scholarly journals CanCore: Metadata for Learning Objects

2002 ◽  
Vol 28 (3) ◽  
Author(s):  
Norm Friesen ◽  
Anthony Roberts ◽  
Sue Fisher
Keyword(s):  
Distance Education ◽  
Learning Objects ◽  
Learning Object ◽  
Learning Resources ◽  
Digital Learning ◽  
Learning Object Metadata ◽  
Application Profile ◽  
Digital Learning Resources ◽  
And Training

The vision of reusable digital learning resources or objects, made accessible through coordinated repository architectures and metadata technologies, has gained considerable attention within distance education and training communities. However, the pivotal role of metadata in this vision raises important and longstanding issues about classification, description and meaning. The purpose of this paper is to provide an overview of this vision, focusing specifically on issues of semantics. It will describe the CanCore Learning Object Metadata Application Profile as an important first step in addressing these issues in the context of the discovery, reuse and management of learning resources or objects.

On the Convergence of Formal Ontologies and Standardized E-Learning

2011 ◽  
pp. 3401-3415
Author(s):  
Miguel-Ángel Sicilia ◽  
Elena García Barriocanal
Keyword(s):  
Learning Objects ◽  
Learning Object ◽  
Learning Resources ◽  
Knowledge Representations ◽  
Learning Object Metadata ◽  
Organizational Issues ◽  
Formal Ontologies ◽  
E Learning ◽  
Ontology Languages ◽  
Effective Integration

Current efforts to standardize e-learning resources are centered on the notion of a learning object as a piece of content that can be reused in diverse educational contexts. Several specifications for the description of learning objects — converging in the LOM standard — have appeared in recent years, providing a common foundation for interoperability and shared semantics. At the same time, the Semantic Web vision has resulted in a number of technologies grounded in the availability of shared, consensual knowledge representations called ontologies. As proposed by several authors, ontologies can be used to provide a richer, logics-based framework for the expression of learning object metadata, resulting in the convergence of both streams of research towards a common objective. In this article, we address the practicalities of the representation of LOM metadata instances into formal ontologies, discussing the main technical and organizational issues that must be addressed for an effective integration of both technologies, and sketching some illustrative examples using modern ontology languages and a large knowledge base.

scholarly journals Role of ICT in Work-Life Balance: A Integrated Perspective of the Higher Education Sector

2020 ◽  
pp. 107-110
Keyword(s):  
Learning Resources ◽  
Digital Learning ◽  
Learning Tools ◽  
Learning Space ◽  
Teaching Innovation ◽  
E Learning ◽  
Ict Infrastructure ◽  
Teaching Learning ◽  
Digital Learning Resources

With an abundance of mobile phones in hand, strong internet connectivity with every classroom connected, India has achieved significant progress in the construction of ICT Infrastructure, application of digital resources, teaching innovation as well as talent team construction. With such a flexible learning space, increased practical dependency on ICT, students are relying more on the same to improve learning outcomes and similar related competencies. Such digital learning resources, e-learning tools have provided great assistance to teaching-learning resources.

scholarly journals Reusabilidade de objetos educacionais

RENOTE ◽  
2003 ◽  
Vol 1 (1) ◽  
Author(s):  
Marie-Christine J.M. Fabre ◽  
Fabricio Tamusiunas ◽  
Liane Margarida Rockenbach Tarouco
Keyword(s):  
Information Technology ◽  
Education And Training ◽  
Learning Objects ◽  
Learning Object ◽  
Access Protocol ◽  
Learning Object Metadata ◽  
Ieee Standard ◽  
And Training

A tecnologia de informática e comunicação atualmente permite criar material didático usando multimídia com interatividade que tornam mais efetivos os ambientes de ensino-aprendizagem apoiados nas TICs. Todavia o projeto e desenvolvimento deste tipo de material de apoio demanda muito esforço, mesmo considerando o uso de linguagens de autoração. Isto ensejou o desenvolvimento da estratégia de orientar sua construção na metodologia orientada a objetos. Os recursos educacionais construídos segundo esta estratégia foram denominados objetos educacionais (learning objects) e organismos de padronização como o IEEE (1484.12.1-2002 IEEE Standard for Learning Object Metadata) e ISO (SC 36 WG 2 - Information Technology for Learning, Education and Training) têm grupos trabalhando na elaboração de propostas para sua estruturação e categorização (metadados) de modo a alcançar acessibilidade, interoperabilidade, durabilidade e reusabilidade dos recursos educacionais construídos. Este trabalho pretende apresentar os resultados alcançados numa fase preliminar de criação de um repositório de objetos educacionais reusáveis, a estrutura de metadados criada para sua categorização e o ambiente de implementação do sistema de cadastramento dos objetos educacionais, o qual usa um servidor de diretório baseado no padrão LDAP (Lightweight Directory Access Protocol).

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>

scholarly journals The effectiveness of integrating existing digital learning resources into classroom teaching – an evaluation of the learning achievement

2012 ◽  
Vol 8 (2) ◽  
pp. 150-161
Author(s):  
Svava Pétursdóttir
Keyword(s):  
Secondary Science ◽  
Learning Resources ◽  
Teacher Competence ◽  
Digital Learning ◽  
Science Classrooms ◽  
Before And After ◽  
Quasi Experimental ◽  
Digital Learning Resources ◽  
Selection Of ◽  
Better Than

This paper presents the results of an intervention study exploring the effectiveness of an implementation of a selection of digital learning resources (DLR) in lower secondary science classrooms. Eight teachers participated in a quasi-experimental intervention, teaching three different subjects with and without DLRs. The data presented are from pupil tests before and after the teaching combined with observation of lessons and interviews with both pupils and teachers. In two of the three subjects the groups using DLRs did slightly better than the comparison group. The results indicate that successful ICT based learning is just as dependent on teacher competence as the quality and features of the resources.

scholarly journals Digital Citizenship and Distance Education

2021 ◽  
Author(s):  
Lesley S. J. Farmer
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Learning Environments ◽  
School Community ◽  
Digital Citizenship ◽  
Learning Resources ◽  
Online Learning Environments ◽  
Emerging Issues ◽  
School Librarianship

This chapter describes the role of digital citizenship, particularly as it relates to school librarianship in online learning environments. It discusses the need for digital citizenship, its curriculum and standards, its place in school librarianship program preparation, distance education issues, learning resources, and implementation for the school community. Emerging issues are also noted.

Facilitating Multimodal Literacy Instruction through Digital Curation

2013 ◽  
pp. 46-63 ◽  
Author(s):  
Michael S. Mills
Keyword(s):  
Student Engagement ◽  
Literacy Instruction ◽  
Practical Approach ◽  
Learning Resources ◽  
Digital Learning ◽  
Multimodal Literacy ◽  
Digital Curation ◽  
Cognitive Benefits ◽  
Near Future ◽  
Digital Learning Resources

It is becoming clearer that multimodal literacies (specifically textual, visual, and digital) will frame classroom instruction for the near future. The mission of this chapter is to highlight the potential of digital curation as a means for facilitating multimodal literacy instruction and the subsequent creation of dynamic digital learning resources by both students and teachers. Over the past several decades, there has been a tremendous shift in how educators and students communicate, learn, and share ideas. As society moves more toward creating and sharing information through the aggregation, filtering, and customization of digital content, it is imperative that educators create opportunities for students to do likewise. Drawing on recent research on the cognitive benefits of multimodal literacy instruction and its potential for increasing opportunities for student engagement, this chapter will provide a rationale for, and subsequently sketch, a practical approach for teaching collaborative digital curation using Web 2.0 resources.

Adaptation of Descriptive Metadata for Managing Educational Resources in the GREDOS Repository

2018 ◽  
pp. 2063-2085
Author(s):  
Erla M. Morales Morgado ◽  
Rosalynn A. Campos Ortuño ◽  
Ling Ling Yang ◽  
Tránsito Ferreras-Fernández
Keyword(s):  
Learning Styles ◽  
Mobile Apps ◽  
Learning Objects ◽  
Educational Resources ◽  
Learning Object ◽  
Institutional Repository ◽  
Dublin Core ◽  
Digital Repositories ◽  
Learning Object Metadata ◽  
Metadata Mapping

In this chapter the authors describe a Project entitled “Divulgación de Recursos Educativos Digitales (DIRED)” (Divulgation of Digital Educational Resources) addressed to promoting specific educational resources and mobile apps for educational proposals in order to manage them through the institutional repository of the Salamanca University (GREDOS). The authors present a proposal for describing learning objects based on pedagogical information, digital competences and learning styles. The authors also suggest educational information for classifying useful mobile apps. To achieve their suitable access and recovery, the authors focus on the use of Learning Object specific metadata in digital repositories such as LOM (Learning Object Metadata). The authors study the metadata mapping necessary to adapt from LOM to Qualified Dublin Core, because this is the standard used in the GREDOS repository built with a DSpace platform. Finally, the authors present their implementation of Learning Object Description in the GREDOS repository.

Building Interactive and Immersive Imagery

2010 ◽  
pp. 169-200
Author(s):  
Shalin Hai-Jew
Keyword(s):  
Learning Objects ◽  
Digital Learning ◽  
Virtual Spaces ◽  
E Learning ◽  
Digital Learning Objects

The influence of immersive gaming and simulations on e-learning cannot be understated. While there has been some successful harnessing of interactivity and immersive spaces for e-learning, more awareness of related fundamentals may enhance e-learning. This chapter discusses the role of graphics in interactivity (live and automated) and immersion and strategies for creating effective interfaces, virtual spaces, contexts, agents, and 3D digital learning objects.

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