The Impact of Different Modes on Building Learning Objects When Designing E-Lessons on Achievement, Attitude and Time

2017 ◽  
Vol 3 (3) ◽  
pp. 45-68
Author(s):  
Samy Abdelwahab Safaan
Keyword(s):  
Learning Objects ◽  
The Impact

A comparison among approaches for recommending learning objects through collaborative filtering algorithms

2017 ◽  
Vol 51 (1) ◽  
pp. 35-51
Author(s):  
Henrique Lemos dos Santos ◽  
Cristian Cechinel ◽  
Ricardo Matsumura Araújo
Keyword(s):  
Collaborative Filtering ◽  
Learning Objects ◽  
Learning Goals ◽  
Average Error ◽  
Neighborhood Size ◽  
Relevant Parameter ◽  
Prediction Errors ◽  
Content Type ◽  
User Coverage ◽  
The Impact

Purpose The purpose of this paper is to present the results of a comparison among three different approaches for recommending learning objects (LO) inside a repository. The comparison focuses not only on prediction errors but also on the coverage of each tested configuration. Design/methodology/approach The authors compared the offline evaluation by using pure collaborative filtering (CF) algorithms with two other different combinations of pre-processed data. The first approach for pre-processing data consisted of clustering users according to their disciplines resemblance, while the second approach consisted of clustering LO according to their textual similarity regarding title and description. The three methods were compared with respect to the mean average error between predicted values and real values. Moreover, we evaluated the impact of the number of clusters and neighborhood size on the user-coverage. Findings Clustering LO has improved the prediction error measure with a small loss on user-coverage when compared to the pure CF approach. On the other hand, the approach of clustering users failed in both the error and in user-space coverage. It also became clear that the neighborhood size is the most relevant parameter to determine how large the coverage will be. Research limitations The methods proposed here were not yet evaluated in a real-world scenario, with real users opinions about the recommendations and their respective learning goals. Future work is still required to evaluate users opinions. Originality/value This research provides evidence toward new recommendation methods directed toward LO repositories.

A European Evaluation of the Promises of LOs

2011 ◽  
pp. 515-531
Author(s):  
Robert McCormick ◽  
Tomi Jaakkola ◽  
Sami Nurmi
Keyword(s):  
Empirical Studies ◽  
Experimental Studies ◽  
Routine Data ◽  
Learning Objects ◽  
Digital Learning ◽  
Online Surveys ◽  
Semistructured Interviews ◽  
E Learning ◽  
Funded Project ◽  
The Impact

Most studies on reusable digital learning materials, Learning Objects (LOs), relate to their use in universities. Few empirical studies exist to explore the impact of LOs on pedagogy, especially in schools. This chapter provides evidence from an evaluation of the use of LOs in schools. The evidence is from an EU-funded project Context E-Learning with Broadband Technologies, involving 500 schools in six countries across Europe, to examine the impact of LOs on pedagogy. It brought together producers and users to try out technically and pedagogically sound ways of producing, making available through a portal, and using LOs. This chapter reports data from both quantitative and qualitative studies conducted during 2004, including: online surveys (of all the teachers involved), routine data from the portal, semistructured interviews in 40 schools in all six countries, experimental studies in one of these countries, and 13 classroom case studies in four of the countries.

scholarly journals Educational Rationale Metadata for Learning Objects

2002 ◽  
Vol 28 (3) ◽  
Author(s):  
Tom Carey ◽  
Jonathan Swallow ◽  
William Oldfield
Keyword(s):  
Instructional Quality ◽  
Learning Objects ◽  
Instructional Approaches ◽  
Design Decisions ◽  
Design Intent ◽  
Post Secondary ◽  
Critical Elements ◽  
K 12 ◽  
The Impact

Instructors searching for learning objects in online repositories will be guided in their choices by the content of the object, the characteristics of the learners addressed, and the learning process embodied in the object. We report here on a feasibility study for metadata to record process-oriented information about instructional approaches for learning objects, though a set of Educational Rationale [ER] tags which would allow authors to describe the critical elements in their design intent. The prototype ER tags describe activities which have been demonstrated to be of value in learning, and authors select the activities whose support was critical in their design decisions. The prototype ER tag set consists descriptors of the instructional approach used in the design, plus optional sub-elements for Comments, Importance and Features which implement the design intent. The tag set was tested by creators of four learning object modules, three intended for post-secondary learners and one for K-12 students and their families. In each case the creators reported that the ER tag set allowed them to express succinctly the key instructional approaches embedded in their designs. These results confirmed the overall feasibility of the ER tag approach as a means of capturing design intent from creators of learning objects. Much work remains to be done before a usable ER tag set could be specified, including evaluating the impact of ER tags during design to improve instructional quality of learning objects.

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.

The Use of Reusable Learning Objects to Enhance the Delivery of Veterinary Education

2018 ◽  
pp. 317-331
Author(s):  
Emily Chapman-Waterhouse ◽  
Ayona Silva-Fletcher ◽  
Kim Whittlestone
Keyword(s):  
Blended Learning ◽  
Student Performance ◽  
Learning Objects ◽  
Approach To Learning ◽  
Reusable Learning Objects ◽  
Computer Confidence ◽  
Key Drivers ◽  
The Impact ◽  
Published Research ◽  
Positive Effect

The increased demand from learners in higher education to access resources flexibly has resulted in considerable development in the use of Reusable Learning Objects (RLO) via a blended learning format across the sector. This critical review sets out to identify what is currently known about RLO and how those concepts can be applied to veterinary-related degree courses. The review provides an insight into an aspect of blended learning which is currently limited in terms of published research. The effect of computer confidence, students' choice to use and the impact on student performance are some of the variables which have been measured to date. The approach to RLO by students from different courses may vary, but prior experience of technology, alignment of content and availability of technical support are some of the key drivers for usage and reuse. A positive effect is likely to occur following RLO use because those students have adopted a process of active engagement, which the authors know can bring about a deeper approach to learning.

scholarly journals Development and use of digital educative objects in nursing teaching

2007 ◽  
Vol 15 (4) ◽  
pp. 699-701 ◽  
Author(s):  
Ana Luísa Petersen Cogo ◽  
Eva Néri Rubim Pedro ◽  
Denise Tolfo Silveira ◽  
Ana Paula Scheffer Schell da Silva ◽  
Rosa Helena Kreutz Alves ◽  
...  
Keyword(s):  
Nursing Students ◽  
Conceptual Modeling ◽  
Learning Objects ◽  
Development Project ◽  
Virtual Learning Environment ◽  
Instructional Materials ◽  
Digital Learning ◽  
Undergraduate Nursing ◽  
Digital Learning Objects ◽  
The Impact

This paper describes a development project of digital learning objects in nursing, and the evaluation of their use by teachers and undergraduate nursing students. The strategies for their development were composed of the following stages: conceptual modeling, development of instructional materials, implementation in a virtual learning environment, and evaluation. This is an ongoing study and preliminary results demonstrate that teachers and students evaluated the design and the content of the nursing digital learning objects satisfactorily, but demonstrate difficulties in using them. The results point to the impact of innovation through the consolidation of the use of educational technologies integrated to the teaching of nursing, as well as a support program for teachers.

The Use of Reusable Learning Objects to Enhance the Delivery of Veterinary Education

2018 ◽  
pp. 1778-1792
Author(s):  
Emily Chapman-Waterhouse ◽  
Ayona Silva-Fletcher ◽  
Kim Whittlestone
Keyword(s):  
Blended Learning ◽  
Student Performance ◽  
Learning Objects ◽  
Approach To Learning ◽  
Reusable Learning Objects ◽  
Computer Confidence ◽  
Key Drivers ◽  
The Impact ◽  
Published Research ◽  
Positive Effect

The increased demand from learners in higher education to access resources flexibly has resulted in considerable development in the use of Reusable Learning Objects (RLO) via a blended learning format across the sector. This critical review sets out to identify what is currently known about RLO and how those concepts can be applied to veterinary-related degree courses. The review provides an insight into an aspect of blended learning which is currently limited in terms of published research. The effect of computer confidence, students' choice to use and the impact on student performance are some of the variables which have been measured to date. The approach to RLO by students from different courses may vary, but prior experience of technology, alignment of content and availability of technical support are some of the key drivers for usage and reuse. A positive effect is likely to occur following RLO use because those students have adopted a process of active engagement, which the authors know can bring about a deeper approach to learning.

scholarly journals BELAJAR BERSAMA COVID 19: Evaluasi Pembelajaran Daring Era Pandemi di Perguruan Tinggi Keagamaan Islam Negeri, Papua Barat

2020 ◽  
Vol 6 (1) ◽  
pp. 10-16
Author(s):  
Agus Yudiawan
Keyword(s):  
Evaluation Model ◽  
Analysis Data ◽  
Learning Objects ◽  
Network Access ◽  
Financial Difficulties ◽  
Average Production ◽  
Margin Of Error ◽  
Quantitative Descriptive ◽  
Papua Barat ◽  
The Impact

This research aims to encourage the implementation of bold learning in the State Islamic HigherEducation since the COVID-19 outbreak. The research method uses the CIPP evaluation model developed by Stufflebeam. The number of samples is set at 263 at a 5% margin of error. Data was collected through an open survey technique with a questionnaire-assisted instrument form Google. Analysis data is used as a quantitative descriptive. The results of the study showed that the implementation of bold learning had been carried out well amid the co-19 pandemic. Contextindicators, inputs, processes, and average production are in a good category. Interesting finding students as learning objects of financial difficulties in fulfilling network access. The conclusion is a bold learning model that is quite effective and can be used as a learning medium accompanied byPandemic. In addition, as an agreement, an immediate policy on education costs must be carried out which is the impact of COVID-19.

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