Home  About us  Contact
 

Learning Objects (learning + object)

Distribution by Scientific Domains
Education20%

Selected Abstracts

CONTEXTUALIZING LEARNING OBJECTS USING ONTOLOGIES

COMPUTATIONAL INTELLIGENCE, Issue 3 2007
Phaedra Mohammed
Educational research over the past three years has intensified such that the context of learning resources needs to be properly modeled. Many researchers have described and even mandated the use of ontologies in the research being conducted, yet the process of actually connecting one or more ontologies to a learning object has not been extensively discussed. This paper describes a practical model for associating multiple ontologies with learning objects while making full use of the IEEE LOM specification. The model categorizes these ontologies according to five major categories of context based on the most popular fields of study actively being pursued by the educational research community: Thematic context, Pedagogical context, Learner context, Organizational context, and Historical/Statistical context. [source]

Learning Design and Learning Objects , Edited by Lori Lockyer

BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 4 2009
Dr Alejandro Armellini
No abstract is available for this article. [source]

Learning objects: Solutions in search of problems?

PERFORMANCE IMPROVEMENT, Issue 1 2008
Stephanie L. Moore
First page of article [source]

From anytime, anywhere to all-the-time, everywhere: Learning objects, broadband and wireless reshape digital libraries for learning and research.

PROCEEDINGS OF THE AMERICAN SOCIETY FOR INFORMATION SCIENCE & TECHNOLOGY (ELECTRONIC), Issue 1 2003
Sponsored by SIG STI
Learning objects are among the latest types of materials to be included in digital libraries. These are small portions of lesson material designed to be used in multiple configurations for multiple instructional applications, ranging from distance learning to interactive simulation. As broadband and wireless technologies change the expectations and performance patterns of the user, learning objects change the nature of content and the way that it must be managed. The size and diversity of digital collections affect the options through which these materials can be accessed. Many libraries are offering wireless access to their networks and many individuals are accessing digital libraries off-site using broadband technologies. Each of these trends affects decisions made for collection development, portal design and network design, and those decisions dictate specific technological requirements for access. This panel session highlights management and infrastructure issues of digital libraries as they relate to learning objects, broadband and wireless technologies. [source]

CONTEXTUALIZING LEARNING OBJECTS USING ONTOLOGIES

COMPUTATIONAL INTELLIGENCE, Issue 3 2007
Phaedra Mohammed
Educational research over the past three years has intensified such that the context of learning resources needs to be properly modeled. Many researchers have described and even mandated the use of ontologies in the research being conducted, yet the process of actually connecting one or more ontologies to a learning object has not been extensively discussed. This paper describes a practical model for associating multiple ontologies with learning objects while making full use of the IEEE LOM specification. The model categorizes these ontologies according to five major categories of context based on the most popular fields of study actively being pursued by the educational research community: Thematic context, Pedagogical context, Learner context, Organizational context, and Historical/Statistical context. [source]

GESTALT: a framework for redesign of educational software

JOURNAL OF COMPUTER ASSISTED LEARNING, Issue 1 2006
M. Puustinen
Abstract Design of educational multimedia rarely starts from scratch, but rather by attempting to reuse existing software. Although redesign has been an issue in research on evaluation and on learning objects, how it should be carried out in a principled way has remained relatively unexplored. Furthermore, understanding how empirical research on information and communication technologies (ICT) should feed back into redesign remains difficult. The present paper addresses these problems from the viewpoint of carrying out pedagogical expert evaluations, in the absence of empirical studies of target learners, in order to generate recommendations for redesign. Firstly, redesign proposals should be based on a coherent reconstruction of pedagogical foundations of educational ICT (software, documentation). Secondly, redesign proposals should result from dialogue between stakeholders, such as future users, pedagogical experts, software designers, and deciders. To these ends, we propose a framework, called GESTALT (Goals, (E) SiTuations, Actions, Learners, Tools), as a ,boundary object' for dialogical redesign. Within an activity theory approach, GESTALT is based on analysis of available tools, the actions they support, the characteristics of learners who perform actions, and pedagogical goals that could be achieved in specific situations. An illustrative GESTALT analysis of educational software is provided, principally from the viewpoint of pedagogical experts. Finally, the strengths and limits of GESTALT are discussed. [source]

LO + EPSS = just-in-time reuse of content to support employee performance

PERFORMANCE IMPROVEMENT, Issue 6 2007
Frank Nguyen
Those involved in training know that creating instructional materials can become a tedious, repetitive process. They also know that business conditions often require training interventions to be delivered in ways that are not ideally structured or timed. This article examines the notion that learning objects can be reused and adapted for performance support systems. By doing so, a performance technologist can develop content for just-in-case training and reuse it for just-in-time performance support. [source]

From anytime, anywhere to all-the-time, everywhere: Learning objects, broadband and wireless reshape digital libraries for learning and research.

PROCEEDINGS OF THE AMERICAN SOCIETY FOR INFORMATION SCIENCE & TECHNOLOGY (ELECTRONIC), Issue 1 2003
Sponsored by SIG STI
Learning objects are among the latest types of materials to be included in digital libraries. These are small portions of lesson material designed to be used in multiple configurations for multiple instructional applications, ranging from distance learning to interactive simulation. As broadband and wireless technologies change the expectations and performance patterns of the user, learning objects change the nature of content and the way that it must be managed. The size and diversity of digital collections affect the options through which these materials can be accessed. Many libraries are offering wireless access to their networks and many individuals are accessing digital libraries off-site using broadband technologies. Each of these trends affects decisions made for collection development, portal design and network design, and those decisions dictate specific technological requirements for access. This panel session highlights management and infrastructure issues of digital libraries as they relate to learning objects, broadband and wireless technologies. [source]