scholarly journals Quality assurance for digital learning object repositories: issues for the metadata creation process

2004 ◽  
Vol 12 (1) ◽  
Author(s):  
Sarah Currier ◽  
Jane Barton ◽  
Rónán O’Beirne ◽  
Ben Ryan
Keyword(s):  
Quality Assurance ◽  
Learning Object ◽  
Learning Technology ◽  
Digital Learning ◽  
Creation Process ◽  
Metadata Standards ◽  
Metadata Quality ◽  
Growing Body ◽  
Learning Object Repository ◽  
Learning Object Repositories

Metadata enables users to find the resources they require, therefore it is an important component of any digital learning object repository. Much work has already been done within the learning technology community to assure metadata quality, focused on the development of metadata standards, specifications and vocabularies and their implementation within repositories. The metadata creation process has thus far been largely overlooked. There has been an assumption that metadata creation will be straightforward and that where machines cannot generate metadata effectively, authors of learning materials will be the most appropriate metadata creators. However, repositories are reporting difficulties in obtaining good quality metadata from their contributors, and it is becoming apparent that the issue of metadata creation warrants attention. This paper surveys the growing body of evidence, including three UK-based case studies, scopes the issues surrounding human-generated metadata creation and identifies questions for further investigation. Collaborative creation of metadata by resource authors and metadata specialists, and the design of tools and processes, are emerging as key areas for deeper research. Research is also needed into how end users will search learning object repositories.DOI: 10.1080/0968776042000211494

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.

scholarly journals PENGEMBANG TEKNOLOGI PEMBELAJARAN: KEBUTUHAN PELUANG DAN TANTANGAN DI INDONESIA

2015 ◽  
pp. 161-172
Author(s):  
Purwanto Purwanto
Keyword(s):  
Educational Institution ◽  
Instructional Designer ◽  
Learning Object ◽  
Instructional Designers ◽  
Learning Technology ◽  
Digital Learning ◽  
Ministry Of Education ◽  
Learning Paradigm ◽  
The People ◽  
Ict Development

Abstrak:Tulisan ini menyajikan hasil analisis penulis mengenai kebutuhan akan peluang dan tantangan bagi pengembang teknologi pembelajaran, suatu jabatan fungsional baru yang dibina oleh Kemendikbud pada saat ini. Permasalahan yang diajukan adalah: (1) mengapa diperlukan pengembang teknologi pembelajaran; (2) bagaimana peluang untuk menduduki jabatan pengembang teknologi pembelajaran di lembaga pendidikan; dan (3) apakah tantangan yang dihadapi oleh pengembang teknologi pembelajaran saat ini. Hasil kajian literatur dan pengamatan terhadap perkembangan Teknologi Informasi dan Komunikasi (TIK) terkini menunjukkan bahwa PTP diperlukan karena beberapa hal berikut ini: (1) berkembangnya budaya kerja secara kolaboratif; 2) perlunya pembagian kerja karena disebabkan berkembangnya kawasan pekerjaan; (3) perubahan paradigma pembelajaran; dan 4) perkembangan pesat teknologi pembelajaran. PTP lahir sebagai akibat dari terjadinya hyperspesialisasi, yaitu pekerjaan yang sebelumnya dilakukan oleh satu orang menjadi dikerjakan oleh beberapa orang profesional yang berbeda untuk bagian-bagian yang lebih khusus. Penulis menyimpulkan bahwa jabatan PTP terbuka bagi yang memiliki kompetensi, karena: (1) telah menjadi kebijakan pemerintah; (2) kebutuhan yang terus meningkat akan aneka sumber belajar, media, dan digital learning object; dan (3) banyak lembaga pendidikan saat ini yang memanfaatkan teknologi pembelajaran. Selain itu, tantangan yang dihadapi PTP saat ini yaitu: (1) PTP harus kreatif dan inovatif mengembangkan model pembelajaran yang sesuai paradigma belajar abad 21; (2) PTP perlu meningkatkan kompetensi di bidang pembelajaran dan teknologi, khususnya mengenai media terbaru; dan (3) PTP perlu menunjukkan karya nyata dan menawarkan solusi atas permasalahan dalam pembelajaran.Kata Kunci: pengembang teknologi pembelajaran, perubahan paradigma, kompetensiAbstract:This paper presents the author’s analysis about the need for opportunity and challenges for Instructional Designers, a new functional position nurtured by the Ministry of Education and Culture recently. The proposed questions are: (1) why Instructional Designers are required; (2) how the oportunities for the people to hold an Instructional Designer post in an educational institution are; and (3) what challenges Instructional Designers face are. The result of literature review and observation towards the latest ICT development shows that Instructional Designers are required because of: (1) developing collaborative working culture; (2) the need for specification of jobs; (3) learning paradigm changes; and (4) fast ICT development. Instructional Designers were born as a result of Hyperspecialization. It is a job which is done by one person, which should then be done by some different professional persons to hold different more specific parts of the job. The author concludes that Instructional Designer post is open for those who has right competences, because: (1) it has become a government policy; (2) the need for various learning sources, media, and digital learning object is continuously increasing; (3) many educational institutions has been applying learning technology. Beside that, the challenges Instructional Designer face are: (1) Instructional Designers must be creative and innovative in developing learning models in accordance with the 21st learning paradigm; (2) Instructional Designers need to enhance their competency in the field of education and technology, especially the newest media; and (3) Instructional Deisgners should show their real work and offer the solutions for the whole problems in learning.Key Words: Instructional Designers; paradigm changes; competence

Digital learning object repositories

2012 ◽  
Vol 28 (1) ◽  
pp. 14-16 ◽  
Author(s):  
H. Frank Cervone
Keyword(s):  
Learning Object ◽  
Digital Learning ◽  
Learning Object Repositories

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>

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.

scholarly journals Re-Mar: Repository of Marine Learning Objects

2021 ◽  
Author(s):  
André Behr ◽  
José Cascalho ◽  
Hélia Guerra ◽  
Ana Costa ◽  
Manuela Parente ◽  
...  
Keyword(s):  
Artificial Intelligence ◽  
Environmental Education ◽  
Open Source Software ◽  
Linked Data ◽  
Learning Objects ◽  
Learning Object ◽  
Ocean Literacy ◽  
Learning Object Repository ◽  
Learning Object Repositories ◽  
And Coping

Current literature shows the lack of learning object repositories exclusively related to environmental education and that there is no predominant software. This paper presents Re-Mar, a marine learning object repository based on open source software. Re-Mar is a part of an effort to promote ocean literacy through educational content for students and teachers. The repository is supported by computational technologies to catalog and organize learning objects to retrieve and reuse. Our prototype shows that is possible to store, catalog, retrieve, and link learning objects to support environmental education and coping with learning objects lifecycle. This is the first step to future aggregation of linked data, ontologies, and artificial intelligence aspects.

Metadata quality in learning object repositories: a case study

2014 ◽  
Vol 32 (1) ◽  
pp. 62-82 ◽  
Author(s):  
Nikolaos Palavitsinis ◽  
Nikos Manouselis ◽  
Salvador Sanchez-Alonso
Keyword(s):  
Learning Object ◽  
Metadata Quality ◽  
Learning Object Repositories
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