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.

Evaluasi Aksesibilitas Learning Object Berdasarkan Web Content Accessibility Guidelines 2.0

2017 ◽  
Vol 9 (2) ◽  
pp. 67-71
Author(s):  
Herru Darmadi ◽  
Yan Fi ◽  
Hady Pranoto
Keyword(s):  
Learning Objects ◽  
Authoring Tool ◽  
Learning Object ◽  
Web Content ◽  
Web Browser ◽  
E Learning ◽  
Index Terms ◽  
Accessibility Guidelines ◽  
Content Accessibility

Learning Object (LO) is a representation of interactive content that are used to enrich e-learning activities. The goals of this case study were to evaluate accessibility and compatibility factors from learning objects that were produced by using BINUS E-learning Authoring Tool. Data were compiled by using experiment to 30 learning objects by using stratified random sampling from seven faculties in undergraduate program. Data were analyzed using accessibility and compatibility tests based on Web Content Accessibility Guidelines 2.0 Level A. Results of the analysis for accessibility and compatibility tests of Learning Objects was 90% better than average. The result shows that learning objects is fully compatible with major web browser. This paper also presents five accessibility problems found during the test and provide recommendation to overcome the related problems. It can be concluded that the learning objects that were produced using BINUS E-learning Authoring Tool have a high compatibility, with minor accessibility problems. Learning objects with a good accessibility and compatibility will be beneficial to all learner with or without disabilities during their learning process. Index Terms—accessibility, compatibility, HTML, learning object, WCAG2.0, web

scholarly journals Designing and integrating reusable learning objects for meaningful learning: Cases from a graduate programme

2017 ◽  
Author(s):  
Joyce Hwee Ling Koh
Keyword(s):  
Learning Experiences ◽  
Meaningful Learning ◽  
Learning Objects ◽  
Learning System ◽  
Learning Activities ◽  
Five Dimensions ◽  
Reusable Learning Objects ◽  
Programme Design ◽  
E Learning ◽  
Learning With Technology

E-learning quality depends on sound pedagogical integration between the content resources and lesson activities within an e-learning system. This study proposes that a meaningful learning with technology framework can be used to guide the design and integration of content resources with e-learning activities in ways that promote learning experiences, characterised by five dimensions: active, constructive, intentional, authentic, and collaborative. The pedagogical uses of these meaningful learning dimensions to support the design and integration of reusable learning objects as content resources will be explicated and exemplified through three cases related to the instruction of theories, principles, and professional skills respectively in a graduate programme. Design notes and surveys of students’ perception of learning experiences are used as data sources to understand how the five meaningful learning dimensions are being implemented by instructors and perceived by students. The strategies for supporting meaningful learning with reusable learning objects in higher education contexts are discussed.

M-Learning through Semantically Annotated Learning Objects and Ontologies

2015 ◽  
Vol 3 (2) ◽  
Author(s):  
Reshmy Krishnan
Keyword(s):  
Semantic Web ◽  
Learning Process ◽  
Rapid Development ◽  
Learning Objects ◽  
Learning System ◽  
Learning Object ◽  
Mobile Technologies ◽  
Rich Medium ◽  
Object Structure ◽  
E Learning

Number of mobile subscriptions has increased tremendously due to rapid development of mobile technologies. The performance and accessibility of the e-learning process can be enhanced through mobile devices which is called m-learning. M-learning makes learning resources available anywhere and anytime, provide strong search capabilities, and offers easy interaction features to the learners. M-learning also points the opportunity for interoperability than existing e-learning system. The integration of semantic web in m-learning can improve the efficiency of searching for learning objects and reduce the time and cost of learning process. Semantic web can be integrated with the help of ontologies and learning objects in semantic web. They offer rich medium to assist m-learning via semantic annotated learning objects and shared repositories. Two types of ontologies, such as learning object content ontology and learning object structure ontology are used in this system. These ontologies facilitate the reuse, sharing and retrieval of relevant learning objects which are the backbone of m-learning.

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.

Engineering Reusable Learning Objects

2009 ◽  
pp. 718-735 ◽  
Author(s):  
Ed Morris
Keyword(s):  
Design Theory ◽  
Object Oriented ◽  
Learning Objects ◽  
Design Guidelines ◽  
Learning Object ◽  
Software Systems ◽  
Reusable Learning Objects ◽  
Metadata Standards ◽  
Object Lessons ◽  
Software Object

We adapt the object-oriented software engineering design methodology for software objects to engineering reusable learning objects. Our approach extends design principles for reusable learning objects. The resulting learning object class is a template from which individualised learning objects can be dynamically created for, or by, students. The properties of these classes refine learning object definitions and design guidelines. We adapt software object levels of cohesion to learning object classes. We demonstrate reusability increases when learning object lessons are built from learning objects, like maintainable software systems are built from software objects. We identify facilities for learning management systems to support object-oriented learning object lessons that are less predetermined in sequencing activities for each student. Our overall approach to the design of learning object lessons is independent of, and complementary to, instructional design theory underlying the learning object design process, and metadata standards adopted by the IEEE for learning object packaging.

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.

Ontologies in Intelligent Learning Systems

2012 ◽  
pp. 31-48
Author(s):  
Boryana Deliyska ◽  
Peter Manoilov
Keyword(s):  
Semantic Web ◽  
Learning Process ◽  
Learning Objects ◽  
Learning Systems ◽  
Learning Object ◽  
Structural Learning ◽  
Principal Role ◽  
Web Resources ◽  
Human Tutor ◽  
E Learning

The intelligent learning systems provide a direct customized instruction to the learners without intervention of human tutor on the base of Semantic Web resources. The principal role ontologies play in these systems is as an instrument for modeling learning process, learner, learning objects, and resources. In the chapter, a variety of relationships and conceptualizations of ontologies used in the intelligent learning systems are investigated. The utilization of domain and application ontologies in learning object building and knowledge acquisition is represented. The conceptualization of domain ontologies in e-learning is presented by the upper levels of its taxonomies. Moreover, a method and an algorithm intended for generation of application ontologies of structural learning objects (curriculum, syllabus, topic plan, etc.) are developed. Examples of curriculum and syllabus application ontologies are given. Further these application ontologies are used for structural learning object generation.

Valuing Learning Objects Shared in an Online Community

2014 ◽  
pp. 529-549
Author(s):  
Jacqueline Guzmán ◽  
Regina Motz ◽  
Alberto Rodrigues da Silva
Keyword(s):  
Social Network ◽  
Online Community ◽  
Learning Objects ◽  
Learning Object ◽  
Learning Platform ◽  
E Learning ◽  
The Creation

In this chapter, the authors analyze and discuss how the activity inside a social network impacts on the value of a Learning Object (LO) used in a collaborative e-learning platform. Recent works propose metrics for measuring LO reusability based on a variety of approaches. In this work, they combine and extend these approaches in order to design a valuation strategy which helps to identify the usage of LOs inside a social network. Their proposal is to identify the factors that are relevant for the valuation of a LO and determine which of them can be computed automatically from its context of usage, the level of success of its authors and its metadata. The authors’ analysis was performed on a particular social network called LOP (LO Poll) system, which strongly motivates the creation and collaborative valuation of LOs. They present preliminary conclusions obtained from an experiment performed in order to analyze the feasibility of the proposal.

A Low-Cost Learning Object Repository for Egyptian Teachers

2013 ◽  
pp. 307-321
Author(s):  
Alaa Sadik
Keyword(s):  
Low Cost ◽  
Learning Objects ◽  
Learning Object ◽  
Web Based ◽  
Learning Programs ◽  
E Learning ◽  
Learning Object Repository ◽  
User Groups ◽  
Arabic Speaking ◽  
Quality Learning

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.

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