Learning Objects of Computer Science Discipline: An Analysis of e-PG Pathshala with Ugc-Net a Study for Future Sustainability with Emerging Topics

2020 ◽  
pp. 503-510
Author(s):  
Shweta Brahmbhatt ◽  
Sanjay Tiwari ◽  
Devarshi Mehta ◽  
Abhishek Kumar
Keyword(s):  
Computer Science ◽  
Learning Objects ◽  
Science Discipline ◽  
Emerging Topics

scholarly journals Will Your Paper Get Promoted by a Citation? A Case Study of Citation Promoter in Computer Science Discipline

2021 ◽  
Vol 9 (1) ◽  
pp. 238-245
Author(s):  
Feiheng Luo ◽  
Aixin Sun ◽  
Aravind Sesagiri Raamkumar ◽  
Mojisola Erdt ◽  
Yin-Leng Theng
Keyword(s):  
Computer Science ◽  
Science Discipline

scholarly journals Learning Objects: Resources For Distance Education Worldwide

2001 ◽  
Vol 2 (1) ◽  
Author(s):  
Stephen Downes
Keyword(s):  
Distance Education ◽  
Computer Science ◽  
Theoretical Perspective ◽  
Learning Objects ◽  
Essential Components ◽  
Recent Developments

This article discusses the topic of learning objects in three parts. First, it identifies a need for learning objects and describes their essential components based on this need. Second, drawing on concepts from recent developments in computer science, it describes learning objects from a theoretical perspective. Finally, it describes learning objects in practice, first as they are created or generated by content authors, and second, as they are displayed or used by students and other client groups.

scholarly journals Freedom In Teaching Applied To Computer Science Education And Its Relationship To Accreditation And Diversity

2011 ◽  
Vol 6 (7) ◽  
Author(s):  
Osama Shata
Keyword(s):  
Science Education ◽  
Computer Science ◽  
Computer Science Education ◽  
Learning Objects ◽  
Teaching Profession ◽  
Academic Institutions ◽  
The Core ◽  
The Subject

Much of the literature reviewed on the subject of freedom in teaching seems to emphasize that it is not only highly desirable and appreciated but deeply embedded in the core of the teaching profession. Although freedom in teaching has been used to mean freedom of academic institutions, instructors and students, but it has focused mostly on freedom of instructors in classrooms to discussmaterials relevant to their courses and in their research. The intention behind this paper is not to look for evidence to support what is already known, but rather to contribute to the understanding of the subject by extending what is meant by the term freedom in teaching to cover freedom of disciplines. This paper seeks to use this extension to propose that freedom in teaching can help addressing and responding to many challenges that face a rapidly changing discipline such as the discipline of Computer Science. The paper focuses on how freedom in teaching computer science at both program and course levels may play a pivot role in responding to some of the disciplines challenges. The paper also seeks to link freedom in teaching to issues such as diversity, accreditation and learning objects. The paper concludes by discussing the disadvantages and burdens that may come with freedom in teaching. Although that this paper focuses on the discipline of Computer Science as a case to study, but the arguments and discussion may be generalized to cover other disciplines that face similar challenges.

A Methodology for Developing Learning Objects for Web Course Delivery

2010 ◽  
pp. 280-289
Author(s):  
Stauffer Karen ◽  
Fuhua Lin ◽  
Koole Marguerite
Keyword(s):  
Computer Science ◽  
Online Courses ◽  
Learning Objects ◽  
Course Delivery ◽  
Web Based ◽  
Delivery Model ◽  
Science Courses ◽  
Computer Science Courses ◽  
Runtime Environment ◽  
Web Course

This article presents a methodology for developing learning objects for web-based courses using the IMS Learning Design (IMS LD) specification. We first investigated the IMS LD specification, determining how to use it with online courses and the student delivery model, and then applied this to a Unit of Learning (UOL) for online computer science courses. We developed an editor and runtime environment to apply the IMS LD to a UOL. We then explored the prospect for advancement of the basic IMS LD UOL. Finally, we discussed how to construct ontology-based software agents to use with the learning objects created with the IMS LD Units of Learning.

Sign in / Sign up

Export Citation Format

Share Document