scholarly journals Searching for and positioning of contextualized learning objects

2012 ◽  
Vol 13 (5) ◽  
pp. 76 ◽  
Author(s):  
Silvia Margarita Baldiris Navarro ◽  
Sabine Graf ◽  
Ramon Fabregat ◽  
Nestor Darío Duque Méndez
Keyword(s):  
Adaptive Learning ◽  
Learning Objects ◽  
Learning Object ◽  
Learning Design ◽  
Design Work ◽  
Adequate Quality ◽  
Design Generation ◽  
Learning Object Repositories ◽  
The Right ◽  
Contextualized Learning

<p>Learning object economies are marketplaces for the sharing and reuse of learning objects (LO). There are many motivations for stimulating the development of the LO economy. The main reason is the possibility of providing the right content, at the right time, to the right learner according to adequate quality standards in the context of a lifelong learning process; in fact, this is also the main objective of education. However, some barriers to the development of a LO economy, such as the granularity and editability of LO, must be overcome. Furthermore, some enablers, such as learning design generation and standards usage, must be promoted in order to enhance LO economy. For this article, we introduced the integration of distributed learning object repositories (DLOR) as sources of LO that could be placed in adaptive learning designs to assist teachers’ design work. Two main issues presented as a result: how to access distributed LO, and where to place the LO in the learning design. To address these issues, we introduced two processes: LORSE, a distributed LO searching process, and LOOK, a micro context-based positioning process, respectively. Using these processes, the teachers were able to reuse LO from different sources to semi-automatically generate an adaptive learning design without leaving their virtual environment. A layered evaluation yielded good results for the process of placing learning objects from controlled learning object repositories into a learning design, and permitting educators to define different open issues that must be covered when they use uncontrolled learning object repositories for this purpose. We verified the satisfaction users had with our solution.</p>

Reusability of Online Role Play as Learning Objects or Learning Designs

2011 ◽  
pp. 761-776 ◽  
Author(s):  
Sandra Wills ◽  
Anne McDougall
Keyword(s):  
Role Play ◽  
Learning Objects ◽  
Discussion Forum ◽  
Learning Object ◽  
Learning Design ◽  
Web Based ◽  
Threaded Discussion ◽  
Learning Object Repositories ◽  
E Mail ◽  
Australian Universities

This study tracks the uptake of online role play in Australia from 1990 to 2006 and the affordances to its uptake. It examines reusability, as one affordance to uptake, from the perspective of two often polarized constructs: learning object and learning design. The study treats “reuse” in two ways: reuse of an existing online role play and reuse of an online role play as the model for another role play. The first type of reuse implies the online role play is a learning object and the second type implies the online role play derives from a learning design. Online role play consists of a scenario and a set of roles that students adopt in order to collaboratively solve a problem, create something, or explore an issue via e-mail or a combination of e-mail and Web-based threaded discussion forum. Thirty-six role plays of this type were identified in Australian universities of which 80% were reuse of a learning design. Only three examples of role play as a learning object were found, suggesting that learning design is a useful concept for understanding how to support reusability in universities. Other affordances to uptake of role play were also tracked. This indicated that the contribution of educational developers far outweighed that of academic colleagues, conferences, journals, and engines. The results have implications for the work practices of educational developers and for managers of learning object repositories.

scholarly journals Implementation and Deployment of the IMS Learning Design Specification

2005 ◽  
Vol 31 (2) ◽  
Author(s):  
Gilbert Paquette ◽  
Olga Marino ◽  
Ileana De la Teja ◽  
Michel Lonard ◽  
Karin Lundgren-Cayrol ◽  
...  
Keyword(s):  
Knowledge Management ◽  
Distance Learning ◽  
Learning Objects ◽  
Learning Object ◽  
Design Tools ◽  
Learning Design ◽  
Design Specification ◽  
Modelling Languages ◽  
Learning Object Repositories ◽  
Tools And Methods

Knowledge management in organizations, the learning objects paradigm, the advent of a new web generation, and the “Semantic Web” are major actual trends that reveal a potential for a renewed distance learning pedagogy. First and foremost is the use of educational modelling languages and instructional engineering methods to help decide how to aggregate learning objects in learning and knowledge management environments. This article proposes a set of tools under implementation, such as a graphic Learning Design Editor and a delivery system, using learning object repositories to create IMS-LD online environments. We also propose a strategy for the deployment of learning design tools and methods in learning organizations.

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.

LeMill

2011 ◽  
pp. 147-167
Author(s):  
Tarmo Toikkanen ◽  
Jukka Purma ◽  
Teemu Leinonen
Keyword(s):  
Teacher Training ◽  
Open Source ◽  
Design Methods ◽  
Learning Object ◽  
Behavioral Patterns ◽  
Design Work ◽  
Iterative Design ◽  
Open Source Project ◽  
New Findings ◽  
Learning Object Repositories

LeMill is an open source OER repository where the emphasis has been placed on designing a service to meet the actual needs of teachers preparing for classes. The development of LeMill has utilized open, collaborative, and iterative design methods and many features have been refined or redesigned during the process. Emphasis on design work has helped LeMill avoid and fix problems that generally pester OER repositories because of their origins as learning object repositories. The authors recognize that LeMill, as an open source project, has had the rare benefit of a long, structured dissemination phase incorporating actual teacher training. Even when developers and designers try to keep teachers in mind, actual behavioral patterns and needs appear only after the service has been in use. Therefore systems should initially be flexible enough to allow changes resulting from new findings.

scholarly journals A quantitative analysis of learning object repositories as knowledge management systems

2014 ◽  
pp. 156-170 ◽  
Keyword(s):  
Knowledge Management ◽  
Quantitative Analysis ◽  
Digital Libraries ◽  
Learning Objects ◽  
Educational Resources ◽  
Learning Object ◽  
Management Systems ◽  
Knowledge Management Systems ◽  
Master List ◽  
Learning Object Repositories

Learning Object Repositories (LORs) are a core element of the Opening up Education movement around the word. Despite, the wide efforts and investments in this topic, still most of the existing LORs are designed mainly as digital libraries that facilitate discovery and provide open access to educational resources in the form of Learning Objects (LOs). In that way, LORs include limited functionalities of Knowledge Management Systems (KMSs) for organizing and sharing educational communities’ explicit and tacit knowledge around the use of these educational resources. In our previous work, an initial study of examining LORs as KMSs has been performed and a master list of 21 essential LORs’ functionalities has been proposed that could address the issue of organizing and sharing educational communities’ knowledge. In this paper, we present a quantitative analysis of the functionalities of forty-nine (49) major LORs, so as (a) to measure the adoption level of the LORs’ functionalities master list and (b) to identify whether this level influences LORs’ growth as indicated by the development over time of the number of the LOs and the number of registered users that these LORs include.

scholarly journals PENERAPAN PRINSIP DISAIN PEMBELAJARAN DAN LEARNING OBJECT UNTUK SITUS KELAS MAYA MATA KULIAH GIZI TERAPAN

2015 ◽  
pp. 95-112
Author(s):  
Dewi Salma Prawiradilaga Ari Istiany Diana Ariani
Keyword(s):  
Instructional Design ◽  
Learning Objects ◽  
Learning Object ◽  
Learning Design ◽  
Design Framework ◽  
Integrative Learning ◽  
Learning Materials ◽  
Web Based ◽  
Design Learning ◽  
Web Based Learning

Abstrak:Penelitian pengembangan ini bertujuan untuk menciptakan baik bahan belajar berbasis web mapun panduan belajar untuk mata kuliah Gizi Terapan. Pengembangan tersebut didasarkan pada prinsip desain pembelajaran, learning object, desain pesan dan pembelajaran mandiri personalisasi. Proses pengembangan menggunakan model Dabbagh & Bannan-Ritland yang dikenal dengan model “integrative learning design framework (IDLF)”. Model ini terdiri dari tiga tahapan, yaitu explorating, enactment, dan evaluation. Hasil tahap explorating adalah serangkaian permasalahan dan alternatif solusi untuk mengembangkan mata kuliah tersebut sebagai learning object. Tahap enacment menghasilkan hal-hal apa saja yang harus dikembangkan/diproduksi sebagai aspek pembelajaran seperti urutan topik, naskah, produksi prototipa (vide klip, slide presentasi, draft panduan belajar dll.), serta situs kelas maya mata kuliah Gizi Terapan tersebut pada http:://www.unj.web-bali.net. Evaluasi adalah tahap pembuktian melalui evaluasi satu-satu, review ahli, dan evaluasi kelompok kecil. Penelitian ini sendiri menggunakan tujuh siswa dari Program Studi Tata Boga dan lima dosen sebagai ahli lintas disiplin, yaitu ahli pembelajaran, desain pembelajaran, media (hypermedia) dan gizi terapan.Kata Kunci: gizi terapan, desain pembelajaran, learning object, model IDLF, bahan belajar berbasis web.Abstract:This is a development research which aims to create both web-based learning materials and a learning guide (LG) book for the course on Applied Nutrition. Its underlying theories are principles of instructional design, learning objects (LOs) as well as message design, personalization inindependent learning. The development process is through a model called Integrative learning design framework (IDLF) of Dabbagh & Bannan – Ritland. The IDLF consists of three phases; those are explorating, enactment, and evaluation. Explorating phase results a list of problems and its alternative solutions on how to develop topics chosen (Gizi Balita and Gizi Anak Sekolah) as learning objects. Then, these LOsare to be uploaded into learning paths in theLCMS claroline. Enactment is a process which allows research team to develop those topics into tangible aspects of instruction, such scripts, production of prototypes (slides, video clips, the draft of LG book etc), and a coursesite of Applied Nutrition (Gizi Terapan) at www.unj.web-bali.net. Evaluation consists of tryouts of one-to-one, expert review, and small group evaluation. The research invited seven students of Department of Food Management (Tata Boga) as subjects and five lecturers as transdisciplinary experts of instructional design, instruction, hypermedia and applied nutrition.Keywords : Applied Nutrition, instructional design, learning objects, model IDLF, web-based learning materials.

scholarly journals Learning Objects Recommendation System: Issues and Approaches for Retrieving, Indexing and Recomend Learning Objects

2015 ◽  
Vol 4 (4) ◽  
pp. 69-82
Author(s):  
Ricardo Azambuja Silveira ◽  
Rafaela Lunardi Comarella ◽  
Ronaldo Lima Rocha Campos ◽  
Jonas Vian ◽  
Fernando De La Prieta
Keyword(s):  
Multiagent System ◽  
Recommendation System ◽  
Learning Objects ◽  
Learning Object ◽  
Data Standards ◽  
Knowledge Domain ◽  
Improve Accuracy ◽  
Different Types ◽  
Learning Object Repositories ◽  
Ontological Model

This paper discusses some important issues regarding the the management of Learning objects covering searching over repositories and different approaches of recommendation systems and presents a multiagent system based application model for indexing, retrieving and recommending learning objects stored in different and heterogeneous repositories. The objects within these repositories are described by filled fields using different metadata (data about data) standards. The searching mechanism covers several different learning object repositories and the same object can be described in these repositories by the use of different types of fields. Aiming to improve accuracy and coverage in terms of recovering a learning object and improve the relevance of the results we propose an information retrieval model based on a multiagent system approach and an ontological model to describe the covered knowledge domain.

scholarly journals Embedded or linked learning objects: Implications for content development, course design and classroom use

2007 ◽  
Vol 33 (2) ◽  
Author(s):  
Gail Kopp ◽  
Susan Crichton
Keyword(s):  
Course Design ◽  
Learning Objects ◽  
Learning Object ◽  
High School Mathematics ◽  
Linked Learning ◽  
Prise De Décision ◽  
Content Development ◽  
Learning Object Repositories ◽  
Context Specific ◽  
Classroom Use

This research explores the idea of embedding and linking to existing content in learning object repositories and investigates teacher-designer use of learning objects within one high school mathematics course in an online school. This qualitative case study supports and extends the learning object literature, and brings forward context-specific examples of issues around repository design, autonomy and self-containment, technical support and granularity. Moreover, these findings have implications for building learning objects and repositories that could better support teachers in their instructional design and pedagogical decision-making. Résumé : La présente recherche étudie la possibilité d’effectuer un emboîtement et d’établir des liens avec le contenu existant dans les référentiels sur les objets d’apprentissage et explore l’utilisation par les enseignants-concepteurs des objets d’apprentissage au sein d’un cours de mathématique du secondaire donné dans une école en ligne. Cette étude de cas qualitative appuie et vise la littérature sur les objets d’apprentissage et met en avant plan des exemples de questions touchant la conception de référentiels, l’autonomie et l’indépendance, le soutien technique et la granularité propres au contexte. De plus, ces conclusions ont des répercussions sur l’élaboration d’objets et de référentiels d’apprentissage qui pourraient mieux appuyer les enseignants dans le cadre de leur conception pédagogique et de leur prise de décision touchant l’enseignement.

Automatic Learning Object Selection and Sequencing in Web0Based Intelligent Learning Systems

2006 ◽  
pp. 56-71 ◽  
Author(s):  
Pythagoras Karampiperis ◽  
Demetrios Sampson
Keyword(s):  
Adaptive Learning ◽  
Learning Objects ◽  
Learning Preferences ◽  
Learning Systems ◽  
Learning Object ◽  
Small Scale ◽  
Automatic Learning ◽  
Web Based ◽  
Object Selection ◽  
Adaptive Learning Systems

Automatic courseware authoring is recognized as among the most interesting research questions in intelligent Web-based education. Automatic courseware authoring is the process of automatic learning object selection and sequencing. In most intelligent learning systems that incorporate course sequencing techniques, learning object selection and sequencing are based on a set of teaching rules according to the cognitive style or learning preferences of the learners. In spite of the fact that most of these rules are generic (i.e., domain independent), there are no well-defined and commonly accepted rules on how the learning objects should be selected and how they should be sequenced to make “instructional sense.” Moreover, in order to design adaptive learning systems, a huge set of rules is required, since dependencies between educational characteristics of learning objects and learners are rather complex. In this chapter, we address the learning object selection and sequencing problem in intelligent learning systems proposing a methodology that, instead of forcing an instructional designer to manually define the set of selection and sequencing rules, produces a decision model that mimics the way the designer decides, based on the observation of the designer’s reaction over a small-scale learning object selection case.

scholarly journals Course delivery and module learning via learning objects (knowledge map) in mobile learning environment

2012 ◽  
Vol 7 (1) ◽  
pp. 43-54
Author(s):  
Chung Sheng-Hung
Keyword(s):  
Learning Environment ◽  
Learning Style ◽  
Mobile Learning ◽  
Adaptive Learning ◽  
Learning Objects ◽  
Spatial Knowledge ◽  
Learning Object ◽  
Knowledge Map ◽  
Portable Devices ◽  
Mobile Learning Environment

This paper focuses on the integration of the learning objects and knowledge map as the learning sequence suggestion in the mobile learning environment and explains the technologies involved, the applications and the issues of usability, accessibility, evaluation and effectiveness. Mobile learning has open up new path for learning support and opportunities to reach wider audience (learner) for education. This research focuses on using the knowledge map to store the characteristics of each learning object via concept schemas and represent the corresponding learning accessibility in the mobile learning environment. The proposed architecture provides a medium for the learning accessibility of learners through mobile applications and wireless portable devices such as smart phones, PDAs and tablet PCs. The approach using the combination of "touch" and "observe" spatial learning objects provides an intelligent solution to creating, sharing and improving the efficiency of mobile learning. The proposed mobile learning environment architecture consists of knowledge map components mainly, navigation, concept schemas and learning object path. By using these knowledge structures, this study may enhance and enrich the concept and activity of adaptive learning in different individuals and communities. The spatial knowledge map constructed was useful in identifying the characteristics of the learning objects (e.g., learning object 1: lesson with navigating sentences, learning object 2: lesson with navigating sentence and code explanation, etc) and automatically matches the most appropriate learning contentand path suitable for learners. The architecture of the platform discussed in this study using the learning objects approach and knowledge map would facilitate a more widespread use of mobile learning, including courses or modules delivery of individualised learning path and learning style analysis.

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