ICALT Presentation2010
•Download as PPT, PDF•
0 likes•336 views
This document discusses the challenges of developing adaptable learning objects that can meet the diverse needs of learners. It introduces LOTTI, a learning object authoring tool that uses learning design patterns and an accessibility wizard to help designers create pedagogically rich and accessible learning objects. LOTTI uses standards like IMS ACCMD and IMS Content Packaging. The document also describes the TAS adaptation service, which can retrieve, adapt, and deliver learning objects based on a user's needs and the resource's capabilities. Further work is needed to expand LOTTI and develop a framework for an open-source adaptable personal learning environment.
Report
Share
Report
Share
![Exploring the development of adaptable learning objects. A practical approach Voula Gkatzidou, Elaine Pearson Accessibility Research Centre Teesside University, UK [email_address]](https://image.slidesharecdn.com/icaltpresentation2010-110308083129-phpapp01/85/ICALT-Presentation2010-1-320.jpg)
![Challenges ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
Research presentation_1
This document discusses the development of adaptable learning objects to address the diversity of learner needs and preferences. It presents challenges in designing learning resources that can be accessed by all learners despite their individual needs. It introduces the Learning Object Tutor Tools Interface (LOTTI) authoring tool, which allows creating adaptable learning objects using alternative media components and additional accessibility metadata. It also presents the Profile for Adaptable Learning (PAL) tool, which collects learner access requirements and preferences to generate adaptability statements. The document concludes by exploring the potential of these tools as part of a complete adaptable personal learning environment.
Openness in Open & Distance Learning system
This document discusses openness in open and distance learning (ODL) systems with a special focus on open educational resources (OERs) and massive open online courses (MOOCs). It defines key terms like OERs, MOOCs, and open licenses. It outlines benefits of OERs like increased access, affordability, and customizability. The document also examines how open universities can generate additional resources through MOOCs while addressing challenges like lack of star professors and ensuring student-teacher interaction. It proposes a theoretical approach for open universities to run MOOCs, including developing OER policies, adapting resources to local contexts, and creating a consortium platform based on openness principles.
28 digital learning objects
This document discusses how to create effective digital learning objects (DLOs). It provides guidelines for the key components that should be included in a DLO, such as a title, learning objectives, explanation of content, examples for application, relationship to other concepts, assessment, and summary. It also describes how DLOs can assist with understanding complex topics, engage learners, and support knowledge retention. Additionally, the document outlines requirements for a related student assignment involving creating a DLO video and presentation.
Reusable Learning Objects and SCORM
This document discusses learning objects (LOs) and the Sharable Content Object Reference Model (SCORM). It defines LOs as reusable digital resources that support learning. SCORM is a technical standard that enables interoperability of web-based learning content. The document outlines key aspects of LOs such as metadata, granularity, and reusability. It also covers SCORM qualities like interoperability and how it uses XML tags. Learning object repositories are mentioned as places to store and share reusable learning content.
PLEs and textmining for lifelong learning
Personal learning environments (PLE) combined with natural language processing is an explosive combination: it can be used to provide guidance and instant feedback. This presentation describes the framework developed within the European Commission funded language technology for lifelong learning (LTfLL) project.
SCORM - Suit of e-Learning
Sharable Content Object Reference Model (SCORM).
SCORM is a collection of standards and specifications adapted from multiple sources to provide a comprehensive suite of e-learning capabilities that enable interoperability, accessibility and reusability of Web-based learning content.
Paul Seiler: Eportfolios for ULearn 2010 workshop
The document discusses digital learning tools and content that can support a managed learning environment (MLE). It mentions that every school already has an MLE and lists guiding attributes. It also explores using the learning management system (LMS) as a central hub and investing in the eportfolio tool Mahara for students year 7 and up. Schools are encouraged to start using MyPortfolio and register for Mahara taster sessions.
eTextBooks, the OER perspective
Presentation given at eternity (European textbook reusability networking and interoperability) initiative stakeholder meeting, outlining OER perspective on eTextbooks. Defines OER in terms of Creative Commons licences and outlines implication of this for ebooks as OERs, inlcuding OER content in ebooks, and commercial ebook content in OERs.
Recommended
Research presentation_1
This document discusses the development of adaptable learning objects to address the diversity of learner needs and preferences. It presents challenges in designing learning resources that can be accessed by all learners despite their individual needs. It introduces the Learning Object Tutor Tools Interface (LOTTI) authoring tool, which allows creating adaptable learning objects using alternative media components and additional accessibility metadata. It also presents the Profile for Adaptable Learning (PAL) tool, which collects learner access requirements and preferences to generate adaptability statements. The document concludes by exploring the potential of these tools as part of a complete adaptable personal learning environment.
Openness in Open & Distance Learning system
This document discusses openness in open and distance learning (ODL) systems with a special focus on open educational resources (OERs) and massive open online courses (MOOCs). It defines key terms like OERs, MOOCs, and open licenses. It outlines benefits of OERs like increased access, affordability, and customizability. The document also examines how open universities can generate additional resources through MOOCs while addressing challenges like lack of star professors and ensuring student-teacher interaction. It proposes a theoretical approach for open universities to run MOOCs, including developing OER policies, adapting resources to local contexts, and creating a consortium platform based on openness principles.
28 digital learning objects
This document discusses how to create effective digital learning objects (DLOs). It provides guidelines for the key components that should be included in a DLO, such as a title, learning objectives, explanation of content, examples for application, relationship to other concepts, assessment, and summary. It also describes how DLOs can assist with understanding complex topics, engage learners, and support knowledge retention. Additionally, the document outlines requirements for a related student assignment involving creating a DLO video and presentation.
Reusable Learning Objects and SCORM
This document discusses learning objects (LOs) and the Sharable Content Object Reference Model (SCORM). It defines LOs as reusable digital resources that support learning. SCORM is a technical standard that enables interoperability of web-based learning content. The document outlines key aspects of LOs such as metadata, granularity, and reusability. It also covers SCORM qualities like interoperability and how it uses XML tags. Learning object repositories are mentioned as places to store and share reusable learning content.
PLEs and textmining for lifelong learning
Personal learning environments (PLE) combined with natural language processing is an explosive combination: it can be used to provide guidance and instant feedback. This presentation describes the framework developed within the European Commission funded language technology for lifelong learning (LTfLL) project.
SCORM - Suit of e-Learning
Sharable Content Object Reference Model (SCORM).
SCORM is a collection of standards and specifications adapted from multiple sources to provide a comprehensive suite of e-learning capabilities that enable interoperability, accessibility and reusability of Web-based learning content.
Paul Seiler: Eportfolios for ULearn 2010 workshop
The document discusses digital learning tools and content that can support a managed learning environment (MLE). It mentions that every school already has an MLE and lists guiding attributes. It also explores using the learning management system (LMS) as a central hub and investing in the eportfolio tool Mahara for students year 7 and up. Schools are encouraged to start using MyPortfolio and register for Mahara taster sessions.
eTextBooks, the OER perspective
Presentation given at eternity (European textbook reusability networking and interoperability) initiative stakeholder meeting, outlining OER perspective on eTextbooks. Defines OER in terms of Creative Commons licences and outlines implication of this for ebooks as OERs, inlcuding OER content in ebooks, and commercial ebook content in OERs.
French les chateaux project
The document discusses chateaux in the Loire Valley region of France. It provides details about the history and architecture of chateaux, which were manor homes and fortresses built in the 16th-17th centuries for wealthy nobility. Specific chateaux mentioned include Chateau Le Camarguais and its 1700s features located near Avignon. Staying rates at Chateau Le Camarguais from April 2-3 are estimated to cost 14,510 euros or $20,450 USD.
French keynote
The document contains a list of commands in French telling someone what tasks to complete, such as eating a salad, making sandwiches, doing the dishes, laundry, walking the dog, washing the car, watering plants, clearing the table, doing homework including sentences, vocabulary, and writing assignments. It also contains commands not to do, such as rollerblading inside or eating too much chocolate. The document cites various image links related to the tasks mentioned.
ICALT2011-Widgets to support the concept of an Adaptable Learning Environment
The document discusses the WIDE (Widgets for Inclusive Distributed Environments) project which aims to create widgets to make e-learning resources more accessible and inclusive for disabled students. The project uses a participatory design approach involving students and practitioners. Workshops were held to gather widget ideas which were developed using the Wookie platform. An evaluation found the widgets met expectations and highlighted a need for authoring tools to allow non-technical users to create widgets.
Profiling For Accessibility Presentation
1. Profiling for accessibility is important to meet the diverse needs of learners, especially those with special needs who require personalized access. Metadata can be used to describe learner profiles and preferences for accessibility.
2. The Accessibility for Learner Information Package (AccLIP) uses metadata to describe learner needs, preferences, and device capabilities to ensure accessibility of content. Examples show how George's needs for low vision can be met differently at home versus school.
3. Integrating learner profiling further, such as for learning styles and cognition, could improve personalized accessibility. Challenges remain in implementing profiling systems and integrating them within learning environments.
Studio Crossings
The document discusses an upcoming social media seminar series aimed at familiarizing attendees with social media tools and helping them determine which strategies best fit their needs. It provides an overview of some popular social media platforms like Facebook, Twitter, LinkedIn, and YouTube. It also notes that while social media should come naturally to humans, some people struggle with the technology and etiquette aspects and lose sight of the human element.
Social Media: Is It For Me?
This presentation created by Alec Biedrzycki is the first installment of a three-part seminar series that was hosted at Studio Crossings throughout the summer of 2011. It focuses on the psychology around social media and getting over the fear of putting yourself "out there" to be found. Consider this as an introduction to social media marketing answering the 5 W's.
ICALT-2011.Exploring a standards-based approach to the design and delivery of...
This document summarizes a case study that explored using standards-based metadata to make learning content adaptable based on learner needs and preferences. The study used an authoring tool called LOTTI to develop an adaptable learning object on Java while loops. It also used a profiling tool called PAL to collect learner profiles described as personas. The learning object was then mapped against the personas to test adaptations. The study found that the approach was valid but could be improved by allowing more detailed learner and device profiles and adaptations beyond just presentation. Further work is needed to replicate the study with more learning objects, profiles and real users.
Ontology-based Semantic Approach for Learning Object Recommendation
The main focus of this paper is to apply an ontologybased
approach for semantic learning object recommendation
towards personalized e-learning systems. Ontologies for
learner model, learning objects and semantic mapping rules
are proposed. The recommender can be able to provide
individually learning object by taking the learner preferences
and styles, which used to adjust or fine-tune in learning object
recommending process. In the proposed framework, we
demonstrated how the ontologies can be used to enable
machines to interpret and process learning resources in
recommendation system. The recommendation consists of four
steps: semantic mapping between learner and learning
objects, preference score calculation, learning object ranking
and recommending the learning object. As a result, a
personalized and most suitable learning object is
recommended to the learner.
Learning Object Presentation 3 31 10
This document discusses learning objects and how university libraries can use them. It defines learning objects as self-contained, reusable pieces of content that can be used across different contexts and platforms. Learning objects contain metadata tags to help users find them. The document provides examples of static and dynamic learning objects and explains how libraries can use learning objects to reinforce, complement, and supplement classroom instruction. It discusses designing learning objects to engage all learners and be reusable across different technologies and environments.
OER workshop
This workshop aims to provide an understanding of open educational resources (OERs) which are teaching, learning, and research materials that are freely available or have an open license. OERs include learning content, tools, and intellectual property licenses. There are benefits to both users and creators of OERs such as increased access to educational resources, reduced costs, and increased visibility. Examples of OER repositories discussed are MIT OpenCourseWare, OpenLearn from The Open University, and The LabSpace. Staff are encouraged to think about how they might incorporate or create their own OERs.
IInstitutional Policy of Open Educational Resources: Fact and Trivia
This document discusses open educational resources (OER) policies and frameworks. It defines OER according to Creative Commons and outlines declarations from Paris in 2012 and Cape Town that promote open licensing of educational materials produced with public funds. The document also discusses the need for OER policies at various levels to support openness in education. It outlines issues around developing quality learning materials, copyright policies, ICT supports, storing and accessing OER, and integrating OER into learning management systems using open-source platforms like Moodle.
Learning commons presentation september 2010
The document discusses the concept of a Learning Commons and how it has been adopted in Australian academic libraries. It defines a Learning Commons as a dynamic, collaborative environment that provides research assistance and integrates services like individual/group study spaces, reference help, instruction, writing centers, and IT support. It notes the shift towards more integrated library services and the need for a "one-stop shop" model. Examples are given of how Australian libraries provide social spaces, classrooms, meeting rooms, cafes, and 24/7 computer labs to create Learning Commons environments that blend services and raise libraries' campus profiles. Lessons highlighted include adding value to services, introducing new facilities and skills, and enhancing patrons' library experiences.
The relation of PLE, LMS, and Open Content
The document discusses learning management systems (LMS) and personal learning environments (PLE). It notes that LMS are focused on managing learning content and activities within traditional teacher/learner roles, while PLE support self-paced and self-organized learning with learners choosing tools and content. Both have benefits and limitations, as LMS prioritize institutional needs over learner needs, while PLE lack centralized management features of LMS. The document explores frameworks for testing different learning environments using standards like IMS-LD and technical services.
REVIVE project. Technlogical approach
The document discusses the REVIVE project and its goal of transferring an innovative technological methodology called iCamp from higher education to vocational education and training (VET). It notes several issues with current VET curriculum and tools, including a lack of autonomy for learners. The iCamp approach aims to move from instructional design to learning environment design and promote personal learning environments. It also discusses implementing iCamp through various trials, tools to support the approach, and findings from case studies.
Constructing a Learner Centric Semantic Syllabus for Automatic Text Book Gen...
The document discusses developing a semantic syllabus ontology to guide automatic textbook generation. It outlines key aspects of a learner-centric semantic syllabus such as collaborative active learning environments. The proposed ontology would represent syllabus topics and relationships to facilitate data integration and textbook customization for different learners. Future work is needed to specify content granularity and develop a book authoring tool integrated with an active learning community.
The Learning Exchange
Presented at a workshop of the Dutch Digital University on 19th September 2006 this ppt describes the establishment and development of the Learning Exchange: a national learning object repository for social work education in Scotland.
School of the future v2
The document discusses the vision for the School of the Future which focuses on personalized learning through flexible schedules, mastery-based progression, and technology integration. Key aspects include using blended learning, virtual educators, and simulations to allow learning anywhere and anytime. Teachers will take on facilitator roles, while students have more control over their curriculum and pace of learning. Technology is seen as an enabler for personalized learning and developing 21st century skills through tools that track student progress and provide engaging content.
The Wolfson Reward Programme: Dawn leeder
The document discusses the Wolfson Reward Programme created by RLO-CETL to develop reusable learning objects (RLOs) through harnessing the expertise of excellent teachers. It describes what RLOs are, desirable qualities that make them reusable, and stages of the Reward Programme which brings together multi-disciplinary teams to create RLOs through workshops and master classes. The overall aim is to share and reuse RLOs across higher education institutions while also providing professional development for teachers.
OCC2011 Keynotes: Demetrios G. Sampson
The document discusses open educational resources (OERs) and practices at the Knowledge Cloud. It defines OERs as educational resources that can be freely used and adapted for teaching and learning. It describes how OERs are typically organized and stored as learning objects in learning object repositories (LORs). It also introduces the concepts of open learning designs (Open LDs), which describe the teaching and learning process for a unit or course, and learning design repositories (LDRs) which store Open LDs along with metadata.
The Appropriateness of Open Educational Resources (Richter 2013)
Pre-Publish version of: Richter, T. (2013). The Appropriateness of Open Educational Resources. In: Stracke, C.M. (Ed.), Proceedings of the Europe-an conference LINQ 2013, Rome, Italy, Learning Innovation and Quality: The Future of Digital Resources, Logos, Berlin, pp. 52-59.
JISC LADIE project Learning Design In Education
The JISC LADIE project aims to develop a reference model for designing, constructing, and executing reusable learning activities that can be shared across institutions. It involves collaborators from several universities and companies. The project will identify learning activity use cases through workshops and develop a reference model to support learning activity authoring and realization. It seeks to bridge the gap between the potential of technologies and good pedagogical practice in learning activity design.
More Related Content
Viewers also liked
French les chateaux project
The document discusses chateaux in the Loire Valley region of France. It provides details about the history and architecture of chateaux, which were manor homes and fortresses built in the 16th-17th centuries for wealthy nobility. Specific chateaux mentioned include Chateau Le Camarguais and its 1700s features located near Avignon. Staying rates at Chateau Le Camarguais from April 2-3 are estimated to cost 14,510 euros or $20,450 USD.
French keynote
The document contains a list of commands in French telling someone what tasks to complete, such as eating a salad, making sandwiches, doing the dishes, laundry, walking the dog, washing the car, watering plants, clearing the table, doing homework including sentences, vocabulary, and writing assignments. It also contains commands not to do, such as rollerblading inside or eating too much chocolate. The document cites various image links related to the tasks mentioned.
ICALT2011-Widgets to support the concept of an Adaptable Learning Environment
The document discusses the WIDE (Widgets for Inclusive Distributed Environments) project which aims to create widgets to make e-learning resources more accessible and inclusive for disabled students. The project uses a participatory design approach involving students and practitioners. Workshops were held to gather widget ideas which were developed using the Wookie platform. An evaluation found the widgets met expectations and highlighted a need for authoring tools to allow non-technical users to create widgets.
Profiling For Accessibility Presentation
1. Profiling for accessibility is important to meet the diverse needs of learners, especially those with special needs who require personalized access. Metadata can be used to describe learner profiles and preferences for accessibility.
2. The Accessibility for Learner Information Package (AccLIP) uses metadata to describe learner needs, preferences, and device capabilities to ensure accessibility of content. Examples show how George's needs for low vision can be met differently at home versus school.
3. Integrating learner profiling further, such as for learning styles and cognition, could improve personalized accessibility. Challenges remain in implementing profiling systems and integrating them within learning environments.
Studio Crossings
The document discusses an upcoming social media seminar series aimed at familiarizing attendees with social media tools and helping them determine which strategies best fit their needs. It provides an overview of some popular social media platforms like Facebook, Twitter, LinkedIn, and YouTube. It also notes that while social media should come naturally to humans, some people struggle with the technology and etiquette aspects and lose sight of the human element.
Social Media: Is It For Me?
This presentation created by Alec Biedrzycki is the first installment of a three-part seminar series that was hosted at Studio Crossings throughout the summer of 2011. It focuses on the psychology around social media and getting over the fear of putting yourself "out there" to be found. Consider this as an introduction to social media marketing answering the 5 W's.
Viewers also liked (7)
ICALT2011-Widgets to support the concept of an Adaptable Learning Environment
ICALT2011-Widgets to support the concept of an Adaptable Learning Environment
Similar to ICALT Presentation2010
ICALT-2011.Exploring a standards-based approach to the design and delivery of...
This document summarizes a case study that explored using standards-based metadata to make learning content adaptable based on learner needs and preferences. The study used an authoring tool called LOTTI to develop an adaptable learning object on Java while loops. It also used a profiling tool called PAL to collect learner profiles described as personas. The learning object was then mapped against the personas to test adaptations. The study found that the approach was valid but could be improved by allowing more detailed learner and device profiles and adaptations beyond just presentation. Further work is needed to replicate the study with more learning objects, profiles and real users.
Ontology-based Semantic Approach for Learning Object Recommendation
The main focus of this paper is to apply an ontologybased
approach for semantic learning object recommendation
towards personalized e-learning systems. Ontologies for
learner model, learning objects and semantic mapping rules
are proposed. The recommender can be able to provide
individually learning object by taking the learner preferences
and styles, which used to adjust or fine-tune in learning object
recommending process. In the proposed framework, we
demonstrated how the ontologies can be used to enable
machines to interpret and process learning resources in
recommendation system. The recommendation consists of four
steps: semantic mapping between learner and learning
objects, preference score calculation, learning object ranking
and recommending the learning object. As a result, a
personalized and most suitable learning object is
recommended to the learner.
Learning Object Presentation 3 31 10
This document discusses learning objects and how university libraries can use them. It defines learning objects as self-contained, reusable pieces of content that can be used across different contexts and platforms. Learning objects contain metadata tags to help users find them. The document provides examples of static and dynamic learning objects and explains how libraries can use learning objects to reinforce, complement, and supplement classroom instruction. It discusses designing learning objects to engage all learners and be reusable across different technologies and environments.
OER workshop
This workshop aims to provide an understanding of open educational resources (OERs) which are teaching, learning, and research materials that are freely available or have an open license. OERs include learning content, tools, and intellectual property licenses. There are benefits to both users and creators of OERs such as increased access to educational resources, reduced costs, and increased visibility. Examples of OER repositories discussed are MIT OpenCourseWare, OpenLearn from The Open University, and The LabSpace. Staff are encouraged to think about how they might incorporate or create their own OERs.
IInstitutional Policy of Open Educational Resources: Fact and Trivia
This document discusses open educational resources (OER) policies and frameworks. It defines OER according to Creative Commons and outlines declarations from Paris in 2012 and Cape Town that promote open licensing of educational materials produced with public funds. The document also discusses the need for OER policies at various levels to support openness in education. It outlines issues around developing quality learning materials, copyright policies, ICT supports, storing and accessing OER, and integrating OER into learning management systems using open-source platforms like Moodle.
Learning commons presentation september 2010
The document discusses the concept of a Learning Commons and how it has been adopted in Australian academic libraries. It defines a Learning Commons as a dynamic, collaborative environment that provides research assistance and integrates services like individual/group study spaces, reference help, instruction, writing centers, and IT support. It notes the shift towards more integrated library services and the need for a "one-stop shop" model. Examples are given of how Australian libraries provide social spaces, classrooms, meeting rooms, cafes, and 24/7 computer labs to create Learning Commons environments that blend services and raise libraries' campus profiles. Lessons highlighted include adding value to services, introducing new facilities and skills, and enhancing patrons' library experiences.
The relation of PLE, LMS, and Open Content
The document discusses learning management systems (LMS) and personal learning environments (PLE). It notes that LMS are focused on managing learning content and activities within traditional teacher/learner roles, while PLE support self-paced and self-organized learning with learners choosing tools and content. Both have benefits and limitations, as LMS prioritize institutional needs over learner needs, while PLE lack centralized management features of LMS. The document explores frameworks for testing different learning environments using standards like IMS-LD and technical services.
REVIVE project. Technlogical approach
The document discusses the REVIVE project and its goal of transferring an innovative technological methodology called iCamp from higher education to vocational education and training (VET). It notes several issues with current VET curriculum and tools, including a lack of autonomy for learners. The iCamp approach aims to move from instructional design to learning environment design and promote personal learning environments. It also discusses implementing iCamp through various trials, tools to support the approach, and findings from case studies.
Constructing a Learner Centric Semantic Syllabus for Automatic Text Book Gen...
The document discusses developing a semantic syllabus ontology to guide automatic textbook generation. It outlines key aspects of a learner-centric semantic syllabus such as collaborative active learning environments. The proposed ontology would represent syllabus topics and relationships to facilitate data integration and textbook customization for different learners. Future work is needed to specify content granularity and develop a book authoring tool integrated with an active learning community.
The Learning Exchange
Presented at a workshop of the Dutch Digital University on 19th September 2006 this ppt describes the establishment and development of the Learning Exchange: a national learning object repository for social work education in Scotland.
School of the future v2
The document discusses the vision for the School of the Future which focuses on personalized learning through flexible schedules, mastery-based progression, and technology integration. Key aspects include using blended learning, virtual educators, and simulations to allow learning anywhere and anytime. Teachers will take on facilitator roles, while students have more control over their curriculum and pace of learning. Technology is seen as an enabler for personalized learning and developing 21st century skills through tools that track student progress and provide engaging content.
The Wolfson Reward Programme: Dawn leeder
The document discusses the Wolfson Reward Programme created by RLO-CETL to develop reusable learning objects (RLOs) through harnessing the expertise of excellent teachers. It describes what RLOs are, desirable qualities that make them reusable, and stages of the Reward Programme which brings together multi-disciplinary teams to create RLOs through workshops and master classes. The overall aim is to share and reuse RLOs across higher education institutions while also providing professional development for teachers.
OCC2011 Keynotes: Demetrios G. Sampson
The document discusses open educational resources (OERs) and practices at the Knowledge Cloud. It defines OERs as educational resources that can be freely used and adapted for teaching and learning. It describes how OERs are typically organized and stored as learning objects in learning object repositories (LORs). It also introduces the concepts of open learning designs (Open LDs), which describe the teaching and learning process for a unit or course, and learning design repositories (LDRs) which store Open LDs along with metadata.
The Appropriateness of Open Educational Resources (Richter 2013)
Pre-Publish version of: Richter, T. (2013). The Appropriateness of Open Educational Resources. In: Stracke, C.M. (Ed.), Proceedings of the Europe-an conference LINQ 2013, Rome, Italy, Learning Innovation and Quality: The Future of Digital Resources, Logos, Berlin, pp. 52-59.
JISC LADIE project Learning Design In Education
The JISC LADIE project aims to develop a reference model for designing, constructing, and executing reusable learning activities that can be shared across institutions. It involves collaborators from several universities and companies. The project will identify learning activity use cases through workshops and develop a reference model to support learning activity authoring and realization. It seeks to bridge the gap between the potential of technologies and good pedagogical practice in learning activity design.
LOs Modelization Miguel CBUC June 2004
The document discusses modeling educational content and learning objects (LOs). It describes several specifications for describing educational materials at different levels, from pedagogical information to sequencing and content packaging. It also discusses issues with current authoring processes and the lack of interoperability between specifications. The use of ontologies and educational modeling languages is proposed to address these issues by providing reusable learning activities and processes defined independently of delivery formats.
Context modelling for Learning; some heuristics
This document discusses contextualizing learning resources for community learning. It addresses topics like context modeling, metadata for community content, learner modeling, and community content design principles. It advocates that context is key and community content should be locally relevant and created using tools and skills training. Learning is interest-driven and animateurs help develop learners within a community development model by providing timely interventions and goal articulation.
Creating a shared educational space through Learning Objects: Israel particip...
Presentation of the pilot carried out in Israel in the framewok of the project CELEBRAT establishing a brokerage system for Learning Objects and supporting teachers in the creation and pedagogical deployment (Hebrew)
Strijker, A. (2003 03 12). Standards For Re Use In Practice For
Reuse Learning objects Implementation Strategy leermiddelen arrangeren Standaarden Standards Specification SCORM LOM IEEE IMS VLE Curriculum Design Educational Onderwijskundig Ontwerpen Onderzoek
Open Educational Resources and Distance Mode of Education: A Model for Integr...
Open Educational Resources and Distance Mode of Education: A Model for Integr...Netaji Subhas Open University
This Presentation proposed a prototype integrated model to promote Distance Education by using Open Educational Resources.Similar to ICALT Presentation2010 (20)
ICALT-2011.Exploring a standards-based approach to the design and delivery of...
ICALT-2011.Exploring a standards-based approach to the design and delivery of...
Ontology-based Semantic Approach for Learning Object Recommendation
Ontology-based Semantic Approach for Learning Object Recommendation
IInstitutional Policy of Open Educational Resources: Fact and Trivia
IInstitutional Policy of Open Educational Resources: Fact and Trivia
Constructing a Learner Centric Semantic Syllabus for Automatic Text Book Gen...
Constructing a Learner Centric Semantic Syllabus for Automatic Text Book Gen...
The Appropriateness of Open Educational Resources (Richter 2013)
The Appropriateness of Open Educational Resources (Richter 2013)
Creating a shared educational space through Learning Objects: Israel particip...
Creating a shared educational space through Learning Objects: Israel particip...
Strijker, A. (2003 03 12). Standards For Re Use In Practice For
Strijker, A. (2003 03 12). Standards For Re Use In Practice For
Open Educational Resources and Distance Mode of Education: A Model for Integr...
Open Educational Resources and Distance Mode of Education: A Model for Integr...
ICALT Presentation2010
- 1. Exploring the development of adaptable learning objects. A practical approach Voula Gkatzidou, Elaine Pearson Accessibility Research Centre Teesside University, UK [email_address]
- 5. Designing adaptable learning objects. LOTTI (2)
- 6. Designing adaptable learning objects. LOTTI (3)
- 9. TAS adaptation service (2)
- 10. TAS adaptation service (3)