IEEE Standard for Networked Smart Learning Objects for Online Laboratories

2019 ◽  
Keyword(s):  
Learning Objects ◽  
Smart Learning ◽  
Online Laboratories ◽  
Ieee Standard

scholarly journals When is a Learning Object not an Object: A first step towards a theory of learning objects

2002 ◽  
Vol 3 (2) ◽  
Author(s):  
Mike Sosteric ◽  
Susan Hesemeier
Keyword(s):  
Economies Of Scale ◽  
Learning Objects ◽  
Short Term ◽  
Object A ◽  
Smart Learning ◽  
Smart Learning Environments ◽  
Adequate Definition ◽  
Definition Of ◽  
Conceptual Confusion

<p> For some, “learning objects" are the “next big thing” in distance education promising smart learning environments, fantastic economies of scale, and the power to tap into expanding educational markets. While learning objects may be revolutionary in the long term, in the short term, definitional problems and conceptual confusion undermine our ability to understand and critically evaluate the emerging field. This article is an attempt to provide an adequate definition of learning objects by (a) jettisoning useless theoretical links hitherto invoked to theorize learning objects, and (b) reducing the definition of learning objects to the bare essentials. The article closes with suggestions for further research and further refinement of the definition of learning objects. </P>

Learning Object Model for Online Laboratories

2011 ◽  
pp. 514-527
Author(s):  
Habib Mir M. Hosseini ◽  
Keck Voon Ling ◽  
Bing Duan
Keyword(s):  
Learning Objects ◽  
Learning Systems ◽  
Learning Object ◽  
Object Model ◽  
Web Based ◽  
Course Content ◽  
Online Laboratories ◽  
E Learning ◽  
Text Images ◽  
Learning Concept

Online learning environments provide the students access to the course content at any time and from anywhere. Most of the existing e-Learning systems are designed for content-based subjects that deliver course content such as text, images, video, audio, and simulation to the student through the Internet. In recent years, several online or remote laboratories have been developed to bring the e-Learning concept to the lab-based courses. These systems, mainly web-based, allow students to conduct real laboratory experiment, as opposed to computer simulations, from anywhere and at any time. In this chapter, we introduce a model for providing lab-based lessons as Learning Objects. The Learning Object model has been widely used in content-based e-Learning systems. We then propose a learning management system framework which helps students to remotely access the lab-based learning objects. We will also present some experimental results and implementations.

scholarly journals Crossing the Borders: Re-Use of Smart Learning Objects in Advanced Content Access Systems

2019 ◽  
Vol 11 (7) ◽  
pp. 160 ◽  
Author(s):  
Hamza Manzoor ◽  
Kamil Akhuseyinoglu ◽  
Jackson Wonderly ◽  
Peter Brusilovsky ◽  
Clifford A. Shaffer
Keyword(s):  
Development Process ◽  
Learning Objects ◽  
Third Party ◽  
Management Systems ◽  
Learning Tools ◽  
Educational Materials ◽  
Smart Learning ◽  
Learning Content ◽  
Python Programming

Researchers in many disciplines are developing novel interactive smart learning objects like exercises and visualizations. Meanwhile, Learning Management Systems (LMS) and eTextbook systems are also becoming more sophisticated in their ability to use standard protocols to make use of third party smart learning objects. But at this time, educational tool developers do not always make best use of the interoperability standards and need exemplars to guide and motivate their development efforts. In this paper we present a case study where the two large educational ecosystems use the Learning Tools Interoperability (LTI) standard to allow cross-sharing of their educational materials. At the end of our development process, Virginia Tech’s OpenDSA eTextbook system became able to import materials from Aalto University’s ACOS smart learning content server, such as python programming exercises and Parsons problems. Meanwhile, University of Pittsburgh’s Mastery Grids (which already uses the ACOS exercises) was made to support CodeWorkout programming exercises (a system already used within OpenDSA). Thus, four major projects in CS Education became inter-operable.

Learning Object Model for Online Laboratories

2011 ◽  
pp. 768-784 ◽  
Author(s):  
Habib Mir M. Hosseini ◽  
Keck Voon Ling ◽  
Bing Duan
Keyword(s):  
Learning Objects ◽  
Learning Systems ◽  
Learning Object ◽  
Object Model ◽  
Web Based ◽  
Course Content ◽  
Online Laboratories ◽  
E Learning ◽  
Text Images ◽  
Learning Concept

Online learning environments provide the students access to the course content at any time and from anywhere. Most of the existing e-Learning systems are designed for content-based subjects that deliver course content such as text, images, video, audio, and simulation to the student through the Internet. In recent years, several online or remote laboratories have been developed to bring the e-Learning concept to the lab-based courses. These systems, mainly web-based, allow students to conduct real laboratory experiment, as opposed to computer simulations, from anywhere and at any time. In this chapter, we introduce a model for providing lab-based lessons as Learning Objects. The Learning Object model has been widely used in content-based e-Learning systems. We then propose a learning management system framework which helps students to remotely access the lab-based learning objects. We will also present some experimental results and implementations.

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