Creating High Quality Learning Object Metadata Based on Web 2.0 Concepts

2010 ◽  
pp. 32-46
Author(s):  
Daniel Dahl ◽  
Gottfried Vossen
Keyword(s):  
Web 2.0 ◽  
Learning Objects ◽  
Learning Object ◽  
New Paradigm ◽  
High Quality ◽  
Metadata Standard ◽  
Electronic Learning ◽  
Learning Object Metadata ◽  
Learning Content ◽  
E Learning

When introducing the metadata standard LOM, objectives such as the ability to find or to reuse learning objects were followed. These objectives are actually achieved in LOM to a limited degree only, despite the designation as de-facto standard for description of electronic learning content. Based on the complexity of the standard, a high theoretical potential faces rejection in practice. One reason for this is that the process of metadata generation—for example, who creates which metadata attributes—is not defined in detail yet. This paper illustrates an approach which guarantees a high quantity as well as a high quality of learning object metadata records, bringing together known ways of metadata creation and the new paradigm of users describing content as implemented in recent Web 2.0 applications. In the context of a concrete e-learning platform, we exemplarily illustrate who creates which metadata records of LOM in which way at what time. Finally, we show why this approach of creating metadata matters as we measure our metadata quality and compare it with other’s findings.

scholarly journals A Metadata Model Proposal for Simulation Based E-learning

2017 ◽  
Vol 5 (1) ◽  
pp. 16
Author(s):  
El Hassan Laaziz ◽  
Elmustapha Elkhouzai
Keyword(s):  
Learning Objects ◽  
Learning Object ◽  
Web Technologies ◽  
Learning Standards ◽  
Metadata Model ◽  
Learning Object Metadata ◽  
Learning Content ◽  
Simulation Based ◽  
E Learning ◽  
On Line

<p class="Abstract">Existing E-learning standards and specifications present a great basis for the development of E-learning, on line and distance learning contents that are accessible, interoperable, durable and reusable.  E-learning contents are supported by these standards as well as by the LMS (Learning Management System)   or web technologies compliant to them. However, simulation based contents or learning objects are less integrated in the E-learning contents than other learning objects, partially because standards and specification don’t pay much attention to more specify them in term of metadata requirements.</p>The main objective of this paper is the elaboration of a new Metadata model on the basis of Learning Object Metadata (LOM) with a wider scope that could support more easily simulation objects, especially in experiential E-learning content in which simulation activity should be executed by the learner, monitored and tracked by the tutor completely on the LMS.

Towards a holistic model for quality of learning object repositories

2017 ◽  
Vol 35 (5) ◽  
pp. 953-976
Author(s):  
Christian Vidal-Castro ◽  
Alejandra Andrea Segura Navarrete ◽  
Victor Menendez-Dominguez ◽  
Claudia Martinez-Araneda
Keyword(s):  
Learning Objects ◽  
Learning Object ◽  
Quality Level ◽  
Quality Model ◽  
Holistic Model ◽  
Metadata Standard ◽  
Content Type ◽  
Learning Object Metadata ◽  
Quality Of Learning

Purpose This paper aims to address the need to ensure the quality of metadata records describing learning resources. We propose improvements to a metadata-quality model, specifically for the compliance sub-feature of the functionality feature. Compliance is defined as adherence level of the learning object metadata content to the metadata standard used for its specification. The paper proposes metrics to assess the compliance, which are applied to a set of learning objects, showing their applicability and usefulness in activities related to resources management. Design/methodology/approach The methodology considers a first stage of metrics refinement to obtain the indicator of the sub-feature compliance. The next stage is the proposal evaluation, where it is determined if metrics can be used as a conformity indicator of learning object metadata with a standard (metadata compliance). The usefulness of this indicator in the information retrieval area is approached through an assessment of learning objects where the quality level of its metadata and the ranking in which they are retrieved by a repository are correlated. Findings This study confirmed that the best results for metrics of standardization, completeness, congruence, coherence, correctness and understandability, which determine the compliance indicator, were obtained for learning objects whose metadata were better labelled. Moreover, it was found that the learning objects with the highest level of compliance indicator have better positions in the ranking when a repository retrieves them through an exact search based on metadata. Research limitations/implications In this study, only a sub-feature of the quality model is detailed, specifically the compliance of learning object standard. Another limitation was the size of the learning objects set used in the experiment. Practical implications This proposal is independent from any metadata standard and can be applied to improve processes associated with the management of learning objects in a repository-like retrieval and recommendation. Originality/value The originality and value of this proposal are related to quality of learning object metadata considered from a holistic point of view through six metrics. These metrics quantify both technical and pedagogical aspects through automatic evaluation and supported by experts. In addition, the applicability of the indicator in recovery systems is shown, by example to be incorporated as an additional criterion in the learning object ranking.

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.

An Object-Oriented Approach to Manage E-Learning Content Using Learning Objects

2011 ◽  
pp. 89-98 ◽  
Author(s):  
Andreas Holzinger ◽  
Josef Smolle ◽  
Gilbert Reibnegger
Keyword(s):  
Best Practice ◽  
Reference Model ◽  
Learning Objects ◽  
Self Evaluation ◽  
Learning Object Metadata ◽  
Learning Content ◽  
E Learning ◽  
Advanced Organizer ◽  
Object Oriented Approach ◽  
Oriented Approach

Learning objects (LO) are theoretically based on granular, reusable chunks of information. In this chapter the authors argue that LOs should consist of more than just content, that is, they should include pre-knowledge questions on the basis of the concept of the advanced organizer, of self-evaluation questions (assessment), and finally of appropriate metadata. The used metadata concept must be based on accepted standards, such as learning object metadata (LOM) and the shareable object reference model (SCORM). A best practice example of the realization of these concepts is the Virtual Medical Campus Graz (VMC-Graz), which actually is the realization of an information system to make a new curriculum digitally accessible.

Ontologies and Contracts in the Automation of Learning Object Management Systems

2006 ◽  
pp. 216-234
Author(s):  
Salvador Sanchez-Alonso ◽  
Miguel-Ángel Sicilia ◽  
Elena Garcia-Barriocanal
Keyword(s):  
Learning Objects ◽  
Learning Systems ◽  
Learning Object ◽  
Management Systems ◽  
Shared Knowledge ◽  
Knowledge Representations ◽  
Learning Object Metadata ◽  
E Learning ◽  
Contractual Approach ◽  
Enhanced Learning

Current standardized e-learning systems are centred on the concept of learning object. Unfortunately, specifications and standards in the field do not provide details about the use of well-known knowledge representations for the sake of automating some processes, like selection and composition of learning objects, or adaptation to the user or platform. Precise usage specifications for ontologies in e-learning would foster automation in learning systems, but this requires concrete, machine-oriented interpretations for metadata elements. This chapter focuses on ontologies as shared knowledge representations that can be used to obtain enhanced learning object metadata records in order to enable automated or semi-automated consistent processes inside Learning Management Systems. In particular, two efforts towards enhancing automation are presented: a contractual approach based on pre- and post-conditions, and the so-called process semantic conformance profiles.

Building Interoperable Learning Objects Using Reduced Learning Object Metadata

2005 ◽  
Vol 2 (3) ◽  
pp. 299-313
Author(s):  
Mostafa S. Saleh
Keyword(s):  
Semantic Web ◽  
Learning Community ◽  
Learning Objects ◽  
Web Technology ◽  
Learning Object ◽  
Learning Standards ◽  
Semantic Web Technology ◽  
Learning Object Metadata ◽  
E Learning ◽  
Learning Object Repositories

The new e-learning generation depends on Semantic Web technology to produce learning objects. As the production of these components is very costly, they should be produced and registered once, and reused and adapted in the same context or in other contexts as often as possible. To produce those components, developers should use learning standards to describe these objects in order to support interoperability. IEEE Learning Object Metadata (LOM) is the most dominant standard for describing learning objects, in which 76 different elements are used to describe the different aspects of e-learning. Nonetheless, it will still be time consuming to build these learning objects. This paper introduces a model for building Global Interoperable Learning Objects (GILO) for the e-learning community. This is achieved by using a reduced set of the LOM elements, and giving a unique global ID to the learning object. This will enable software agents to query these learning object repositories, to automatically deliver the required material to the e-learning consumer.

Using Intelligent Learning Objects in Adaptive Educational Portals

2011 ◽  
pp. 1074-1078 ◽  
Author(s):  
Ricardo Azambuja Silveira ◽  
Eduardo Rodrigues Gomes
Keyword(s):  
Learning Environments ◽  
Real Life ◽  
Learning Objects ◽  
Learning Object ◽  
Pedagogical Agents ◽  
Learning Material ◽  
Educational Content ◽  
Learning Content ◽  
E Learning

The learning object (LO) approach is based on the premise that the reuse of learning material is very important to designing learning environments for real-life learning. According to Downes. (2001), Mohan and Brooks (2003), and Sosteric and Hesemeier (2002), a learning object is an entity of learning content that can be used several times in different courses or in different situations. One of the benefits of the reusability is that it significantly reduces the time and cost required to develop e-learning courses. For Friesen (2001), reusability is given as a result of three features: interoperability, discoverability, and modularity. The interoperability is the capability of working in different environments. The discoverability is the capability of being discovered based on the educational content. The modularity is the capability of having learning material that can be, at the same time, big enough to be coherent and unitary and small enough to be reused. These features would be very useful if added to pedagogical agents (PA) (Johnson & Shaw, 1997).

scholarly journals Mokymosi objektų metaduomenų analizė: valdomų žodynų reikšmės

2009 ◽  
Vol 50 ◽  
pp. 95-100
Author(s):  
Svetlana Kubilinskienė ◽  
Inga Žilinskienė
Keyword(s):  
Learning Objects ◽  
Controlled Vocabulary ◽  
The Other ◽  
Learning Object ◽  
Object Type ◽  
Controlled Vocabularies ◽  
Metadata Standard ◽  
Research Results ◽  
Learning Object Metadata ◽  
Search Systems

Pagrindinis straipsnio tikslas yra išanalizuoti mokymosi objektų (MO) metaduomenų standarto LOM (angl. Learning Object Metadata) edukacinės dalies 5.2 elementą (MO tipą) nagrinėjant stambiausius Europos mokslo ir technologijų projektus bei LOM standarto taikymo modelių valdomų žodynų reikšmes. Remdamosi MO metaduomenų standarto taikymo modelio elementų tobulinimo principais ir atliktos analizės rezultatais autorės siūlo originalų patobulintą ir praplėstą MO tipo valdomą žodyną, kuris remiasi LOM standarto ir kitais valdomais žodynais. Valdomo žodyno reikšmių tikslumas ir vienareikšmiškumas leistų naudotojams tiksliai rasti jiems tinkamus MO pagal jų tipą MO paieškos sistemose.Research of Learning Object Metadata: Values of the Controlled VocabularySvetlana Kubilinskienė, Inga Žilinskienė SummaryThe main aim of the article is to analyse the element 5.2 of the education part of the learning object metadata standard (LOM). The values of the controlled vocabularies of the largest European scientifi c and technological projects and LOM standard’s application profi les are analysed in the article. The authors propose the original improved and extended controlled vocabulary of the learning object type which is based on LOM standard and the other standards’ controlled vocabularies. These proposals are based on the scientifi c principles of improvement of the learning object metadata application profi les and the research results. The proposed accurate and unambiguous values of the controlled vocabulary give the users the possibility to precisely search and fi nd suitable learning objects in the search systems in conformity with their types.

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

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.

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