scholarly journals Interoperability Gap Challenges for Learning Object Repositories & Learning Management Systems

10.28945/3079 ◽  
2007 ◽  
Author(s):  
Robert Mason
Keyword(s):  
Reference Model ◽  
Learning Management Systems ◽  
Learning Objects ◽  
Learning Object ◽  
Management Systems ◽  
Assessment Data ◽  
Learning Object Metadata ◽  
Metadata Standards ◽  
Learning Object Repositories ◽  
Learning Management

An interoperability gap exists between Learning Management Systems (LMS) and Learning Ob ject Repositories (LOR). LORs are responsible for the storage and management of Learning Objects and the associated Learning Object Metadata (LOM). LOR(s) adhere to various LOM standards depending up the requirements established by user groups and LOR administrators. Two common LOM standards found in LORs are CanCore (Canadian LOM standard) and the Sharable Content Object Reference Model (SCORM) Content Aggregation Model (CAM). In contrast, LMSs are independent computer systems that manage and deliver course content to students via a web interface. This research addresses three important issues related to this problem domain: (a) a lack of metadata standards that define the format of how assessment data should be communicated from Learning Management Systems to Learning Object Repositories, (b) a lack of Information Engineering (IE) architectural standards for the transfer of data from Learning Management Systems to Learning Object Repositories, and (c) a lack of middleware that facilitates the movement of the assessment data from the Learning Management Systems to Learning Object Repositories. Thus, the three goals of this research are: (a) make recommendations for extending the CanCore and SCORM CAM LOM standards to facilitate the storage of assessment and summary assessment data, (b) define the foundation for an IE architectural standard based on an Access Control Policy (ACP) and Data Validation Policy (DVP) using a reliable consensus of experts with the Delphi technique, and (c) develop a middleware prototype that transfers learning assessment data from multiple Learning Management Systems into the Learning Object Metadata of Learning Objects that are stored within a CanCore or SCORM compliant Learning Object Repository.

scholarly journals From Cognitive Landscapes to Digital Hyperscapes

2003 ◽  
Vol 4 (2) ◽  
Author(s):  
Jose Bidarra ◽  
Ana Dias
Keyword(s):  
Learning Styles ◽  
Learning Management Systems ◽  
Learning Objects ◽  
Management Systems ◽  
Digital Information ◽  
Cognitive Profiles ◽  
E Learning ◽  
Learning Management ◽  
Key Terms ◽  
Massive Information

<P> The widespread diffusion of e-Learning in organizations has encouraged the discovery of more effective ways for conveying digital information to learners, for instance, via the commonly called Learning Management Systems (LMS). A problem that we have identified is that cognitive variables and pedagogical processes are rarely taken into consideration and sometimes are confused with the mere use by learners of “diversified” hypermedia resources. Within the context of widespread dissemination of multimedia content that has followed the emergence of massive information resources, we discuss the need for more powerful and effective learner-centered tools capable of handling all kinds of design configurations and learning objects. </p> <P class=abstract><B>Key Terms: </B>cognitive profiles, learning styles, mind mapping, multimedia and hypermedia content, hyperscapes, e-Learning, learning objects, Learning Management Systems (LMS).</P>

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 SOFTWARE IMPLEMENTATION FOR SCORM CONTENT MIGRATION IN THE LEARNING MANAGEMENT SYSTEM

2017 ◽  
pp. 87-96
Author(s):  
Y. B. Popova ◽  
S. V. Yatsynovich
Keyword(s):  
Management System ◽  
Reference Model ◽  
Learning Management System ◽  
Learning Management Systems ◽  
Software Implementation ◽  
Management Systems ◽  
Training Materials ◽  
Training Content ◽  
Teachers And Students ◽  
Learning Management

Using of learning management systems increases the possibility of teachers and students in achieving their goals in education. Such systems provide learning content, help to organize and to monitor training progress, help to collect statistics. However, the transition from one LMS to another there is a problem of content migration, because all training materials and tests should either be recreated, or somehow be migrated to the new system. Content migration by hand is a very time-consuming process, so the leading developers of the learning management systems developed a standard for the organization and storage of content, called SCORM (Eng., Sharable Content Object Reference Model). Created by this standard, the content must migrate to the learning management system provided its support for these systems. SCORM standard allows you to create training content that is not dependent on the learning management system, but the loosely embedded in it. This approach enables teachers to develop unique courses and put them free available or for sale in the Internet for all interested persons, and to use educational content created by the best specialists around the world to carry out their activities. The content on the SCORM standard imposes certain requirements on the learning management systems, as they do not distort the training content and properly interact with the tests. The aim of this article is a software implementation of a content migration by SCORM standard from other learning management systems in its own development used at the Software Department of the Faculty of Information Technology and Robotics of the Belarusian National Technical University.

Ontologies and Contracts in the Automation of Learning Object Management Systems

2006 ◽  
pp. 216-234
Author(s):  
Salvador Sanchez-Alonso ◽  
Miguel-Ángel Sicilia ◽  
Elena Garcia-Barriocanal
Keyword(s):  
Learning Objects ◽  
Learning Systems ◽  
Learning Object ◽  
Management Systems ◽  
Shared Knowledge ◽  
Knowledge Representations ◽  
Learning Object Metadata ◽  
E Learning ◽  
Contractual Approach ◽  
Enhanced Learning

Current standardized e-learning systems are centred on the concept of learning object. Unfortunately, specifications and standards in the field do not provide details about the use of well-known knowledge representations for the sake of automating some processes, like selection and composition of learning objects, or adaptation to the user or platform. Precise usage specifications for ontologies in e-learning would foster automation in learning systems, but this requires concrete, machine-oriented interpretations for metadata elements. This chapter focuses on ontologies as shared knowledge representations that can be used to obtain enhanced learning object metadata records in order to enable automated or semi-automated consistent processes inside Learning Management Systems. In particular, two efforts towards enhancing automation are presented: a contractual approach based on pre- and post-conditions, and the so-called process semantic conformance profiles.

scholarly journals The integration of learning object repositories and learning management systems

2010 ◽  
Vol 7 (3) ◽  
pp. 387-407 ◽  
Author(s):  
Kresimir Fertalj ◽  
Natasa Bozic-Hoic ◽  
Hrvoje Jerkovic
Keyword(s):  
Learning Management Systems ◽  
Management Systems ◽  
Excellent Performance ◽  
Digital Repository ◽  
Web Technologies ◽  
Architecture Framework ◽  
E Learning ◽  
Learning Object Repositories ◽  
Learning Management ◽  
Integration Of Learning

The systems aimed for manipulating large number of courses and students are called Learning Management Systems (LMS). A LMS can have excellent performance implemented through advanced Web technologies but it is often accompanied by a poor or rarely used repository of institution?s educational content. It has still remained. Still remains a problem how to allow users of a LMS to easily modify and integrate the content from federated e-learning repositories into their courses. This article presents an analysis of present repository frameworks and projects. FEDORA (Flexible Extensible Digital Repository Object Architecture) framework is explained as an alternative repository solution. A pilot application has been developed to demonstrate the interaction between a LMS and its repository.

scholarly journals Digitalisierung in der Hochschullehre

2020 ◽  
Vol 2020 (Occasional Papers) ◽  
pp. 1-20
Author(s):  
Astrid Beckmann
Keyword(s):  
Blended Learning ◽  
Digital Library ◽  
Digital Libraries ◽  
Learning Management Systems ◽  
Learning Objects ◽  
Management Systems ◽  
Learning Management ◽  
Kollaboratives Lernen

Für die Digitalisierung in der Hochschullehre stehen viele verschiedene digitale Möglichkeiten, Ansätze und Tools zur Verfügung. Auf Basis der Forschungsliteratur werden zusammengefasst fünf Ansätze identifiziert, nämlich: Mobile Technologien, Online-Kursprogramme, Learning Objects und Digital Libraries (Repositorien), Technologische Umgebungen für kollaboratives Lernen und Digitalisierte Lehrkonzepte. Im Projekt MathEdu Digital der PH Schwäbisch Gmünd werden die digitalen Ansätze und Tools kritisch analysiert und im Rahmen eines selbst entwickelten Lehrkonzepts erprobt, zunächst erfahrungsbasiert und über Studierendenbefragungen, später systematisch empirisch. Ziel ist es, die mathematikdidaktische Lehre geeignet so anzulegen, dass die Lehramtsstudierenden vielseitige digitale Erfahrungen sammeln können. Gleichzeitig geht es um die Identifizierung und Beseitigung von Barrieren für (auch weniger digital erfahrene) Lehrende. Als Ergebnis zeichnet sich ab, dass als Grundkonzept das Blended-Learning-Format mit digitalen und nicht-digitalen Elementen und der Einsatz eines Learning-Management-Systems mit eingepflegter Digital Library und Learning Objects als geeignet einzustufen sind. VideoDemos sind sehr zu empfehlen, aber auch Webinare, die mit ihren verschiedenen integrierten Funktionen insbesondere auch die Kommunikation und Interaktion unterstützen. Für die unkomplizierte Webinarplanung hat sich ein «Regieplan» , eine vorbereitete Tabelle, bewährt, der diesem Beitrag anhängt ist.

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.

scholarly journals Learning Objects as Tools for Teaching Information Literacy Online: A Survey of Librarian Usage

2011 ◽  
Vol 72 (3) ◽  
pp. 236-252 ◽  
Author(s):  
Lori S. Mestre ◽  
Lisa Baures ◽  
Mona Niedbala ◽  
Corinne Bishop ◽  
Sarah Cantrell ◽  
...  
Keyword(s):  
Online Learning ◽  
Information Literacy ◽  
Learning Management Systems ◽  
Learning Objects ◽  
Management Systems ◽  
Behavioral Sciences ◽  
Research Committee ◽  
Context Learning ◽  
Learning Research ◽  
Learning Management

Based on information gathered from two discussion sessions moderated by members of the Education and Behavioral Sciences Section’s Online Learning Research Committee a survey was conducted to identify how librarians use course/learning management systems and learning objects to deliver instruction. Objectives of the study were to identify the experiences of librarians who are using course/learning management systems; in what context learning objects are being developed and used; and the pedagogical considerations by librarians when creating online learning materials. In addition to discussing the results of the survey, a description of a “Toolkit for Online Learning” created by the Online Learning Research Committee is provided.

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