scholarly journals A Convergent Participation Model for Evaluation of Learning Objects

2002 ◽  
Vol 28 (3) ◽  
Author(s):  
John Nesbit ◽  
Karen Belfer ◽  
John Vargo
Keyword(s):  
Formative Evaluation ◽  
Educational Software ◽  
Learning Objects ◽  
Social Recognition ◽  
Learning Object ◽  
Instructional Designers ◽  
Metadata Standards ◽  
Stage Process ◽  
Review Model ◽  
Evaluation Of Learning

The properties that distinguish learning objects from other forms of educational software - global accessibility, metadata standards, finer granularity and reusability - have implications for evaluation. This article proposes a convergent participation model for learning object evaluation in which representatives from stakeholder groups (e.g., students, instructors, subject matter experts, instructional designers, and media developers) converge toward more similar descriptions and ratings through a two-stage process supported by online collaboration tools. The article reviews evaluation models that have been applied to educational software and media, considers models for gathering and meta-evaluating individual user reviews that have recently emerged on the Web, and describes the peer review model adopted for the MERLOT repository. The convergent participation model is assessed in relation to other models and with respect to its support for eight goals of learning object evaluation: (1) aid for searching and selecting, (2) guidance for use, (3) formative evaluation, (4) influence on design practices, (5) professional development and student learning, (6) community building, (7) social recognition, and (8) economic exchange.

scholarly journals Historical and Philosophical Foundations of Learning Objects

10.28945/2913 ◽  
2005 ◽  
Author(s):  
Stephen L. Martin
Keyword(s):  
Instructional Design ◽  
Learning Objects ◽  
Reflective Learning ◽  
Learning Object ◽  
Instructional Designers ◽  
Philosophical Foundations ◽  
Practical Development ◽  
Computer Based ◽  
Knowledge Objects ◽  
The Relationship

Briefly the objective of this presentation is to provide an overview of the origin of the concept and term of learning object in instructional design within the context of standardized, sharable, computer-based operations. Secondly, the philosophical foundations will be discussed mainly in terms of the framework of the crucial distinction between learning objects as mere external knowledge objects and the process of self-reflective learning that is needed to make the use of learning objects truly successful. Both the historical and philosophical foundations of learning objects will be treated in terms of the relationship between learning objects and learning subjects. The latter includes both instructional designers in the historical and practical development of learning objects, and the audience for which learning objects are intended to help educate. Particularly, historical and philosophical foundations should recognize the dual trajectory towards producing standardized small curricular units and at the same time affecting, educating and even transforming learners.

scholarly journals Pedagogically Sound Learning Objects: Towards a Useful Classification

2021 ◽  
Author(s):  
Daniel Churchill
Keyword(s):  
Conceptual Model ◽  
Learning Objects ◽  
Learning Object ◽  
Small Scale ◽  
Instructional Designers ◽  
Information Object ◽  
Use Of Technology ◽  
Computer Based ◽  
Sound Learning ◽  
Contextual Representation

In spite of the numerous discussions in literature, the learning object remains an illdefined concept. In this paper, rather than attempting to clearly define what a learning object is, I discuss kinds of computer-based creations that might be recognized as a learning object by the community involved in design and use of technology-based educational resources. This discussion is supported by a small-scale inquiry into kinds of learning objects identified from a collection of resources developed by some teachers and instructional designers in Singapore. Six unique categories of potential learning objects were noted and defined through the inquiry: presentation object, practice object, information object, simulation object, conceptual model and contextual representation. These kinds of learning objects are discussed in this paper. The paper opens a possibility for the proposed categories to be challenged or for more categories of learning objects to emerge in further inquiries involving examination of larger repositories of learning objects.

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.

scholarly journals Model of Recommendation System for for Indexing and Retrieving the Learning Object based on Multiagent System

Respuestas ◽  
2012 ◽  
Vol 17 (2) ◽  
pp. 21-30
Author(s):  
Ronaldo Lima Rocha Campos ◽  
Rafaela Lunardi Comarella ◽  
Ricardo Azambuja Silveira
Keyword(s):  
Multiagent System ◽  
Recommendation System ◽  
Learning Objects ◽  
Learning Object ◽  
Multi Agent Systems ◽  
Knowledge Domain ◽  
Object Based ◽  
Metadata Standards ◽  
Systems Learning ◽  
Multi Agent

This paper proposes a multiagent system application model for indexing, retrieving and recommendation learning objects stored in different and heterogeneous repositories. The objects within these repositories are described by filled fields using different metadata 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 signification of the results we propose an information retrieval model based on the multiagent system approach and an ontological model to describe the knowledge domain covered.Keywords: AI in education, multi-agent systems, learning objects, recommendation systems. 

Engineering Reusable Learning Objects

2007 ◽  
pp. 70-93
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.

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>

scholarly journals Interoperability Gap Challenges for Learning Object Repositories & Learning Management Systems

10.28945/3079 ◽  
2007 ◽  
Author(s):  
Robert Mason
Keyword(s):  
Reference Model ◽  
Learning Management Systems ◽  
Learning Objects ◽  
Learning Object ◽  
Management Systems ◽  
Assessment Data ◽  
Learning Object Metadata ◽  
Metadata Standards ◽  
Learning Object Repositories ◽  
Learning Management

An interoperability gap exists between Learning Management Systems (LMS) and Learning Ob ject Repositories (LOR). LORs are responsible for the storage and management of Learning Objects and the associated Learning Object Metadata (LOM). LOR(s) adhere to various LOM standards depending up the requirements established by user groups and LOR administrators. Two common LOM standards found in LORs are CanCore (Canadian LOM standard) and the Sharable Content Object Reference Model (SCORM) Content Aggregation Model (CAM). In contrast, LMSs are independent computer systems that manage and deliver course content to students via a web interface. This research addresses three important issues related to this problem domain: (a) a lack of metadata standards that define the format of how assessment data should be communicated from Learning Management Systems to Learning Object Repositories, (b) a lack of Information Engineering (IE) architectural standards for the transfer of data from Learning Management Systems to Learning Object Repositories, and (c) a lack of middleware that facilitates the movement of the assessment data from the Learning Management Systems to Learning Object Repositories. Thus, the three goals of this research are: (a) make recommendations for extending the CanCore and SCORM CAM LOM standards to facilitate the storage of assessment and summary assessment data, (b) define the foundation for an IE architectural standard based on an Access Control Policy (ACP) and Data Validation Policy (DVP) using a reliable consensus of experts with the Delphi technique, and (c) develop a middleware prototype that transfers learning assessment data from multiple Learning Management Systems into the Learning Object Metadata of Learning Objects that are stored within a CanCore or SCORM compliant Learning Object Repository.

Developing Metadata Application Profiles for Open Educational Resources Federated Repositories

2017 ◽  
pp. 118-145 ◽  
Author(s):  
Panagiotis Zervas ◽  
Demetrios G. Sampson
Keyword(s):  
Learning Objects ◽  
End Users ◽  
Open Educational Resources ◽  
Learning Object ◽  
Instructional Designers ◽  
Teachers And Students ◽  
Learning Object Repositories ◽  
Application Profile

With many Learning Object Repositories (LORs) implemented and maintained independently from different organizations or communities, valuable Learning Objects (LOs) are scattered over different LORs and making it difficult for end-users (namely, instructional designers, teachers and students) to easily find and access them. A suggested solution towards addressing this issue is to create federated LORs, which aim to harvest and aggregate LOs' metadata from different LORs towards facilitating LOs' discovery across these LORs through a single infrastructure. However, a challenging issue during the development of federated LORs is the design of appropriate metadata application profile (AP) which supports harvesting heterogeneous metadata records from the aggregated LORs. Thus, the aim of this book chapter is twofold, namely (a) to present a methodology for developing metadata APs that can be used in building federated LORs and (b) to present a case study from the implementation of the proposed methodology for the development of the metadata AP used by the OpenDiscoverySpace federated LOR.

scholarly journals Developing a learning object metadata application profile based on LOM suitable for the Australian higher education context

2004 ◽  
Vol 20 (2) ◽  
Author(s):  
Shirley Agostinho ◽  
Sue Bennett ◽  
Lori Lockyer ◽  
Barry Harper
Keyword(s):  
Higher Education ◽  
Learning Objects ◽  
Learning Object ◽  
Instructional Designers ◽  
Learning Design ◽  
University Teachers ◽  
Learning Object Metadata ◽  
Design And Implementation ◽  
Application Profile ◽  
Quality Learning

<span>This paper reports recent work in developing of structures and processes that support university teachers and instructional designers incorporating learning objects into higher education focused learning designs. The aim of the project is to develop a framework to guide the design and implementation of high quality learning experiences. This framework is premised on the proposition that learning objects are resources that can be incorporated within a learning design. The learning design serves as the pedagogical model that drives the development. The first phase of the project required an analysis of metadata schemas by which learning objects could be described, to facilitate discovery, retrieval and inclusion in a learning design. In particular, the pedagogical descriptors within the IEEE Learning Object Metadata (LOM) standard were examined to determine their suitability for use in this project. The findings indicated that enhancement of the educational descriptors was required. To address this, a learning object metadata application profile specific to Australian higher education has been developed. This paper describes the process by which the metadata application profile was developed within the context of the overall project.</span>

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

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