Science Practices in the Science Learning Objects of the Greek Digital Learning Object Repository

2017 ◽  
Vol 6 (4) ◽  
Author(s):  
Efthymia Saltidou ◽  
Michael Skoumios
Keyword(s):  
Science Learning ◽  
Learning Objects ◽  
Learning Object ◽  
Digital Learning ◽  
Science Practices ◽  
Learning Object Repository

scholarly journals Learning Object Repository Technologies for TeleLearning: The Evolution of POOL and CanCore

10.28945/2565 ◽  
2002 ◽  
Author(s):  
Griff Richards ◽  
Rory McGreal ◽  
Norm Friesen
Keyword(s):  
National Level ◽  
Learning Objects ◽  
Peer To Peer ◽  
Learning Object ◽  
Learning Program ◽  
Peer Network ◽  
Learning Object Repository ◽  
On Line ◽  
Learning Object Repositories ◽  
Peer To Peer Network

Repositories provide mechanisms to encourage the discovery, exchange and re-use of learning objects. This paper describes Portals for On-line Objects in Learning (POOL), a consortium project of the TeleLearning NCE to build a learning object repository scalable to the national level. Funded in part by the Canarie Learning Program, POOL contributes to the development of two focal technologies: “POOL POND and SPLASH” a distributed architecture for a peer-to-peer network of learning object repositories, and CanCore, a practical metadata protocol for cataloguing learning objects.

Being a Content Expert is Fun Again with Pachyderm

2007 ◽  
pp. 232-244
Author(s):  
Tom Hapgood
Keyword(s):  
Learning Objects ◽  
Learning Object ◽  
Digital Learning ◽  
Storage Devices ◽  
Promotion And Tenure ◽  
Content Expert ◽  
Organizational Information ◽  
Digital Learning Objects ◽  
Organizational Procedures ◽  
And Storage

This chapter discusses the reasoning behind the lack of the expected authoring of digital learning objects. It argues that the creation and dissemination of learning objects by university faculty have not occurred as a result of technical hurdles and frightening acronyms, lack of organizational procedures, unclear legal and ownership issues, and the ineffectiveness of “selling” the idea to faculty as part of the promotion and tenure process. The technology, interfaces and storage devices have been in place for some time, waiting for the learning object authors to publish their work. The Pachyderm 2.0 software is discussed as a tool for faculty to utilize. The author hopes that discussing and enumerating the obstacles to learning object authoring and dissemination, combined with the proposal of using the Pachyderm software along with a model of working with organizational information technology (IT) staff, will assist all involved in circulating successful digital learning objects.

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.

COLLABORATION WHEN ADAPTING DIGITAL LEARNING OBJECTS IN THE EDUCATIONAL PROCESS

2020 ◽  
Vol 1 ◽  
Author(s):  
Gintarė Milčė
Keyword(s):  
Process Improvement ◽  
Teaching Methods ◽  
Learning Objects ◽  
Educational Process ◽  
Learning Object ◽  
Digital Learning ◽  
Reform Teaching ◽  
Teachers And Students ◽  
Process Collaboration ◽  
Digital Learning Objects

Teachers who seek for continuous education (learning) process improvement, not only reform teaching methods, but also use a variety of digital innovations, including the digital learning objects. Usually, a teacher becomes responsible for the introduction of innovations and a student for the mastering them. In many cases, the teacher's qualities determine whether innovation will be accepted or rejected, but in order to incorporate digital learning objects into the educational process, collaboration between a teacher and a student becomes an important element. The teacher decides which digital learning object to use when at this point student can evaluate, test and discuss with the teacher how much it benefits. Thus, the object of this presentation–collaboration when adapting digital learning objects in the educational process. The analysis has revealed that the adaptation of digital learning objects requires collaboration, and in the process of adapting the digital learning object, there is collaboration that ensures a smooth adaptation process: discussions, sharing knowledge and ideas. All this helps to make targeted use of the digital learning object in the process of education, according to the different needs of teachers and students.

scholarly journals Submission and Peer Review of Learning Objects Using a Community-Based Repository

10.28945/2835 ◽  
2004 ◽  
Author(s):  
Ilona Box
Keyword(s):  
Peer Review ◽  
Review Process ◽  
Object Oriented ◽  
Learning Objects ◽  
Learning Object ◽  
Significant Advance ◽  
Object Oriented Method ◽  
Community Based ◽  
Double Blind ◽  
Learning Object Repository

A community-based learning object repository supports the sharing and collaboration of learning object development within discipline or topic area communities. The repository is built using an object-oriented method and implemented using JADE, an object-oriented technology platform. The repository is a software system aimed at improving the creation, collection, quality assurance, and ultimately the accessibility of learning objects. The initiatives regarding learning objects and the double blind review process for research publications are the two key influences on the learning object repository design. The repository is a significant advance on existing learning object technology as 1) it is built using an object-oriented method and platform including the database; typically learning object collections are stored in relational databases, and 2) it incorporates an automated submission and double blind peer review process before learning objects are made public. The use of the repository by the learning object creators, reviewers, moderators, administrators and educators will determine the success of the product.

Assessing Practical Accessibility in Online Courses Based on Local Conditions

2019 ◽  
pp. 392-423
Keyword(s):  
Online Learning ◽  
Online Courses ◽  
Learning Objects ◽  
Learning Object ◽  
Use Case ◽  
Digital Learning ◽  
Local Conditions ◽  
Midwestern University ◽  
Accessibility Issues ◽  
Learning Data

Another approach to exploring online learning data is to see what is not there or what is absent. One use case for this is “practical accessibility” or the accessibility accommodations in online learning courses (or learning objects). This chapter includes a review of the current extant literature, a close-in analysis of several dozen real-world courses (in static format) through an instructional design/developer lens, in service of the following objectives: 1) the drafting of an initial instrument that may be used to assess the accessibility level of an online learning course or digital learning object, 2) the identification of the most common accessibility issues in online courses at a Midwestern university (based on a sample setoff online courses), and 3) the identification of a model course with full or near-full accessibility and seeing what may be learned from that and from specific accessibility accommodations that may be beneficial in other contexts.

scholarly journals Learning Object Repositories

10.28945/2908 ◽  
2005 ◽  
Author(s):  
Permanand Mohan
Keyword(s):  
Business Models ◽  
Learning Objects ◽  
Learning Object ◽  
Metadata Standard ◽  
Client Server ◽  
Digital Repositories ◽  
Advantages And Disadvantages ◽  
Learning Object Repository ◽  
Learning Object Repositories ◽  
Uniform Manner

In order to reuse learning objects created by others, they must be made available to potential users on the Web, and services must be provided to allow users to discover, obtain rights to, and use these learning objects in their own instructional scenarios. In the learning object economy, these services are typically provided by learning object repositories, which are collections of learning objects that are accessible to users via a network without prior knowledge of the structure of the collections. This chapter discusses the important role played by learning object repositories in the learning object economy. The success of the learning objects' approach depends on users worldwide (such as instructors, learners, and software agents) being able to access and search for learning objects in different repositories in a uniform manner. The first part of the chapter explains how this can be achieved using a standardized approach for accessing and describing learning objects in a repository. Standardized access and retrieval is facilitated by implementing a specification from the IMS known as the Digital Repositories Interoperability (DRI) specification, while standardized search and discovery is facilitated by implementing a metadata standard such as the IEEE Learning Object Metadata (LOM) standard, described earlier in the book. There are different architectural approaches and business models that can be employed when designing a learning object repository and these are discussed next in the chapter. Typical architectural choices include using a centralized repository based on the client/server approach versus using several local repositories connected in a peer-to-peer fashion. Typical choices for business models include using an online broker for advertising and receiving payment for learning objects versus making the learning objects freely available. The advantages and disadvantages of the different approaches and models are carefully examined, and concrete examples of research prototypes and real-world deployments are provided wherever appropriate.

scholarly journals The Athabasca University eduSource Project: Building an accessible learning object repository

2005 ◽  
Vol 21 (3) ◽  
Author(s):  
Martha Cleveland-Innes ◽  
Rory McGreal ◽  
Terry Anderson ◽  
Norm Friesen ◽  
Mohamed Ally ◽  
...  
Keyword(s):  
Learning Objects ◽  
Lessons Learned ◽  
Learning Object ◽  
Instructional Designers ◽  
Work Package ◽  
Approach To Learning ◽  
University Departments ◽  
Learning Object Repository ◽  
Learning Object Repositories ◽  
Pedagogical Approaches

<span>Athabasca University - Canada's Open University (AU) made the commitment to put all of its courses online as part of its Strategic University Plan. In pursuit of this goal, AU participated in the eduSource project, a pan-Canadian effort to build the infrastructure for an interoperable network of learning object repositories. AU acted as a leader in the eduSource work package, responsible for the metadata and standards for learning objects. In addition, the team of professionals, academics, librarians and other researchers worked to create an accessible repository of learning objects across university departments and subjects. Most critically, the team worked beyond the development of a learning object repository and considered the adaptation of content and related applications, pedagogical approaches and the use of learning objects by instructional designers, faculty and the learners themselves. This paper describes one institution's approach to learning object repository development, from a technical and pedagogical perspective, along with some of the lessons learned during the process.</span>

Customisation and the Interprofessional Application of E-Learning Objects

2010 ◽  
pp. 275-285
Author(s):  
Helen M. Lynch ◽  
Kerry Trabinger
Keyword(s):  
Learning Objects ◽  
Training System ◽  
Learning Object ◽  
Vocational Education And Training ◽  
Web Based ◽  
Learning Contexts ◽  
E Learning ◽  
Learning Object Repository ◽  
Tools And Techniques ◽  
And Training

Toolbox learning objects are a class of pedagogically rich, sophisticated e-learning objects created for the Australian vocational education and training system (VET). Their richness makes them very attractive to teachers and trainers working across a range of learning contexts but at the same time makes them difficult to reuse. While these e-learning objects have been designed to be customised and are often repurposed for use within one vocational context, an approach is emerging that sees them increasingly customised for reuse across a range of intervocational or interprofessional contexts. This chapter describes this approach, focusing on the tools and techniques of customisation, and presents a model of reuse that can be implemented elsewhere with any pedagogically rich web based e-learning object in intervocational and interprofessional settings. Toolbox learning objects are freely available to anyone with internet access from the Toolbox Learning Object Repository website. The Repository is fully searchable and objects can be previewed from the Repository website and downloaded without charge for educational use. This chapter will be of value to teachers, trainers and academics who are exploring the reuse of pedagogically rich web based e-learning resources for interprofessional or intervocational education.

scholarly journals Digital learning object for diagnostic reasoning in nursing applied to the integumentary system

2015 ◽  
Vol 36 (4) ◽  
pp. 55-62 ◽  
Author(s):  
Cecília Passos Vaz da Costa ◽  
Maria Helena Barros Araújo Luz
Keyword(s):  
Nursing Education ◽  
Diagnostic Reasoning ◽  
Learning Objects ◽  
Learning Object ◽  
Educational Goals ◽  
Digital Learning ◽  
Design Development ◽  
Effective Learning ◽  
Online Resource ◽  
Digital Learning Objects

Objective: To describe the creation of a digital learning object for diagnostic reasoning in nursing applied to the integumentary system at a public university of Piaui. Method: A methodological study applied to technological production based on the pedagogical framework of problem-based learning. The methodology for creating the learning object observed the stages of analysis, design, development, implementation and evaluation recommended for contextualized instructional design. The revised taxonomy of Bloom was used to list the educational goals. Results: The four modules of the developed learning object were inserted into the educational platform Moodle. The theoretical assumptions allowed the design of an important online resource that promotes effective learning in the scope of nursing education. Conclusion: This study should add value to nursing teaching practices through the use of digital learning objects for teaching diagnostic reasoning applied to skin and skin appendages.

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