scholarly journals Panel Discussion: Learning Object Definitions, Metadata, Instructional Design, and Repositories

10.28945/2904 ◽  
2005 ◽  
Author(s):  
Jacques du Plessis ◽  
Alex Koohang ◽  
Jared Schaalje ◽  
Xiangming Mu ◽  
Johannes Britz
Keyword(s):  
Higher Education ◽  
Learning Community ◽  
Panel Discussion ◽  
Personalized Learning ◽  
Learning Objects ◽  
Learning Object ◽  
Quality Instruction ◽  
Learning Instruction ◽  
E Learning ◽  
The Many

The many promises of learning objects (readily available quality instruction, reducing cost of production, personalized learning, interoperability, reusability, discoverability/accessibility, scalability, durability, content customization, and many more) have been the talk of the e-learning community in recent years. Higher education institutions have begun to capitalize on these promises by adopting, developing, and deploying learning objects in e-learning instruction.

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.

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

E-Learning Environment

2005 ◽  
pp. 1001-1005
Author(s):  
Mizue Kayama ◽  
Toshio Okamoto
Keyword(s):  
Learning Community ◽  
The Internet ◽  
Computer Assisted ◽  
Concept System ◽  
New Learning ◽  
E Learning ◽  
The Many ◽  
Assisted Instruction ◽  
Learning Ecology ◽  
Learning Issues

Nowadays, the concept/system of e-learning (or eLearning) is widespread with the advent and prevalence of the Internet. Via the Internet, people can communicate with each other at anytime and from anywhere. People can also share, rebuild, stock, and reuse various kinds of information. Here, it is clear that e-learning gets citizenship in the educational society instead of CAI (computer-assisted instruction) and CMI (computer-managed instruction). As a response to society’s advance, it is necessary to construct a new learning ecology, such as a learning organization or a learning community. To date, the need for an understanding of e-learning issues has not been met by a coherent set of principles for examining past work and plotting fruitful directions. Obviously, it would be difficult to document the many seeds sown now.

scholarly journals An Empirical Study of Students' Intention to Use Cloud E-Learning in Higher Education

2020 ◽  
Vol 15 (09) ◽  
pp. 19
Author(s):  
Lillian-Yee-Kiaw Wang ◽  
Sook-Ling Lew ◽  
Siong-Hoe Lau
Keyword(s):  
Higher Education ◽  
Technology Acceptance ◽  
Social Cognitive ◽  
Target Population ◽  
Perceived Usefulness ◽  
Learning Object ◽  
Intention To Use ◽  
Is Success ◽  
Content Quality ◽  
E Learning

Technological progress has resulted in constant change of social structures and led to continuous evolution of attitudes and values. Thus, a timely and compre-hensive integrated technology acceptance framework was established, and factors predicting intention to use Cloud e-learning were empirically identified. A total of 11 determinants from varying sources of IS success, learning object criteria, technology acceptance, motivations, social cognitive, and expectancy values were unified and analysed in an integrated manner. The target population for this study was a group of IT students in a private university in southern region Malaysia. The results obtained from this study observed that content quality, pedagogical quality, perceived usefulness, social influence, attainment value, and utility value significantly predict intention to use Cloud e-learning. By integrating IS success, learning object criteria, technology acceptance, motivations, social cognitive, and expectancy values into a single framework, new insights on Cloud e-learning ac-ceptance in higher education can be attained.

scholarly journals Challenges of Transitioning to e-learning System with Learning Objects Capabilities

2016 ◽  
Vol 17 (1) ◽  
Author(s):  
Miroslava Raspopovic ◽  
Svetlana Cvetanovic ◽  
Aleksandar Jankulovic
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Information Systems ◽  
Open Source ◽  
Learning Objects ◽  
Learning System ◽  
Learning Content ◽  
Technological Advances ◽  
E Learning ◽  
Transitional Challenges

<p>In order for higher education institutions, which implements blended and/or online learning to remain competitive and innovative it needs to keep up with the cutting edge technological and educational advances. This task is usually very difficult, keeping in mind the budget constraints that many institutions have. This usually implies that existing open source solutions have to be used and adapted to individual needs of each institution. Keeping up with the current technological advances often brings not only financial challenges, but also transitional challenges that may put at risk learning quality and reputation of the institution, as well as performance of students. This work describes the features of the system, results and challenges of transitioning to e-learning system that displays learning materials through sequence of reusable learning objects (LOs) from the system that does not have these capabilities. The goal of such system is to increase reusability of learning content, and moreover, to increase online interactivity and communication between the instructor and students. Findings of this work reveal advantages, disadvantages and potential obstacle of implementation e-learning system with LOs and give an overview of suggestions for implementation improvements. These suggestions are given based on evaluation of implementation of new e-learning system with LOs, after the transition from the traditional e-learning system. Furthermore, based on the research of existing methodologies in the field of information systems, and the results of this research, this work proposes methodology for transferring into e-learning system with LOs. </p>

scholarly journals Design of an Adaptive e-Learning System based on Multi-Agent Approach and Reinforcement Learning

2021 ◽  
Vol 11 (1) ◽  
pp. 6637-6644
Author(s):  
H. El Fazazi ◽  
M. Elgarej ◽  
M. Qbadou ◽  
K. Mansouri
Keyword(s):  
Reinforcement Learning ◽  
Learning Style ◽  
Learning Process ◽  
Learning Experience ◽  
Personalized Learning ◽  
Learning Objects ◽  
Learning Systems ◽  
Learning System ◽  
E Learning ◽  
Multi Agent

Adaptive e-learning systems are created to facilitate the learning process. These systems are able to suggest the student the most suitable pedagogical strategy and to extract the information and characteristics of the learners. A multi-agent system is a collection of organized and independent agents that communicate with each other to resolve a problem or complete a well-defined objective. These agents are always in communication and they can be homogeneous or heterogeneous and may or may not have common objectives. The application of the multi-agent approach in adaptive e-learning systems can enhance the learning process quality by customizing the contents to students’ needs. The agents in these systems collaborate to provide a personalized learning experience. In this paper, a design of an adaptative e-learning system based on a multi-agent approach and reinforcement learning is presented. The main objective of this system is the recommendation to the students of a learning path that meets their characteristics and preferences using the Q-learning algorithm. The proposed system is focused on three principal characteristics, the learning style according to the Felder-Silverman learning style model, the knowledge level, and the student's possible disabilities. Three types of disabilities were taken into account, namely hearing impairments, visual impairments, and dyslexia. The system will be able to provide the students with a sequence of learning objects that matches their profiles for a personalized learning experience.

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”?

M-Learning through Semantically Annotated Learning Objects and Ontologies

2015 ◽  
Vol 3 (2) ◽  
Author(s):  
Reshmy Krishnan
Keyword(s):  
Semantic Web ◽  
Learning Process ◽  
Rapid Development ◽  
Learning Objects ◽  
Learning System ◽  
Learning Object ◽  
Mobile Technologies ◽  
Rich Medium ◽  
Object Structure ◽  
E Learning

Number of mobile subscriptions has increased tremendously due to rapid development of mobile technologies. The performance and accessibility of the e-learning process can be enhanced through mobile devices which is called m-learning. M-learning makes learning resources available anywhere and anytime, provide strong search capabilities, and offers easy interaction features to the learners. M-learning also points the opportunity for interoperability than existing e-learning system. The integration of semantic web in m-learning can improve the efficiency of searching for learning objects and reduce the time and cost of learning process. Semantic web can be integrated with the help of ontologies and learning objects in semantic web. They offer rich medium to assist m-learning via semantic annotated learning objects and shared repositories. Two types of ontologies, such as learning object content ontology and learning object structure ontology are used in this system. These ontologies facilitate the reuse, sharing and retrieval of relevant learning objects which are the backbone of m-learning.

Development and Evaluation of a Generic Re-Purposable e-Learning Object on Data Analysis

2010 ◽  
pp. 14-28
Author(s):  
Jillian R. Griffiths ◽  
Jenny Craven
Keyword(s):  
Higher Education ◽  
Data Analysis ◽  
21St Century ◽  
Personal Experience ◽  
Learning Object ◽  
Diverse Student ◽  
E Learning ◽  
Uk Higher Education ◽  
Diverse Student Population

This case describes the development of a re-purposable learning object for higher education. There is evidence of an increasingly diverse student population in UK higher education, where the sector is currently faced with re-positioning itself in order to meet the challenges of higher education in the 21st century. This has resulted in a new emphasis in education on supporting the learner, in collaboration with peers and tutors, through a lifetime of education, both within and outside the classroom. These factors, together with personal experience in teaching students data analysis have been instrumental in the formation, by the authors, of the conception of the Analyse This!!! learning object described in this case study. In June 2008 Analyse This!!! was successfully launched, and it is hoped that it will prove to be a useful resource for students and staff alike, across many different subject disciplines and across different institutions.

An Open E-Learning Specification for Multiple Learners and Flexible Pedagogies

2009 ◽  
pp. 1100-1105
Author(s):  
Colin Tattersall
Keyword(s):  
Learning Community ◽  
Learning Objects ◽  
Production Costs ◽  
Web Based ◽  
Learner Motivation ◽  
New Information ◽  
Information And Communication ◽  
E Learning ◽  
Use Of The Internet ◽  
Quality Learning

Significant investments have been made by universities, colleges, distance learning providers, and corporate training departments in the area of e-learning. Moving from early use of static HTML pages providing course details, the use of the Internet as a delivery technology for education and training is now commonplace, with both distance and presential learning providers exploiting e-learning in their offerings. A standards-based IT infrastructure is in place in educational institutions around the world, simplifying the delivery of e-learning courses and opening the doors to mainstream, largescale, Web-based education (Brusilovsky & Vassileva, 2003). Many different virtual learning environments (VLEs) exist (Everett, 2002), including significant contributions from the open source community (Dougiamas, 2004; Sakai, 2005). Above the underlying IT standards rest a significant number of e-learning standards, specifications, and reference models (IMSCP, 2003; Loidl Reisinger & Paramythis, 2003; Wisher & Fletcher, 2004), designed to improve the interoperability between systems and remove islands of e-learning. These infrastructural changes have been mirrored by developments in the area of learning objects (Littlejohn, 2003; Wiley, 2002). The learning objects movement is based upon the idea that reusable units of content can be created, shared, and reused between different communities, and is viewed as a solution to the significant production costs associated with the development of high-quality learning resources—see Sloep (2004) for a discussion of this issue. Critics of the learning objects movement have expressed their uneasiness with e-learning as page turning that leads to “static, fossilized, dead [content], low learner motivation and engagement, impersonal and isolating environments” (Stacey, 2003). This debate has brought pedagogy in the e-learning community to the fore. How should different groups of learners best be taught? What does existing educational theory have to teach e-learning, and how could the results of this work be brought into e-learning systems? How could new information and communication technology developments, particularly in the area of collaboration and cooperation, be brought into e-learning offerings? How could ongoing R&D in the area of pedagogy and e-learning be more easily brought together and compared? This article describes the IMS learning design specification (IMSLD, 2003). IMSLD is an open specification, freely downloadable, maintained by an international consortium of universities, system vendors, and learning providers. The specification provides a counter to the trend toward designing for lone-learners reading from screens. Instead, it guides staff and educational developers to start not with content, but with learning activities and the achievement of learning objectives.

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