Customisation and the Interprofessional Application of E-Learning Objects

Web Based ◽

Learning Contexts ◽

E Learning ◽

Learning Object Repository ◽

Tools And Techniques ◽

Toolbox learning objects are a class of pedagogically rich, sophisticated e-learning objects created for the Australian vocational education and training system (VET). Their richness makes them very attractive to teachers and trainers working across a range of learning contexts but at the same time makes them difficult to reuse. While these e-learning objects have been designed to be customised and are often repurposed for use within one vocational context, an approach is emerging that sees them increasingly customised for reuse across a range of intervocational or interprofessional contexts. This chapter describes this approach, focusing on the tools and techniques of customisation, and presents a model of reuse that can be implemented elsewhere with any pedagogically rich web based e-learning object in intervocational and interprofessional settings. Toolbox learning objects are freely available to anyone with internet access from the Toolbox Learning Object Repository website. The Repository is fully searchable and objects can be previewed from the Repository website and downloaded without charge for educational use. This chapter will be of value to teachers, trainers and academics who are exploring the reuse of pedagogically rich web based e-learning resources for interprofessional or intervocational education.

A Low-Cost Learning Object Repository for Egyptian Teachers

Information Systems Applications in the Arab Education Sector ◽

10.4018/978-1-4666-1984-5.ch021 ◽

2013 ◽

pp. 307-321

Author(s):

Alaa Sadik

Keyword(s):

Low Cost ◽

Learning Objects ◽

Learning Object ◽

Web Based ◽

Learning Programs ◽

E Learning ◽

Learning Object Repository ◽

User Groups ◽

Arabic Speaking ◽

Quality Learning

Within the last five years, governments and education authorities worldwide have developed and implemented approaches to facilitate access to a wide range of quality digital resources and reduce the costs of production. This chapter reports on a study which invited school teachers and university academics in Egypt, as a developing and Arabic-speaking country, to cooperate in establishing a learning object repository to store, locate, and share quality learning objects for class teaching and e-learning programs. The proposed solution is originally a vendor hosted web-based groupware, file management, and sharing system that meets the basic criteria of instructional learning object repositories called eStudio. Motivators and inhibitors to using the repository, factors that determine locating, using, and sharing learning objects within the repository and their qualities are assessed to help in developing repositories that demonstrate an understanding of the existing needs and the work practices of Egyptian teachers and other user groups.

Learning Object Model for Online Laboratories

Gaming and Simulations ◽

10.4018/978-1-60960-195-9.ch212 ◽

2011 ◽

pp. 514-527

Author(s):

Habib Mir M. Hosseini ◽

Keck Voon Ling ◽

Bing Duan

Keyword(s):

Learning Objects ◽

Learning Systems ◽

Learning Object ◽

Object Model ◽

Web Based ◽

Course Content ◽

Online Laboratories ◽

E Learning ◽

Text Images ◽

Learning Concept

Online learning environments provide the students access to the course content at any time and from anywhere. Most of the existing e-Learning systems are designed for content-based subjects that deliver course content such as text, images, video, audio, and simulation to the student through the Internet. In recent years, several online or remote laboratories have been developed to bring the e-Learning concept to the lab-based courses. These systems, mainly web-based, allow students to conduct real laboratory experiment, as opposed to computer simulations, from anywhere and at any time. In this chapter, we introduce a model for providing lab-based lessons as Learning Objects. The Learning Object model has been widely used in content-based e-Learning systems. We then propose a learning management system framework which helps students to remotely access the lab-based learning objects. We will also present some experimental results and implementations.

Learning Object Model for Online Laboratories

Handbook of Research on Instructional Systems and Technology ◽

10.4018/978-1-59904-865-9.ch055 ◽

2011 ◽

pp. 768-784 ◽

Cited By ~ 1

Author(s):

Habib Mir M. Hosseini ◽

Keck Voon Ling ◽

Bing Duan

Keyword(s):

Learning Objects ◽

Learning Systems ◽

Learning Object ◽

Object Model ◽

Web Based ◽

Course Content ◽

Online Laboratories ◽

E Learning ◽

Text Images ◽

Learning Concept

Data Communications and E-Learning

Encyclopedia of Information Science and Technology, First Edition ◽

10.4018/978-1-59140-553-5.ch120 ◽

2005 ◽

pp. 685-690

Author(s):

Michael W. Dixon ◽

Johan M. Karlsson ◽

Tanya J. McGill

Keyword(s):

Online Education ◽

Learning Objects ◽

Information And Communications Technology ◽

Mediated Learning ◽

Web Based ◽

E Learning ◽

Internet Support ◽

Computer Based ◽

Computer Aided Learning ◽

Information and communications technology (ICT) has increasingly influenced higher education. Computer-based packages and other learning objects provide a useful supplement to students studying conventionally by illustrating aspects of the curriculum. Other packages are directed at aspects of course administration such as automated assessment (for example, see Randolph et al. (2002)). Initially such software and materials played only a supplementary role in course offerings, but this has changed rapidly. For example, Coleman et al. (1998) describe a successful early attempt to replace all lecturing with computer-aided learning. Remote delivery of courses also became a viable option because of the advent of the WWW. For example, Petre and Price (1997) report on their experiences conducting electronic tutorials for computing courses. Online education of various sorts is now routinely available to vast numbers of students (Alexander, 2001; Chen & Dwyer, 2003; Peffers & Bloom, 1999). Various terms have been used to label or describe forms of education supported by information technology. These include e-learning (e.g., Alexander, 2001; Campbell, 2004), Web-based learning (e.g. Huerta, Ryan & Igbaria, 2003; Khosrow-Pour, 2002), online learning (e.g., Simon, Brooks & Wilkes, 2003), distributed learning and technology-mediated learning (e.g., Alavi & Leidner, 2001); with e-learning probably the most commonly used term used to describe education and training that networks such as the Internet support.

An Integrated Architecture for Supporting Vocational Training

Architecture Solutions for E-Learning Systems ◽

10.4018/978-1-59904-633-4.ch011 ◽

2008 ◽

pp. 197-218 ◽

Cited By ~ 1

Author(s):

C. Bouras ◽

E. Giannaka ◽

Th. Tsiatos

Keyword(s):

Vocational Training ◽

Education And Training ◽

Web Based ◽

Development Framework ◽

Integrated Platform ◽

E Learning ◽

Integrated Architecture ◽

Training Services ◽

E-learning and web-based training have been evolved over time from a newborn trend for complementing the learning process to a major form of education and training for supporting mainly geographically scattered users. Basic aim of this chapter is the description of a platform for open and distance training, which is mainly focused at supporting the needs of Vocational Training Centers as well as of institutions providing life-long adult training and learning. In particular, the issues that this chapter focuses on vocational education and training characteristics and requirements, the current situation and technological trends in ICT-supported VET, the development framework and processes while it also proposes basic vocational training services and the system architecture of the integrated platform. The presented platform aims to provide services of both synchronous and asynchronous and collaborative distance learning.

Evaluasi Aksesibilitas Learning Object Berdasarkan Web Content Accessibility Guidelines 2.0

Jurnal ULTIMATICS ◽

10.31937/ti.v9i2.602 ◽

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

The Vocational Education and Training System in England and Wales

International Journal of Sociology ◽

10.1080/15579336.1998.11770185 ◽

1998 ◽

Vol 28 (4) ◽

pp. 29-56 ◽

Cited By ~ 3

Author(s):

Susanne Steinmann

Keyword(s):

Vocational Education ◽

Education And Training ◽

Training System ◽

England And Wales ◽

Integrating International Student Mobility in Work-Based Higher Education

Journal of Studies in International Education ◽

10.1177/1028315316687010 ◽

2017 ◽

Vol 21 (2) ◽

pp. 156-169 ◽

Cited By ~ 2

Author(s):

Lukas Graf ◽

Justin J. W. Powell ◽

Johann Fortwengel ◽

Nadine Bernhard

Keyword(s):

Higher Education ◽

International Student ◽

Student Mobility ◽

Education And Training ◽

Training System ◽

Current State ◽

Study Programs ◽

Incoming Students ◽

Dual study programs are hybrid forms of work-based higher education that have expanded very rapidly in Germany—a country traditionally considered a key model in both higher education (HE) and vocational education and training (VET). The continued expansion of these hybrid programs increasingly raises questions if, how, and why they may be internationalized. Although comparative research suggests that this could be challenging due to the uniqueness of the German education and training system, strong forces support internationalization. This study examines the current state and the future prospects of internationalization of such innovative dual study programs by focusing on student mobility, a key dimension of internationalization. We find growing interest in but still relatively little mobility related to dual study programs, whether among German (outgoing) or international (incoming) students. Based on expert interviews and document analysis, we extend existing typologies of student mobility regarding specific features of work-based HE programs. Furthermore, we discuss opportunities—at home and abroad—for increasing student mobility in this rapidly expanding sector.