scholarly journals Design principles for authoring dynamic, reusable learning objects

2003 ◽  
Vol 19 (1) ◽  
Author(s):  
Tom Boyle
Keyword(s):  
Software Engineering ◽  
Design Principles ◽  
Learning Objects ◽  
Title Page ◽  
Learning Object ◽  
Learning Object Metadata ◽  
Reusable Learning Objects ◽  
The Creation ◽  
Considerable Work

<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>The aim of this paper is to delineate a coherent framework for the authoring of re-purposable learning objects. The approach is orthogonal to the considerable work into learning object metadata and packaging conducted by bodies such as IMS, ADL and the IEEE. The 'learning objects' and standardisation work has been driven largely by adding packaging and metadata to pre-constructed learning artefacts. This work is very valuable. The argument of this paper, however, is that these developments must be supplemented by significant changes in the creation of learning objects. The principal aim of this paper is to delineate authoring principles for reuse and repurposing. The principles are based on a synthesis of ideas from pedagogy and software engineering. These principles are outlined and illustrated from a case study in the area of learning to program in Java.</span></p></div></div></div>

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.

scholarly journals A Semantic Distances-Based Approach for a Deeply Indexing of Learning Objects

2019 ◽  
Vol 14 (06) ◽  
pp. 27 ◽  
Author(s):  
Kamal El Guemmat ◽  
Sara Ouahabi
Keyword(s):  
Search Engines ◽  
Learning Objects ◽  
Learning Object ◽  
Automatic Indexing ◽  
New Approach ◽  
Learning Object Metadata ◽  
Depth Extraction ◽  
Semantic Distances ◽  
Linguistic Structures

Educational search engines are important for users to find learning objects (LO). However, these engines have not reached maturity in terms of searching, they suffer from several worries like the deep extraction of notions which diminishes their performance. The purpose of this paper is to propose a new approach that allows depth extraction of LO’s notions to increase the relevance level of educational search engines. The proposed approach focuses on semi-automatic indexing of textual LO and more precisely the deeper relations of sentences that flesh out explanations. It based on linguistic structures and semantic distances between specific and generic notions according to OntOAlgO ontology. The notions obtained will be improved by learning object metadata (LOM) and will be represented semantically in final index. The tests performed on algorithmic LO, proving the usefulness of our approach to educational search engines. It increases the degree of precision and recall of notions extracted from LO.

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.

scholarly journals Experiential sponsorship activation at a sports mega-event: the case of Cisco at London 2012

2017 ◽  
Vol 7 (4) ◽  
pp. 404-425 ◽  
Author(s):  
Leah Gillooly ◽  
Philip Crowther ◽  
Dominic Medway
Keyword(s):  
Design Methodology ◽  
Design Principles ◽  
Content Type ◽  
Secondary Sources ◽  
London 2012 ◽  
The Creation ◽  
Effective Use ◽  
Mega Event ◽  
Practical Implications

Purpose The purpose of this paper is to explore the application of event design principles in the creation and execution of effective experiential sponsorship activations (ESAs) by B2B brands and examine the challenges posed by the sponsorship context to sponsors seeking to create ESAs, with proposed potential solutions. Design/methodology/approach A case study of Cisco’s ESA activities as part of its London 2012 Olympic and Paralympic Games sponsorship activation is developed, drawing on interviews with key Cisco employees and secondary sources of data, both internal and external to Cisco. Findings Blending the event design principles typically associated with B2B events with those more commonly found in corporate hospitality or B2C events enables sponsors to address the cognitive needs of attendees as business representatives, while also satisfying their needs as individuals seeking more sensorial experiences. Effective use of event design principles, creative marketing and promotion, and collaboration with other sponsors allow brands to overcome constraints placed on them by the unpredictable nature of sponsorship, sponsorship rights agreements and the increased clutter in the sponsorship environment. Research limitations/implications Existing knowledge on sponsorship activation is extended, drawing on principles of event design to offer a sponsor-focused perspective on the creation and execution of effective ESAs for B2B brands. Existing thinking around B2B event design is challenged and augmented when considering its application to ESA design. Practical implications Inter-sponsor collaboration and the blending of cognitive and sensorial elements of event design are important for sponsors seeking to create and deliver effective ESAs. Originality/value The paper draws on the event design literature to appraise the execution of ESA by B2B brands within the context of event sponsorship.

scholarly journals Panel Discussion - From Informing Objects to Learning Objects

10.28945/3362 ◽  
2009 ◽  
Author(s):  
Robert Skovira ◽  
Alex Koohang ◽  
Frederick Kohun ◽  
Richard Will
Keyword(s):  
Open Access ◽  
Panel Discussion ◽  
Learning Objects ◽  
Discussion Board ◽  
Learning Object ◽  
Graphic Image ◽  
Meaningful Connections ◽  
Instructional Settings ◽  
Digital Or

Harman & Koohang (2005) stated that a learning object “ .. is not merely a chunk of information packaged to be used in instructional settings. A learning object, therefore, can include anything that has pedagogical value - digital or non-digital such as a case study, a film, a simulation, an audio, a video, an animation, a graphic image, a map, a book, or a discussion board so long as the object can be contextualized by individual learners. The learner must be able to make meaningful connections between the learning object and his/her experiences or knowledge he/she previously mastered. “ The above definition asserts that a learning object must have “pedagogical value” and that a learning object is 1) anything digital or non-digital such as a film, a simulation, or a case study, and 2) the ability of the learner to contextualize the object, i.e., the learner is capable of making “meaningful connections” between the object and his/her previous experiences and/or knowledge. Once the contextualization occurs, the object will have “pedagogical value” and it no longer merely an object, it is a learning object. Can all objects be contextualized? Is it necessary for all objects to be contextualized? What shall one call an “object” that is retrieved (and may even have some value other than pedagogical value and/or use) from an open access or commercial learning objects repository labeled as a “learning object” with no pedagogical value? If these objects are not learning objects, but have some sort of value and use, how shall one refer to these objects? Perhaps “informing objects”?

scholarly journals Interlinking educational resources to Web of Data through IEEE LOM

2015 ◽  
Vol 12 (1) ◽  
pp. 233-255 ◽  
Author(s):  
Enayat Rajabi ◽  
Miguel-Angel Sicilia ◽  
Salvador Sanchez-Alonso
Keyword(s):  
Linked Data ◽  
Learning Object ◽  
Proof Of Concept ◽  
Data Types ◽  
Lingua Franca ◽  
Alternative Strategies ◽  
Learning Object Metadata ◽  
Web Of Data ◽  
Reference Implementation

The emergence of Web of Data enables new opportunities for relating resources identified by URIs combined with the usage of RDF as a lingua franca for describing them. There have been to date some efforts in the direction of exposing learning object metadata following the conventions of Linked Data. However, they have not addressed an analysis on the different strategies to expose Linked Data that could be used as a basis for leveraging the metadata currently curated in repositories following common conventions and established standards. This paper describes an approach for exposing IEEE LOM metadata as Linked Data and discusses alternative strategies and their tradeoffs. The recommended approach applies common principles for Linked Data to the specificities of LOM data types and elements, identifying opportunities for interlinking exhaustively. A case study and a reference implementation along with an evaluation are also presented as a proof of concept of this mapping.

Engineering Reusable Learning Objects

2009 ◽  
pp. 718-735 ◽  
Author(s):  
Ed Morris
Keyword(s):  
Design Theory ◽  
Object Oriented ◽  
Learning Objects ◽  
Design Guidelines ◽  
Learning Object ◽  
Software Systems ◽  
Reusable Learning Objects ◽  
Metadata Standards ◽  
Object Lessons ◽  
Software Object

We adapt the object-oriented software engineering design methodology for software objects to engineering reusable learning objects. Our approach extends design principles for reusable learning objects. The resulting learning object class is a template from which individualised learning objects can be dynamically created for, or by, students. The properties of these classes refine learning object definitions and design guidelines. We adapt software object levels of cohesion to learning object classes. We demonstrate reusability increases when learning object lessons are built from learning objects, like maintainable software systems are built from software objects. We identify facilities for learning management systems to support object-oriented learning object lessons that are less predetermined in sequencing activities for each student. Our overall approach to the design of learning object lessons is independent of, and complementary to, instructional design theory underlying the learning object design process, and metadata standards adopted by the IEEE for learning object packaging.

Valuing Learning Objects Shared in an Online Community

2014 ◽  
pp. 529-549
Author(s):  
Jacqueline Guzmán ◽  
Regina Motz ◽  
Alberto Rodrigues da Silva
Keyword(s):  
Social Network ◽  
Online Community ◽  
Learning Objects ◽  
Learning Object ◽  
Learning Platform ◽  
E Learning ◽  
The Creation

In this chapter, the authors analyze and discuss how the activity inside a social network impacts on the value of a Learning Object (LO) used in a collaborative e-learning platform. Recent works propose metrics for measuring LO reusability based on a variety of approaches. In this work, they combine and extend these approaches in order to design a valuation strategy which helps to identify the usage of LOs inside a social network. Their proposal is to identify the factors that are relevant for the valuation of a LO and determine which of them can be computed automatically from its context of usage, the level of success of its authors and its metadata. The authors’ analysis was performed on a particular social network called LOP (LO Poll) system, which strongly motivates the creation and collaborative valuation of LOs. They present preliminary conclusions obtained from an experiment performed in order to analyze the feasibility of the proposal.

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