Meaning Equivalence Reusable Learning Objects (MERLO)

2017 ◽  
pp. 80-102
Keyword(s):  
Teaching And Learning ◽  
Learning Objects ◽  
Knowledge Domain ◽  
Representational Competence ◽  
Attentional Processing ◽  
Sign Systems ◽  
Reusable Learning Objects ◽  
Semiotic Representations ◽  
Meaning Equivalence ◽  
Teaching Learning

In the chapter we discuss Meaning Equivalence Reusable Learning Objects (MERLO), a multi-dimensional database that allow sorting and mapping of important concepts in a given knowledge domain through multi-semiotic representations in multiple sign systems, including: exemplary target statements of particular conceptual situations, and relevant other statements. MERLO pedagogy guides sequential teaching/learning episodes in a course by focusing learners' attention on meaning. The format of MERLO assessment item allow the instructor to assess deep comprehension of conceptual content by eliciting responses that signal learners' ability to recognize, and to produce, multiple representations, in multiple sign-systems - namely, multi-semiotic - that share equivalence-of-meaning. Exposure of scholars and learners to multi-semiotic inductive questions enhance cognitive control of inter-hemispheric attentional processing and enhance higher-order thinking. It highlights the important role of representational competence in scholarship, teaching and learning.

Learning in the Digital Age with Meaning Equivalence Reusable Learning Objects (MERLO)

2016 ◽  
pp. 310-333 ◽  
Author(s):  
Masha Etkind ◽  
Ron S. Kenett ◽  
Uri Shafrir
Keyword(s):  
Common Good ◽  
Evolutionary Dynamics ◽  
Higher Order Thinking ◽  
Learning Objects ◽  
Higher Order ◽  
Attentional Processing ◽  
Reusable Learning Objects ◽  
Information Research ◽  
Recent Developments ◽  
Meaning Equivalence

In this chapter we describe a novel pedagogy for conceptual thinking and peer cooperation with Meaning Equivalence Reusable Learning Objects (MERLO) that enhances higher-order thinking; deepen comprehension of conceptual content; and improves learning outcomes. The evolution of this instructional methodology follows insights from four recent developments: analysis of patterns of content and structure of labeled patterns in human experience, that led to the emergence of concept science; development of digital cyber-infrastructure of networked information; research in neuroscience and brain imaging, showing that exposure of learners to multi-semiotic inductive problems enhance cognitive control of inter-hemispheric attentional processing in the lateral brain, and increase higher-order thinking; research in evolutionary dynamics on peer cooperation and indirect reciprocity, that document the motivational effect of knowledge of being observed, a psychological imperative that motivate individuals to cooperate and to contribute to the common good.

Granularity of Learning Objects

10.28945/2909 ◽  
2005 ◽  
Author(s):  
Ismar Frango Silveira ◽  
Carlos Fernando Araujo Jr. ◽  
Luiz Henrique Amaral ◽  
Ivan Carlos Alcântara de Oliveira ◽  
Juliano Schimiguel ◽  
...  
Keyword(s):  
Ad Hoc ◽  
Learning Objects ◽  
Digital Learning ◽  
Knowledge Domain ◽  
Learning Content ◽  
Content Development ◽  
Copy And Paste ◽  
Teaching Learning ◽  
Content Reuse ◽  
Tools And Techniques

Traditional methods for developing digital learning content usually produce very large, monolithic content that barely can be reused even in similar contexts, despite of the quality they can have. Nonetheless, digital learning content can be described as a set of highly reusable, low-coupled learning objects that can be put together in order to build adaptive, learner-focused content Nowadays, in spite of all technological evolution, it cannot be affirmed that content development in computer-aided teaching/learning process had evolved the same way. This is, indeed, the most expensive, time-consuming undertaking among all tasks demanded by computer-based course building. One of the reasons for this is that digital learning content reuse, even nowadays, is frequently done through copy-and-paste mechanisms that transpose digital learning contents from a context to another. A vary of explanations can be arisen to justify this fact: first, digital learning content is often modeled in an ad hoc manner, in order that all content is very specific, going about some determined knowledge domain. Besides, such development often utilizes tools and techniques - like HTML - that aren’t concerned about separating content from presentation. A possible solution for this is to develop digital learning contents in function of the set of potential learning objects they can be made of. Thus, there will be analyzed a set of frequently used learning objects in order to classify them on types and discuss some possibilities for diminish their coupling to other learning objects, thus leading to finer granular contents, augmenting their potential for reusability.

Concept Science Evidence-Based MERLO Learning Analytics

2016 ◽  
pp. 334-357 ◽  
Author(s):  
Uri Shafrir ◽  
Ron S. Kenett
Keyword(s):  
Learning Analytics ◽  
Teaching And Learning ◽  
Learning Objects ◽  
Evidence Based ◽  
Post Secondary ◽  
Informatics System ◽  
Learning Programs ◽  
Private And Public ◽  
Meaning Equivalence ◽  
Science Evidence

This chapter is about Concept Science Evidence-Based MERLO Learning Analytics, an educational informatics system based on the teaching and learning methodologies described in the chapter on “Learning in the Digital Age with Meaning Equivalence Reusable Learning Objects (MERLO)” (Etkind, Kenett, & Shafrir, 2015). It collects, documents, analyzes, and reports data gathered from implementation of a pedagogy for conceptual thinking and peer cooperation in elementary, secondary, and post-secondary educational institutions, as well as from learning programs in private and public organizations.

scholarly journals Evaluación formativa de las redes de colaboración del Centro de Excelencia en Enseñanza y Aprendizaje en Objetos de Aprendizaje (Centre for Excellence in Teaching and Learning in Reusable Learning Objects - RLO-CETL): la visión del primer año

2007 ◽  
Vol 5 (2) ◽  
pp. 1
Author(s):  
Raquel Morales ◽  
Patrick Carmichael
Keyword(s):  
Teaching And Learning ◽  
Learning Objects ◽  
Cambridge University ◽  
Reusable Learning Objects ◽  
Metropolitan University ◽  
La Red ◽  
Excellence In Teaching

<p>El Centro de Excelencia en Enseñanza y Aprendizaje en Objetos de Aprendizaje es un proyecto de 5 años (2005-2010) con personal de 3 universidades inglesas (London Metropolitan University, Cambridge University y University of Nottingham) que colaboran en un programa de desarrollo, despliegue y evaluación de una serie de objetos de aprendizaje que se pueden almacenar en repositorios, se pueden aceder por la web, e integrarse en la enseñanza presencial. Una de las metas del RLO-CETL es facilitar procesos sostenibles y reproducibles que permitan la colaboración en el sector de la enseñanza universitaria, y por ello, como parte de la evaluación interna formativa del RLO-CETL, nos concierne analizar el carácter, limites y evolución del Centro, y cómo éste se desarrolla en relacción con los contextos, prioridades y estructuras individuales e institucionales. En esta artículo presentamos algunos resultados de la tarea de confeccionar 'mapas de redes' en la que 28 participantes del primer año (incluyendo profesores universitarios, tutores, estudiantes, tecnólogos, administradores, evaluadores y directores del RLO-CETL) representan y hablan sobre le red de personas con las que comunican. Hay aspectos de los mapas que indican como la red del RLO-CETL interacciona y se solapa con redes institucionales e individuales.</p>

scholarly journals Pedagogy for Conceptual Thinking in the Digital Age: Enhancing Learning Outcomes with Meaning Equivalence Reusable Learning Objects (MERLO) Formative Assessments

2016 ◽  
Author(s):  
Uri Shafrir ◽  
Masha Etkind ◽  
Ron Kenett ◽  
Leo Roytman
Keyword(s):  
Learning Outcomes ◽  
Thinking Skills ◽  
Learning Objects ◽  
Formative Assessments ◽  
Transfer Of Knowledge ◽  
Continuous Increase ◽  
Conceptual Thinking ◽  
Learning Platform ◽  
Reusable Learning Objects ◽  
Meaning Equivalence

The research presented in this paper is the fruit of an ongoing international collaboration with the goal of enhancing students learning outcomes by implementing and sharing a novel pedagogy for conceptual thinking, and use of an innovative didactical and methodological tool: Meaning Equivalence Reusable Learning Objects (MERLO) that provide student-centered, weekly formative assessments for exploring and discussing conceptual situations in small groups. It was developed, tested, and implemented in Canada at University of Toronto and Ryerson University, as well as in Israel, Italy, Russia, and Australia, in different knowledge domains, including: physics; biology; mathematics; mathematics teacher education; teacher training; developmental psychology; English as a second language; architecture; management; business; project management. Statistical analysis of MERLO data collected since 2002, shows that conceptual thinking enhance learning outcomes and deepens students’ comprehension of the conceptual content of learned material.  Conceptual thinking is learnable, and provide metrics to document continuous increase in higher-order thinking skills such as critical conceptual thinking, transfer of knowledge, and problem solving. Pedagogy for conceptual thinking is currently implemented with Brightspace (http://www.brightspace.com/), Integrated Learning Platform (ILP) offered by D2L (http://www.d2l.com/) that supports customizable online pedagogy.

Meaning Equivalence (ME), Boundary of Meaning (BoM), and Granulary of Meaning (GoM)

2017 ◽  
pp. 58-68
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Multiple Representations ◽  
Digital Age ◽  
Building Blocks ◽  
Semantic Space ◽  
Conceptual Thinking ◽  
Sign Systems ◽  
Semantic Spaces ◽  
Meaning Equivalence

This chapter describe Meaning Equivalence (ME), Boundary of Meaning (BoM), and Granularity of Meaning (GoM). Meaning Equivalence (ME) is a polymorphous - one-to-many - transformation of meaning that signifies the ability to transcode equivalence-of-meaning through multiple representations within and across sign systems, and multiple definitions of a concept in multiple sign systems. Boundary of Meaning (BoM) is the boundary between two mutually exclusive semantic spaces in the sublanguage: (i) semantic space that contains only representations that do share equivalence-of-meaning with the Target Statement (TS); and (ii) semantic space that contains only representations that do not share equivalence-of-meaning with the TS. Granularity of Meaning (GoM) is the deepest level in which lexical label of a co-occurring subordinate concept appears in the Target Statement. It is therefore a measure of the ‘depth of exploration' of building blocks of a super-ordinate concept in TS. Boundary of Meaning (BoM) and Granularity of Meaning (GoM) are concepts in Pedagogy for Conceptual Thinking, a novel teaching and learning methodology in the digital age (Etkind, Kenett & Shafrir, 2016). These constructs describe important aspects of learning outcomes.

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