Reuse of Learning Objects in Context: Human and Technical Aspects Allard Strijker
Target group <ul><li>This research is intended for those in education management and consultancy, course design and develo...
Learning Objects: <ul><li>Learning objects are defined as digital entities, available for use or reuse in different learni...
Lifecycle for reuse of learning objects <ul><li>Obtaining,  </li></ul><ul><li>Labeling,  </li></ul><ul><li>Offering,  </li...
Contexts: <ul><li>The research describes issues related to the reuse of learning objects and the implementation of learnin...
Human aspects <ul><li>Human aspects relate to motivation for reuse, organizational incentives, and applied learning scenar...
Technical Aspects <ul><li>Technical aspects related to reuse of learning objects include the development of objects, repos...
Overall Research Question <ul><li>RQ3. Combining human and technical perspectives - What are key dimensions to guide the s...
Context Orientations <ul><li>Personal oriented </li></ul><ul><ul><li>Personal orientation is related to human interaction,...
Dimensions for Reuse <ul><li>The research identified dimensions related to use of learning technology standards for reuse ...
Dimensions for Reuse Locally Repository How learning objects are stored Personal Organizational Work processes Personal ha...
Results <ul><li>The results of the research show that reuse in practice may not so much be focused on a wide exchange of a...
Results <ul><li>The use of specifications for learning technology may not have the expected impact on adaptive learning an...
Results <ul><li>Instead, new developments for specifications may focus on support for more-personal reuse strategies. </li...
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Strijker, A. (2004 Sep 18). Presentation Reuse Of Learning Objects In Context. Lekenpraatje

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Strijker, a. (2004 Sep 18). Presentation Reuse Of Learning Objects In Context. Lekenpraatje

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  • Strijker, A. (2004 Sep 18). Presentation Reuse Of Learning Objects In Context. Lekenpraatje

    1. 1. Reuse of Learning Objects in Context: Human and Technical Aspects Allard Strijker
    2. 2. Target group <ul><li>This research is intended for those in education management and consultancy, course design and development involved in the reuse of digital educational material. </li></ul>
    3. 3. Learning Objects: <ul><li>Learning objects are defined as digital entities, available for use or reuse in different learning settings. </li></ul><ul><li>These objects themselves may or may not have been originally created as learning objects; it is their use for learning purposes that makes them learning objects. </li></ul><ul><li>Definition used in the research: A learning object is any digital entity that may be used for learning, education, or training. </li></ul>
    4. 4. Lifecycle for reuse of learning objects <ul><li>Obtaining, </li></ul><ul><li>Labeling, </li></ul><ul><li>Offering, </li></ul><ul><li>Selecting, </li></ul><ul><li>Using, </li></ul><ul><li>Retaining. </li></ul>
    5. 5. Contexts: <ul><li>The research describes issues related to the reuse of learning objects and the implementation of learning technology standards for reuse of these learning objects in different contexts and the human and technical aspects involved: </li></ul><ul><li>University, </li></ul><ul><li>Military, </li></ul><ul><li>Corporate Learning. </li></ul>
    6. 6. Human aspects <ul><li>Human aspects relate to motivation for reuse, organizational incentives, and applied learning scenarios. </li></ul><ul><li>RQ1: Human perspective – What human aspects are important to support the different stages of the lifecycle of a learning object? </li></ul><ul><li>Human aspects: </li></ul><ul><ul><li>Why takes reuse place, </li></ul></ul><ul><ul><li>Who is involved. </li></ul></ul>
    7. 7. Technical Aspects <ul><li>Technical aspects related to reuse of learning objects include the development of objects, repositories, services of repositories, and technology to exchange learning objects. </li></ul><ul><li>RQ2: Technical perspective - What tools and technologies are important to support the </li></ul><ul><li>different stages of the lifecycle of a learning object? </li></ul><ul><li>Technical aspects: </li></ul><ul><ul><li>What's reused, </li></ul></ul><ul><ul><li>How is reuse supported, and </li></ul></ul><ul><ul><li>Where are learning objects stored. </li></ul></ul>
    8. 8. Overall Research Question <ul><li>RQ3. Combining human and technical perspectives - What are key dimensions to guide the selection of tools, technologies, and human procedures to support the different stages of the lifecycle of a learning object for users in different usage contexts, particularly university, corporate learning, and military training? </li></ul>
    9. 9. Context Orientations <ul><li>Personal oriented </li></ul><ul><ul><li>Personal orientation is related to human interaction, personal needs, personal incentives, and personal values. </li></ul></ul><ul><li>Systems oriented </li></ul><ul><ul><li>The Systems orientation focuses on technical specifications, rules, policy, and procedures. </li></ul></ul>
    10. 10. Dimensions for Reuse <ul><li>The research identified dimensions related to use of learning technology standards for reuse such as: </li></ul><ul><ul><li>Cultures within the context, </li></ul></ul><ul><ul><li>Learning scenarios, </li></ul></ul><ul><ul><li>Incentives for reuse, </li></ul></ul><ul><ul><li>Work processes, </li></ul></ul><ul><ul><li>How learning objects are stored. </li></ul></ul>
    11. 11. Dimensions for Reuse Locally Repository How learning objects are stored Personal Organizational Work processes Personal habits Formal workflow Incentives for reuse Participation Acquisition Learning scenarios The world of inspiration The Merchant world The world of Opinion The Civic world The Domestic world The industrial world Cultures within the context Personal Oriented Systems Oriented
    12. 12. Results <ul><li>The results of the research show that reuse in practice may not so much be focused on a wide exchange of all available material but rather on local level sharing within departments and even primarily on the reuse of one’s own course material. </li></ul>
    13. 13. Results <ul><li>The use of specifications for learning technology may not have the expected impact on adaptive learning and building courses based on learning objects from large repositories as expected by many. </li></ul>
    14. 14. Results <ul><li>Instead, new developments for specifications may focus on support for more-personal reuse strategies. </li></ul>

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