’ actions and interactions. Finally, the learning scenario is revisited and updated using hybrid recommender system based on K-Nearest Neighbors and association rule mining algorithms. The results of the system tested in real environments show that considering the learner’s preferences increases learning quality and satisfies the learner.

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