scholarly journals Learning Object Repositories

10.28945/2908 ◽  
2005 ◽  
Author(s):  
Permanand Mohan
Keyword(s):  
Business Models ◽  
Learning Objects ◽  
Learning Object ◽  
Metadata Standard ◽  
Client Server ◽  
Digital Repositories ◽  
Advantages And Disadvantages ◽  
Learning Object Repository ◽  
Learning Object Repositories ◽  
Uniform Manner

In order to reuse learning objects created by others, they must be made available to potential users on the Web, and services must be provided to allow users to discover, obtain rights to, and use these learning objects in their own instructional scenarios. In the learning object economy, these services are typically provided by learning object repositories, which are collections of learning objects that are accessible to users via a network without prior knowledge of the structure of the collections. This chapter discusses the important role played by learning object repositories in the learning object economy. The success of the learning objects' approach depends on users worldwide (such as instructors, learners, and software agents) being able to access and search for learning objects in different repositories in a uniform manner. The first part of the chapter explains how this can be achieved using a standardized approach for accessing and describing learning objects in a repository. Standardized access and retrieval is facilitated by implementing a specification from the IMS known as the Digital Repositories Interoperability (DRI) specification, while standardized search and discovery is facilitated by implementing a metadata standard such as the IEEE Learning Object Metadata (LOM) standard, described earlier in the book. There are different architectural approaches and business models that can be employed when designing a learning object repository and these are discussed next in the chapter. Typical architectural choices include using a centralized repository based on the client/server approach versus using several local repositories connected in a peer-to-peer fashion. Typical choices for business models include using an online broker for advertising and receiving payment for learning objects versus making the learning objects freely available. The advantages and disadvantages of the different approaches and models are carefully examined, and concrete examples of research prototypes and real-world deployments are provided wherever appropriate.

scholarly journals Learning Object Repository Technologies for TeleLearning: The Evolution of POOL and CanCore

10.28945/2565 ◽  
2002 ◽  
Author(s):  
Griff Richards ◽  
Rory McGreal ◽  
Norm Friesen
Keyword(s):  
National Level ◽  
Learning Objects ◽  
Peer To Peer ◽  
Learning Object ◽  
Learning Program ◽  
Peer Network ◽  
Learning Object Repository ◽  
On Line ◽  
Learning Object Repositories ◽  
Peer To Peer Network

Repositories provide mechanisms to encourage the discovery, exchange and re-use of learning objects. This paper describes Portals for On-line Objects in Learning (POOL), a consortium project of the TeleLearning NCE to build a learning object repository scalable to the national level. Funded in part by the Canarie Learning Program, POOL contributes to the development of two focal technologies: “POOL POND and SPLASH” a distributed architecture for a peer-to-peer network of learning object repositories, and CanCore, a practical metadata protocol for cataloguing learning objects.

scholarly journals The Athabasca University eduSource Project: Building an accessible learning object repository

2005 ◽  
Vol 21 (3) ◽  
Author(s):  
Martha Cleveland-Innes ◽  
Rory McGreal ◽  
Terry Anderson ◽  
Norm Friesen ◽  
Mohamed Ally ◽  
...  
Keyword(s):  
Learning Objects ◽  
Lessons Learned ◽  
Learning Object ◽  
Instructional Designers ◽  
Work Package ◽  
Approach To Learning ◽  
University Departments ◽  
Learning Object Repository ◽  
Learning Object Repositories ◽  
Pedagogical Approaches

<span>Athabasca University - Canada's Open University (AU) made the commitment to put all of its courses online as part of its Strategic University Plan. In pursuit of this goal, AU participated in the eduSource project, a pan-Canadian effort to build the infrastructure for an interoperable network of learning object repositories. AU acted as a leader in the eduSource work package, responsible for the metadata and standards for learning objects. In addition, the team of professionals, academics, librarians and other researchers worked to create an accessible repository of learning objects across university departments and subjects. Most critically, the team worked beyond the development of a learning object repository and considered the adaptation of content and related applications, pedagogical approaches and the use of learning objects by instructional designers, faculty and the learners themselves. This paper describes one institution's approach to learning object repository development, from a technical and pedagogical perspective, along with some of the lessons learned during the process.</span>

scholarly journals Re-Mar: Repository of Marine Learning Objects

2021 ◽  
Author(s):  
André Behr ◽  
José Cascalho ◽  
Hélia Guerra ◽  
Ana Costa ◽  
Manuela Parente ◽  
...  
Keyword(s):  
Artificial Intelligence ◽  
Environmental Education ◽  
Open Source Software ◽  
Linked Data ◽  
Learning Objects ◽  
Learning Object ◽  
Ocean Literacy ◽  
Learning Object Repository ◽  
Learning Object Repositories ◽  
And Coping

Current literature shows the lack of learning object repositories exclusively related to environmental education and that there is no predominant software. This paper presents Re-Mar, a marine learning object repository based on open source software. Re-Mar is a part of an effort to promote ocean literacy through educational content for students and teachers. The repository is supported by computational technologies to catalog and organize learning objects to retrieve and reuse. Our prototype shows that is possible to store, catalog, retrieve, and link learning objects to support environmental education and coping with learning objects lifecycle. This is the first step to future aggregation of linked data, ontologies, and artificial intelligence aspects.

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.

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 A quantitative analysis of learning object repositories as knowledge management systems

2014 ◽  
pp. 156-170 ◽  
Keyword(s):  
Knowledge Management ◽  
Quantitative Analysis ◽  
Digital Libraries ◽  
Learning Objects ◽  
Educational Resources ◽  
Learning Object ◽  
Management Systems ◽  
Knowledge Management Systems ◽  
Master List ◽  
Learning Object Repositories

Learning Object Repositories (LORs) are a core element of the Opening up Education movement around the word. Despite, the wide efforts and investments in this topic, still most of the existing LORs are designed mainly as digital libraries that facilitate discovery and provide open access to educational resources in the form of Learning Objects (LOs). In that way, LORs include limited functionalities of Knowledge Management Systems (KMSs) for organizing and sharing educational communities’ explicit and tacit knowledge around the use of these educational resources. In our previous work, an initial study of examining LORs as KMSs has been performed and a master list of 21 essential LORs’ functionalities has been proposed that could address the issue of organizing and sharing educational communities’ knowledge. In this paper, we present a quantitative analysis of the functionalities of forty-nine (49) major LORs, so as (a) to measure the adoption level of the LORs’ functionalities master list and (b) to identify whether this level influences LORs’ growth as indicated by the development over time of the number of the LOs and the number of registered users that these LORs include.

scholarly journals Visualização sintético-imagética de parâmetros e metadados de objetos de aprendizagem

2015 ◽  
Vol 13 (3) ◽  
pp. 632
Author(s):  
Raquel Salcedo Gomes ◽  
Daniel Steinbruch Pereira ◽  
Érico Marcelo Hoff do Amaral ◽  
Rodrigo Sychocki da Silva ◽  
Rosana Wagner ◽  
...  
Keyword(s):  
Instructional Design ◽  
Recommendation Systems ◽  
Learning Objects ◽  
Visual Language ◽  
Learning Object ◽  
Learning Theories ◽  
Digital Repositories ◽  
Qualitative Variables ◽  
Database Logic

O presente trabalho traz os resultados de pesquisa que objetivou o desenvolvimento de uma linguagem visual que representasse parâmetros e metadados de objetos de aprendizagem de maneira sintético-imagética, a fim de facilitar seu processo de avaliação e seleção por educadores. A pesquisa fundamentou-se em princípios da teoria de NURBS e da lógica do banco de dados de Manovich (2001, 2010), além dos conceitos de objeto de aprendizagem, metadados e sistemas de recomendação (WILEY, 2000; CAZELLA et al., 2009, 2010). A pesquisa revelou profícua a possibilidade da transformação da cultura subjetiva em dados, mediante a proposição de categorizações que levaram em conta variáveis qualitativas na análise de OAs a partir de teorias de aprendizagem aplicadas ao design instrucional e de características padronizadas utilizadas em sua organização e catalogação em repositórios digitais.Abstract: This paper presents results of research aimed at developing a visual language to represent parameters and metadata for learning objects in a synthetic-imagetic manner, in order to facilitate the process of their evaluation and selection by educators. The research was based on principles of NURBS theory and database logic by Manovich (2001, 2010), and the concepts of learning object (LO), metadata and recommendation systems (WILEY, 2000; CAZELLA et al., 2009, 2010). The inquiry revealed a possibility of fruitful transformation of subjective culture on data through the proposition of categorizations that take into account qualitative variables in the analysis of LOs from the perspective of learning theories applied to instructional design and standardized features used in their organization and cataloging in digital repositories. Keywords: Synthetic-imagetic visualization. Learning objects. Metadata. Repositories. Learning parameters.Resumen: Este trabajo presenta los resultados de investigación que apuntaba a desarrollar un lenguaje visual para representar parámetros y metadatos de objetos de aprendizaje vía imágenes sintéticas para facilitar su proceso de evaluación y selección de los profesores. La investigación se basa en los principios de la teoría de NURBS y la lógica de la base de datos de Manovich (2001, 2010), además de los conceptos de objeto de aprendizaje (OA), metadatos y sistemas de recomendación (Wiley, 2000; Cazella et al., 2009, 2010). La encuesta reveló fructífera la posibilidad de transformación de la cultura subjetiva en datos a través de la proposición de categorizaciones que tuvieron en cuenta las variables cualitativas en el análisis de OA a partir de las teorías de aprendizaje aplicadas al diseño instruccional y características estándar utilizadas en su organización y catalogación en repositorios digitales.Palavras clave: Vista previa de imágenes sintéticas. Objetos de Aprendizaje. Metadatos. Repositorios. Parámetros de Aprendizaje.

Reusability of Online Role Play as Learning Objects or Learning Designs

2011 ◽  
pp. 761-776 ◽  
Author(s):  
Sandra Wills ◽  
Anne McDougall
Keyword(s):  
Role Play ◽  
Learning Objects ◽  
Discussion Forum ◽  
Learning Object ◽  
Learning Design ◽  
Web Based ◽  
Threaded Discussion ◽  
Learning Object Repositories ◽  
E Mail ◽  
Australian Universities

This study tracks the uptake of online role play in Australia from 1990 to 2006 and the affordances to its uptake. It examines reusability, as one affordance to uptake, from the perspective of two often polarized constructs: learning object and learning design. The study treats “reuse” in two ways: reuse of an existing online role play and reuse of an online role play as the model for another role play. The first type of reuse implies the online role play is a learning object and the second type implies the online role play derives from a learning design. Online role play consists of a scenario and a set of roles that students adopt in order to collaboratively solve a problem, create something, or explore an issue via e-mail or a combination of e-mail and Web-based threaded discussion forum. Thirty-six role plays of this type were identified in Australian universities of which 80% were reuse of a learning design. Only three examples of role play as a learning object were found, suggesting that learning design is a useful concept for understanding how to support reusability in universities. Other affordances to uptake of role play were also tracked. This indicated that the contribution of educational developers far outweighed that of academic colleagues, conferences, journals, and engines. The results have implications for the work practices of educational developers and for managers of learning object repositories.

A Low-Cost Learning Object Repository for Egyptian Teachers

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.

scholarly journals Submission and Peer Review of Learning Objects Using a Community-Based Repository

10.28945/2835 ◽  
2004 ◽  
Author(s):  
Ilona Box
Keyword(s):  
Peer Review ◽  
Review Process ◽  
Object Oriented ◽  
Learning Objects ◽  
Learning Object ◽  
Significant Advance ◽  
Object Oriented Method ◽  
Community Based ◽  
Double Blind ◽  
Learning Object Repository

A community-based learning object repository supports the sharing and collaboration of learning object development within discipline or topic area communities. The repository is built using an object-oriented method and implemented using JADE, an object-oriented technology platform. The repository is a software system aimed at improving the creation, collection, quality assurance, and ultimately the accessibility of learning objects. The initiatives regarding learning objects and the double blind review process for research publications are the two key influences on the learning object repository design. The repository is a significant advance on existing learning object technology as 1) it is built using an object-oriented method and platform including the database; typically learning object collections are stored in relational databases, and 2) it incorporates an automated submission and double blind peer review process before learning objects are made public. The use of the repository by the learning object creators, reviewers, moderators, administrators and educators will determine the success of the product.

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