scholarly journals Reflections on Sustainability Issues in Learning Object Development

2019 ◽  
Author(s):  
Paula Carroll ◽  
Niall Flaherty ◽  
Bard Ovenden
Keyword(s):  
Data Science ◽  
Development Process ◽  
Business Students ◽  
Learning Objects ◽  
Learning Object ◽  
Design And Implementation ◽  
Content Development ◽  
Business Statistics ◽  
Business Curricula ◽  
The Impact

Data science is a relatively new requirement in business curricula. Historically many business students have shied away from business statistics. We describe a project to create learning objects to enhance business students confidence and capabilities in performing statistical and analytics business tasks. In this paper we focus on the content development process, rather than the impact of the learning objects on student learning outcomes.We reflect on the steps in the learning object design and implementation project and conclude that the Plan, Act, Observe and Reflect iterative cycle worked well for the project team. We include recommendations on how this framework could be augmented to improve the sustainability of learning objects.

What is the Business with AI? Preparing Future Decision Makers and Leaders

2020 ◽  
Author(s):  
Helena S. Wisniewski
Keyword(s):  
Data Science ◽  
Decision Makers ◽  
Management Skills ◽  
Business Courses ◽  
College Of Business ◽  
College Of Engineering ◽  
Investment Firm ◽  
Business Curricula ◽  
The University ◽  
The Impact

With companies now recognizing how artificial intelligence (AI), digitalization, the internet of things (IoT), and data science affect value creation and the maintenance of a competitive advantage, their demand for talented individuals with both management skills and a strong understanding of technology will grow dramatically. There is a need to prepare and train our current and future decision makers and leaders to have an understanding of AI and data science, the significant impact these technologies are having on business, how to develop AI strategies, and the impact all of this will have on their employees’ roles. This paper discusses how business schools can fulfill this need by incorporating AI into their business curricula, not only as stand-alone courses but also integrated into traditional business sequences, and establishing interdisciplinary efforts and collaborative industry partnerships. This article describes how the College of Business and Public Policy (CBPP) at the University of Alaska Anchorage is implementing multiple approaches to meet these needs and prepare future leaders and decision makers. These approaches include a detailed description of CBPP’s first AI course and related student successes, the integration of AI into additional business courses such as entrepreneurship and GSCM, and the creation of an AI and Data Science Lab in partnership with the College of Engineering and an investment firm.

Teaching Frameworks for Context-Rich Instruction

2007 ◽  
pp. 119-139 ◽  
Author(s):  
Kevin Oliver
Keyword(s):  
Learning Objects ◽  
Learning Object ◽  
Educational Strategies ◽  
Educational Levels ◽  
Content Development ◽  
Related Development ◽  
Rich Instruction ◽  
Design Objects ◽  
K 12 ◽  
Further Development

This chapter proposes a category of tools called design objects that can be used by instructors to integrate existing content sources, including but not limited to learning objects, within teaching frameworks that engage learners with content in meaningful ways. Emphasis is on tools to support the K-12 instructor, although related issues are applicable across educational levels. Examples of teaching-oriented design objects are provided along with related development systems, however it is argued the former represent more viable options for teachers given limitations in the learning object economy, conceptualizations of teachers regarding objects, complexity in packaging objects, and classroom control issues. The possibility of design objects and development systems working in tandem is discussed, with development systems prescribing effective educational strategies for novice teachers and design objects supporting more personalized content development. Various sources for new design objects are suggested to encourage further development and research.

scholarly journals Development of an instructional practices scale for business school curricula

2018 ◽  
Vol 12 (1) ◽  
pp. 416-424
Author(s):  
Daniel Glaser-Segura ◽  
Jennifer Wilson ◽  
Suzanne Mudge
Keyword(s):  
Instructional Practices ◽  
Business School ◽  
Business Students ◽  
Pedagogical Practices ◽  
Guided Learning ◽  
Learning Practices ◽  
Instructional Activities ◽  
Business Curricula ◽  
The Impact ◽  
School Curricula

Abstract As reflective educators, we seek to use instructional practices offering the greatest benefit to our students. Such benefits are easily seen and understood by the professor, but less often are clearly recognized by the students. To fully evaluate the impact of various activities on students, it is essential to explore the pedagogical practices they engage in, both within, and outside of the classroom. The purpose of this study was to develop an instrument to measure the variety of instructional activities used int eh business curricula. The instrument that will be described in this session contains thirteen scales drawn from a total of 58 developed items. The survey gathered responses from 189 business students from four US-based universities: two state-supported (public) and two private. Based on Varimax factor analysis rotation, the scales were left intact. All 58 items aligned on the thirteen scales as predicted. Using Cronbach's Alpha, the reliability of the thirteen scales was supported: all Alpha’s measured above .83. The focus of this study is to validate the instructional groupings. The instrument will also serve to measure the delivery of classroom and institutional-guided learning practices for sound instructional practice.

scholarly journals Syntax and Semantics of Learning Object Meta-data

10.28945/2905 ◽  
2005 ◽  
Author(s):  
Jennie L. Mitchell ◽  
Nicholas Farha
Keyword(s):  
Local Level ◽  
Learning Objects ◽  
Learning Object ◽  
Common Language ◽  
Federated Search ◽  
The Common ◽  
The Impact ◽  
Best Fit ◽  
Repository Software ◽  
Search Capability

Initially, many repositories developed their own tools to facilitate the indexing of learning objects, adopting the standard that best fit their users at the time. Although metadata should be the common language of learning objects, without a common standard compliance system, one repository may not interact well with another. With the increased emphasis on sharing learning objects, metadata schemas are being asked to do more than just index a learning object at a local level. This chapter reviews some of the leading object repository software, the push for RSS services, federated search capability, a clear interpretation of the fields, and the need to count usage as well as the impact on learning.

scholarly journals Embedded or linked learning objects: Implications for content development, course design and classroom use

2007 ◽  
Vol 33 (2) ◽  
Author(s):  
Gail Kopp ◽  
Susan Crichton
Keyword(s):  
Course Design ◽  
Learning Objects ◽  
Learning Object ◽  
High School Mathematics ◽  
Linked Learning ◽  
Prise De Décision ◽  
Content Development ◽  
Learning Object Repositories ◽  
Context Specific ◽  
Classroom Use

This research explores the idea of embedding and linking to existing content in learning object repositories and investigates teacher-designer use of learning objects within one high school mathematics course in an online school. This qualitative case study supports and extends the learning object literature, and brings forward context-specific examples of issues around repository design, autonomy and self-containment, technical support and granularity. Moreover, these findings have implications for building learning objects and repositories that could better support teachers in their instructional design and pedagogical decision-making. Résumé : La présente recherche étudie la possibilité d’effectuer un emboîtement et d’établir des liens avec le contenu existant dans les référentiels sur les objets d’apprentissage et explore l’utilisation par les enseignants-concepteurs des objets d’apprentissage au sein d’un cours de mathématique du secondaire donné dans une école en ligne. Cette étude de cas qualitative appuie et vise la littérature sur les objets d’apprentissage et met en avant plan des exemples de questions touchant la conception de référentiels, l’autonomie et l’indépendance, le soutien technique et la granularité propres au contexte. De plus, ces conclusions ont des répercussions sur l’élaboration d’objets et de référentiels d’apprentissage qui pourraient mieux appuyer les enseignants dans le cadre de leur conception pédagogique et de leur prise de décision touchant l’enseignement.

Participatory Approach in Reusable Learning Object (RLO) Development Using ASPIRE Framework

2021 ◽  
pp. 90-104
Author(s):  
Nurhanim Hassan ◽  
Renukha Sellappans ◽  
Phelim Yong Voon Chen ◽  
Wei Hsum Yap ◽  
Enna Ayub ◽  
...  
Keyword(s):  
Development Process ◽  
Learning Experience ◽  
Participatory Approach ◽  
Learning Objects ◽  
Learning Object ◽  
The European Union ◽  
Subject Matter Experts ◽  
E Learning ◽  
The Subject ◽  
Erasmus Programme

A reusable learning object (RLO) is a type of e-learning resource developed that can be reused again in a variety of different e-learning activities, modules, and courses. Each has its own learning objective, but they can still be combined to form a comprehensive e-learning experience. This chapter investigates the design and development process of developing reusable learning objects (RLO) to digitize healthcare curricular in Malaysia, a project co-funded by the Erasmus+ Programme of the European Union with partner universities from UK, Europe, and Malaysia. This participatory approach is based on the ASPIRE framework developed by one of the project partners (University of Nottingham). Using the ASPIRE process, stakeholders such as the subject matter experts (SME) and students are involved at the onset of the development process: storyboarding workshop and specification ideation. The completed RLOs are used in the module as part of the student's learning delivery.

scholarly journals Great Idea, but how do I do it? A practical example of learning object creation using SGML/XML

2002 ◽  
Vol 28 (3) ◽  
Author(s):  
Janet Bartz
Keyword(s):  
Learning Objects ◽  
Learning Object ◽  
Development Model ◽  
Educational Community ◽  
Open Learning ◽  
Content Development ◽  
Great Idea ◽  
The Many ◽  
Value Of Learning

The educational community is interested in learning objects, what they are, how they are used, and the many benefits derived from their use. Most educators are familiar with the value of learning objects in theory, but on the practical side are wondering what is involved in creating them. This paper offers a "how-to" of learning object implementation, for text, based on four years experience working with Open Learning Agency’s structured content development model. Throughout the paper the analogy of a yogurt container will be used to help illustrate the concepts behind implementing a structured content development model.

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>

Расчетные методы оценки ударной вязкости сварных элементов с трещинами

2020 ◽  
Vol 44 (3) ◽  
pp. 22-36
Author(s):  
Keyword(s):  
Stress Intensity ◽  
Impact Strength ◽  
Welded Joints ◽  
Development Process ◽  
Welded Joint ◽  
Operating Temperature ◽  
Crack Development ◽  
Heterogeneous Structure ◽  
Critical Crack Length ◽  
The Impact

Практика показывает, что для сварных конструкций, эксплуатируемых в условиях Крайнего Севера необходимо уделять внимание работоспособности сварных соединений при низких температурах. Металл сварных соединений в процессе воздействия обработки изменяет свои свойства, снижается ударная вязкость, образуется гетерогенная структура с большой степенью разнозернистости. Чтобы оценивать и иметь возможность правильно контролировать термическое воздействие и последствия сварочного процесса, требуется решить задачу аналитического определения ударной вязкости для всех зон сварного соединения. В настоящей статье представлен инженерный метод оценки ударной вязкости, применимый для любой зоны сварного соединения, в которой имеется острый или особый концентратор напряжений – трещина. Разработанный аналитический метод расчета ударной вязкости отражает качественную и количественную картину взаимосвязи структурно-механических характеристик и работы развития трещины в диапазоне температур 77…300 К. Предложенная схематизация зависимости критического коэффициента интенсивности напряжений от температуры позволила найти коэффициенты, характеризующие свойства материала, и выполнить расчеты изменения предела текучести и предела прочности от температуры эксплуатации. Построены графики зависимости работы развития трещины от температуры эксплуатации для сталей 15ГС и 17ГС, сравнение которых с экспериментальными данными показывает удовлетворительное согласование. Найдено, что при напряжениях предела выносливости отношение работы развития трещины к критической длине трещины постоянно, не зависит от температуры и для сталей 15ГС и 17ГС равно около 10. Ключевые слова: ударная вязкость, работа разрушения, коэффициент интенсивности напряжений, трещина, феррито-перлитная сталь, зона термического влияния. For welded structures under operation in the Far North, attention must be paid to the performance of welded joints at low temperatures. The properties of metal of welded joints are changed in the process of treatment, its toughness decreases, and a heterogeneous structure with a large range of different grain sizes is formed. In order to evaluate and be able to correctly control the thermal effect and the consequences of the welding process, it is necessary to solve the problem of analytical determination of impact strength for all zones of the welded joint. The paper presents an engineering method for evaluation of the impact strength applicable to any area of the welded joint in which there is a sharp or super sharp stress concentrator – a crack. The developed analytical method for calculating the impact strength reflects a qualitative and quantitative codependency of structural and mechanical characteristics and the process of crack development in the temperature range of 77–300 K. The proposed schematization of dependence of the critical coefficient of stress intensity on the temperature made it possible to find coefficients characterizing the properties of the material and to perform calculations of changes in yield strength and tensile strength on operating temperature. Graphs of the crack development process dependency on the operating temperature for 15ГС and 17ГС steels were constructed, and their comparison with experimental data displays satisfactory agreement. It was found that at endurance limit stresses, the ratio of the crack development process to the critical crack length is constant, non-dependent on temperature, and is equal to 10 for 15ГС and 17ГС steels. Keywords: impact strength, fracture work, stress intensity factor, crack, ferrite-pearlite steel, heat affected zone, steel tempering.

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

Sign in / Sign up

Export Citation Format

Share Document