scholarly journals On the Concepts of Usability and Reusability of Learning Objects

2003 ◽  
Vol 4 (2) ◽  
Author(s):  
Miguel-Angel Sicilia ◽  
Elena Garcia
Keyword(s):  
Learning Objects ◽  
Usability Evaluation ◽  
Learning Object ◽  
Learning Technology ◽  
Technology Standards ◽  
Educational Applications ◽  
Definition Of ◽  
Key Terms ◽  
Specific Learning

<p> “Reusable learning objects” oriented towards increasing their potential reusability are required to satisfy concerns about their granularity and their independence of concrete contexts of use. Such requirements also entail that the definition of learning object “usability,” and the techniques required to carry out their “usability evaluation” must be substantially different from those commonly used to characterize and evaluate the usability of conventional educational applications. In this article, a specific characterization of the concept of learning object usability is discussed, which places emphasis on “reusability,” the key property of learning objects residing in repositories. The concept of learning object reusability is described as the possibility and adequacy for the object to be usable in prospective educational settings, so that usability and reusability are considered two interrelated – and in many cases conflicting – properties of learning objects. Following the proposed characterization of two characteristics or properties of learning objects, a method to evaluate usability of specific learning objects will be presented. </p> <p><b>Key Terms:</b> Learning objects, reusability, usability evaluation, learning technology standards</p>

A Semantic Web Service Architecture for Learing Object Repositories

2011 ◽  
pp. 141-158 ◽  
Author(s):  
José-Manuel Lopez-Cobo ◽  
Sinuhé Arroyo ◽  
Miguel-Angel Sicilia ◽  
Salvador Sanchez
Keyword(s):  
Semantic Web ◽  
Web Service ◽  
Learning Objects ◽  
Learning Object ◽  
Learning Technology ◽  
Computational Semantics ◽  
Semantic Web Service ◽  
Service Architecture ◽  
Develop Technology ◽  
Definition Of

The evolution of learning technology standards has resulted in a degree of interoperability across systems that enable the interchange of learning contents and activities. Nonetheless, learning resource metadata does not provide formal computational semantics, which hampers the possibilities to develop technology that automates tasks like learning object selection and negotiation. In this paper, the provision of computational semantics to metadata is addressed from the perspective of the concept of Semantic Web service. An architecture based on the specifications of the WSMO project is described, including the definition of an ontology for learning object metadata, and issues of mediation, all under the perspective of the learning object repository as the central entity in learning object reuse scenarios. The resulting framework serves as a foundation for advanced implementations that consider formal metadata semantics as a mechanism for the automation of tasks related to the interchange of learning objects.

A Reusable Learning-Object Approach to Designing Online Courses

2011 ◽  
pp. 1800-1805 ◽  
Author(s):  
Seung Youn (Yonnie) Chyung ◽  
Joann Swanson
Keyword(s):  
Online Courses ◽  
Learning Objects ◽  
Learning Object ◽  
Learning Approach ◽  
Working Definition ◽  
Knowledge Object ◽  
Definition Of ◽  
Audio Video ◽  
Digital Or ◽  
Multimedia Resource

While the concept of utilizing learning objects has been addressed in instructional design for some time, slightly different definitions of the term “learning object” are found in the literature. For example, the Institute of Electrical and Electronics Engineers (IEEE) (2005) defines a learning object as “any entity, digital or non-digital, which can be used, re-used or referenced during technology supported learning.” Wiley (2000) similarly defines a learning object as “any digital resource that can be reused to support learning” (p. 7). Barritt and Alderman (2004) state a working definition of learning objects as “an independent collection of content and media elements, a learning approach (interactivity, learning architecture, context), and metadata (used for storage and searching)” (pp. 7-8). Merrill (1996) uses a different term, a “knowledge object” that consists of a set of predefined elements, each of which is “instantiated by way of a multimedia resource (text, audio, video, graphic) or a pointer to another knowledge object” (p. 32).

scholarly journals Learning Objects: Adaptive Retrieval through Learning Styles

10.28945/3009 ◽  
2006 ◽  
Author(s):  
Pollyana Mustaro ◽  
Ismar Silveira
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Learning Objects ◽  
Learning Object ◽  
Learning Context ◽  
Learning Abilities ◽  
Technological Advances ◽  
Metadata Annotation ◽  
Starting Point ◽  
Specific Learning

Nowadays, the amount of information grows in an exponential way, mainly because of technological advances in media. This scenario claims for the development of different skills in order to increase learning abilities, making them personal and customizable. Such factor is significant in a changing society, which implies in a range of mechanisms which would allow to identify, in a non-intrusive way, which learning style some specific student would prefer to perform in order to build knowledge from some learning object under a learning context. This requires defining some strategies in order to recognize adult learner’s learning styles for some specific learning context. This work is based on theoretical references of Felder, Kolb and Gardner, proposing the implementation of a metadata annotation to identificate prime learning styles that are present in specific learning objects. This classification constitutes a starting point to recover learning objects from a repository according to apprentice’s profile and experiences. As a result, the effectiveness of the use of learning objects will be improved.

scholarly journals Measurement of Resources and Investments to Develop Digital Learning Objects

10.28945/3286 ◽  
2008 ◽  
Author(s):  
Mariana Machado ◽  
Luiz Augusto Marcelino ◽  
Pollyana Mustaro
Keyword(s):  
Software Engineering ◽  
Web Application ◽  
Online Survey ◽  
Learning Objects ◽  
Learning Object ◽  
Digital Learning ◽  
Theoretical Approaches ◽  
Design Software ◽  
Definition Of ◽  
Digital Learning Objects

The present research aims to evaluate digital learning objects architecture and build metrics -based on analyze of the financial, administrative and software engineering aspects - to define a prevision of the necessary investment to develop digital learning object. To develop some metrics it was necessary an online survey research with professionals that works with digital learning objects development. The study of the answers and some theoretical approaches of instructional design, software engineering, and learning objects characteristics turned possible create a Web application in Java that provides a prevision of the initial investment for the development of digital learning object. This program is based on the definition of a methodology that considers activities and professionals involved in the process and the execution time of each stage of digital learning object development in a dynamic way.

scholarly journals Reusability and Learning Objects: Problems and a Proposed Solution

10.28945/3256 ◽  
2008 ◽  
Author(s):  
Namdar Mogharreban ◽  
David Guggenheim
Keyword(s):  
Semantic Web ◽  
Return On Investment ◽  
Military Training ◽  
Natural Extension ◽  
Learning Objects ◽  
Learning Object ◽  
Object Size ◽  
Contributing Factors ◽  
The Core ◽  
Definition Of

Learning objects have long promised dramatic savings of time and money in course and curricula development, but they have failed to deliver the return on investment that seems a natural extension of their existence - reusability. Because a single hour of online instruction can take up to 300 hours to develop (Kapp 2003), reusability is the core value message offered by learning object promoters, from the earliest days to the present. Yet, after 12 years of successive evolution, learning objects are still primarily a collection of stand-alone modules that rarely interconnect outside of strictly controlled regimes, such as those imposed by corporate and military training guidelines. Among the contributing factors to this impediment are definition of learning object, size of a learning object and aesthetics of a learning object. In response to this shortcoming, we propose to introduce a new entity - the learning pod. Engineered for reusability, the learning pod incorporates several modules that bring current technology to create an experientially seamless interconnection between disparate learning objects. These modules communicate with one another to build a consistent unit of instruction that uses several learning objects depending on the requirements. Several technologies including semantic web, XSL/XML and CSS are utilized to achieve presentation cohesiveness.

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 Experimental Evaluation of Shear Behavior of Stone Masonry Wall

Materials ◽  
2021 ◽  
Vol 14 (9) ◽  
pp. 2313
Author(s):  
Maria Luisa Beconcini ◽  
Pietro Croce ◽  
Paolo Formichi ◽  
Filippo Landi ◽  
Benedetta Puccini
Keyword(s):  
Shear Behavior ◽  
Stone Masonry ◽  
Masonry Walls ◽  
Mechanical Parameters ◽  
In Situ Tests ◽  
Capacity Curves ◽  
Historical Structures ◽  
Definition Of

The evaluation of the shear behavior of masonry walls is a first fundamental step for the assessment of existing masonry structures in seismic zones. However, due to the complexity of modelling experimental behavior and the wide variety of masonry types characterizing historical structures, the definition of masonry’s mechanical behavior is still a critical issue. Since the possibility to perform in situ tests is very limited and often conflicting with the needs of preservation, the characterization of shear masonry behavior is generally based on reference values of mechanical properties provided in modern structural codes for recurrent masonry categories. In the paper, a combined test procedure for the experimental characterization of masonry mechanical parameters and the assessment of the shear behavior of masonry walls is presented together with the experimental results obtained on three stone masonry walls. The procedure consists of a combination of three different in situ tests to be performed on the investigated wall. First, a single flat jack test is executed to derive the normal compressive stress acting on the wall. Then a double flat jack test is carried out to estimate the elastic modulus. Finally, the proposed shear test is performed to derive the capacity curve and to estimate the shear modulus and the shear strength. The first results obtained in the experimental campaign carried out by the authors confirm the capability of the proposed methodology to assess the masonry mechanical parameters, reducing the uncertainty affecting the definition of capacity curves of walls and consequently the evaluation of seismic vulnerability of the investigated buildings.

Fundamental relations and identities of fuzzy hyperalgebras

2021 ◽  
pp. 1-10
Author(s):  
Narjes Firouzkouhi ◽  
Abbas Amini ◽  
Chun Cheng ◽  
Mehdi Soleymani ◽  
Bijan Davvaz
Keyword(s):  
Universal Algebra ◽  
Equivalence Relation ◽  
Polynomial Function ◽  
Equivalence Relations ◽  
Fundamental Relation ◽  
Term Function ◽  
Biological Phenomena ◽  
Definition Of

Inspired by fuzzy hyperalgebras and fuzzy polynomial function (term function), some homomorphism properties of fundamental relation on fuzzy hyperalgebras are conveyed. The obtained relations of fuzzy hyperalgebra are utilized for certain applications, i.e., biological phenomena and genetics along with some elucidatory examples presenting various aspects of fuzzy hyperalgebras. Then, by considering the definition of identities (weak and strong) as a class of fuzzy polynomial function, the smallest equivalence relation (fundamental relation) is obtained which is an important tool for fuzzy hyperalgebraic systems. Through the characterization of these equivalence relations of a fuzzy hyperalgebra, we assign the smallest equivalence relation α i 1 i 2 ∗ on a fuzzy hyperalgebra via identities where the factor hyperalgebra is a universal algebra. We extend and improve the identities on fuzzy hyperalgebras and characterize the smallest equivalence relation α J ∗ on the set of strong identities.

scholarly journals Genomic Tackling of Human Satellite DNA: Breaking Barriers through Time

2021 ◽  
Vol 22 (9) ◽  
pp. 4707
Author(s):  
Mariana Lopes ◽  
Sandra Louzada ◽  
Margarida Gama-Carvalho ◽  
Raquel Chaves
Keyword(s):  
Human Genome ◽  
Satellite Dna ◽  
Repetitive Sequences ◽  
Nucleotide Composition ◽  
Genomic Component ◽  
Genomic Studies ◽  
Human Genomic ◽  
Definition Of ◽  
High Degree

(Peri)centromeric repetitive sequences and, more specifically, satellite DNA (satDNA) sequences, constitute a major human genomic component. SatDNA sequences can vary on a large number of features, including nucleotide composition, complexity, and abundance. Several satDNA families have been identified and characterized in the human genome through time, albeit at different speeds. Human satDNA families present a high degree of sub-variability, leading to the definition of various subfamilies with different organization and clustered localization. Evolution of satDNA analysis has enabled the progressive characterization of satDNA features. Despite recent advances in the sequencing of centromeric arrays, comprehensive genomic studies to assess their variability are still required to provide accurate and proportional representation of satDNA (peri)centromeric/acrocentric short arm sequences. Approaches combining multiple techniques have been successfully applied and seem to be the path to follow for generating integrated knowledge in the promising field of human satDNA biology.

scholarly journals A lattice-theoretic characterization of pure subgroups of Abelian groups

2021 ◽  
Author(s):  
M. Ferrara ◽  
M. Trombetti
Keyword(s):  
Abelian Group ◽  
Abelian Groups ◽  
Subgroup Lattice ◽  
General Definition ◽  
Short Paper ◽  
Theoretic Characterization ◽  
Definition Of

AbstractLet G be an abelian group. The aim of this short paper is to describe a way to identify pure subgroups H of G by looking only at how the subgroup lattice $$\mathcal {L}(H)$$ L ( H ) embeds in $$\mathcal {L}(G)$$ L ( G ) . It is worth noticing that all results are carried out in a local nilpotent context for a general definition of purity.

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