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.
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.
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.
What is Mahara?
What can you experience as a user in Mahara?
What is ePortfolio?
What functions does Mahara have?
All answers can be found in this short video.
Re-use: This resource is produced by Jingjing Lin, at Center of IT-based Education, Toyohashi University of Technology. It is licensed
under Attribution-ShareAlike 4.0 International.
Although of the semantic web technologies utilization in the learning development field is a new research area, some authors have already proposed their idea of how an effective that operate. Specifically, from analysis of the literature in the field, we have identified three different types of existing applications that actually employ these technologies to support learning. These applications aim at: Enhancing the learning objects reusability by linking them to an ontological description of the domain, or, more generally, describe relevant dimension of the learning process in an ontology, then; providing a comprehensive authoring system to retrieve and organize web material into a learning course, and constructing advanced strategies to present annotated resources to the user, in the form of browsing facilities, narrative generation and final rendering of a course. On difference with the approaches cited above, here we propose an approach that is modeled on narrative studies and on their transposition in the digital world. In the rest of the paper, we present the theoretical basis that inspires this approach, and show some examples that are guiding our implementation and testing of these ideas within e-learning. By emerging the idea of the ontologies are recognized as the most important component in achieving semantic interoperability of e-learning resources. The benefits of their use have already been recognized in the learning technology community. In order to better define different aspects of ontology applications in e-learning, researchers have given several classifications of ontologies. We refer to a general one given in that differentiates between three dimensions ontologies can describe: content, context, and structure. Most of the present research has been dedicated to the first group of ontologies. A well-known example of such an ontology is based on the ACM Computer Classification System (ACM CCS) and defined by Resource Description Framework Schema (RDFS). It’s used in the MOODLE to classify learning objects with a goal to improve searching. The chapter will cover the terms of the semantic web and e-learning systems design and management in e-learning (MOODLE) and some of studies depend on e-learning and semantic web, thus the tools will be used in this paper, and lastly we shall discuss the expected contribution. The special attention will be putted on the above topics.
For creating open content as a continually ongoing process of refinement, re-distribution, correction, modification, re-arrangement and reuse, better quality of the open content is the result of these possibilities. It's important to make reuse easier. This requires authors to consider visibility and circulation of the published open educational resources(OER).
Making the Most of the New File Upload Question Feature in an LMS: Nine Appl...Shalin Hai-Jew
In Canvas and Qualtrics, a recent new feature enables learners (or survey participants) to upload digital files. While these have varying limits—of file sizes, of file types, of file handling, identification or anonymization of file uploaders, and the level of sharing of uploaded files—it is useful to think of assignment possibilities in order to maximize this feature. This presentation provides some preliminary instructional design for how to build effective assignments using the file upload feature. This session also involves considerations like intellectual property, privacy rights, and proper handling of digital contents by learners and instructors. There are also considerations for data security and protections.
Finally, there are discussions about memory limits for file uploads (within an online course), as well as digital preservation (whether the uploaded files are temporary and transient or semi-permanent or permanent, for learning purposes).
What is Mahara?
What can you experience as a user in Mahara?
What is ePortfolio?
What functions does Mahara have?
All answers can be found in this short video.
Re-use: This resource is produced by Jingjing Lin, at Center of IT-based Education, Toyohashi University of Technology. It is licensed
under Attribution-ShareAlike 4.0 International.
Although of the semantic web technologies utilization in the learning development field is a new research area, some authors have already proposed their idea of how an effective that operate. Specifically, from analysis of the literature in the field, we have identified three different types of existing applications that actually employ these technologies to support learning. These applications aim at: Enhancing the learning objects reusability by linking them to an ontological description of the domain, or, more generally, describe relevant dimension of the learning process in an ontology, then; providing a comprehensive authoring system to retrieve and organize web material into a learning course, and constructing advanced strategies to present annotated resources to the user, in the form of browsing facilities, narrative generation and final rendering of a course. On difference with the approaches cited above, here we propose an approach that is modeled on narrative studies and on their transposition in the digital world. In the rest of the paper, we present the theoretical basis that inspires this approach, and show some examples that are guiding our implementation and testing of these ideas within e-learning. By emerging the idea of the ontologies are recognized as the most important component in achieving semantic interoperability of e-learning resources. The benefits of their use have already been recognized in the learning technology community. In order to better define different aspects of ontology applications in e-learning, researchers have given several classifications of ontologies. We refer to a general one given in that differentiates between three dimensions ontologies can describe: content, context, and structure. Most of the present research has been dedicated to the first group of ontologies. A well-known example of such an ontology is based on the ACM Computer Classification System (ACM CCS) and defined by Resource Description Framework Schema (RDFS). It’s used in the MOODLE to classify learning objects with a goal to improve searching. The chapter will cover the terms of the semantic web and e-learning systems design and management in e-learning (MOODLE) and some of studies depend on e-learning and semantic web, thus the tools will be used in this paper, and lastly we shall discuss the expected contribution. The special attention will be putted on the above topics.
For creating open content as a continually ongoing process of refinement, re-distribution, correction, modification, re-arrangement and reuse, better quality of the open content is the result of these possibilities. It's important to make reuse easier. This requires authors to consider visibility and circulation of the published open educational resources(OER).
Making the Most of the New File Upload Question Feature in an LMS: Nine Appl...Shalin Hai-Jew
In Canvas and Qualtrics, a recent new feature enables learners (or survey participants) to upload digital files. While these have varying limits—of file sizes, of file types, of file handling, identification or anonymization of file uploaders, and the level of sharing of uploaded files—it is useful to think of assignment possibilities in order to maximize this feature. This presentation provides some preliminary instructional design for how to build effective assignments using the file upload feature. This session also involves considerations like intellectual property, privacy rights, and proper handling of digital contents by learners and instructors. There are also considerations for data security and protections.
Finally, there are discussions about memory limits for file uploads (within an online course), as well as digital preservation (whether the uploaded files are temporary and transient or semi-permanent or permanent, for learning purposes).
Educational Data Mining/Learning Analytics issue brief overviewMarie Bienkowski
An overview of the Draft Issue Brief prepared by SRI International for the US Department of Education on Educational Data Mining and Learning Analytics
OER + Blockchain Technology for Decentralization of Academic Publishing by Sh...Sherry Jones
April 17, 2020 - Slides presented at the 2020 eLearning Consortium of Colorado Virtual Conference:
http://bit.ly/elccschedule
Access the Live Slides Presentation:
http://bit.ly/oerblockchain
Session Abstract:
"OER is a progressive product that signals the decentralization of education and academic publishing, and thus supports educators' academic freedom to create innovative teaching materials. Instead of using textbooks by traditional publishers, educators can author OERs that reflect their disciplinary training and teaching philosophy. This session will present a design future in which blockchain technology will enable educators to decentralize, author, track, and protect their copyright of OERs."
AN ADAPTIVE REUSABLE LEARNING OBJECT FOR E-LEARNING USING COGNITIVE ARCHITECTUREacijjournal
Nowadays, a huge amount of ambiguous e-learning materials are available in World Wide Web
irrespective of various objectives. These digital educational resources can be reused and shared from
centralized online repository and it will avoid the redundant learning material. The main goal is to design
consistent adaptable e-learning course material for web-based education system with emphasis on the
quality of learning. This can be done by organizing learning object in a prescribed manner and it can be
reused in feature. Such reusable learning objects are enhanced further to become adaptive reusable
learning objects that are virtually cognitive and responsive towards the specific needs of the user/customer.
This paper proposes the cognitive architecture to offer an adaptive reusable objects (RLO) based on
individual profile of e-learner besides their cognitive behaviour while learning.
Comparative evaluation of four multi label classification algorithms in class...csandit
The classification of learning objects (LOs) enables users to search for, access, and reuse them
as needed. It makes e-learning as effective and efficient as possible. In this article the multilabel
learning approach is represented for classifying and ranking multi-labelled LOs, whereas
each LO might be associated with multiple labels as opposed to a single-label approach. A
comprehensive overview of the common fundamental multi-label classification algorithms and
metrics will be discussed. In this article, a new multi-labelled LOs dataset will be created and
extracted from ARIADNE Learning Object Repository. We experimentally train four effective
multi-label classifiers on the created LOs dataset and then, assess their performance based on
the results of 16 evaluation metrics. The result of this article will answer the question of: what is
the best multi-label classification algorithm for classifying multi-labelled LOs?
COMPARATIVE EVALUATION OF FOUR MULTI-LABEL CLASSIFICATION ALGORITHMS IN CLASS...cscpconf
The classification of learning objects (LOs) enables users to search for, access, and reuse them as needed. It makes e-learning as effective and efficient as possible. In this article the multilabel learning approach is represented for classifying and ranking multi-labelled LOs, whereas each LO might be associated with multiple labels as opposed to a single-label approach. A comprehensive overview of the common fundamental multi-label classification algorithms and metrics will be discussed. In this article, a new multi-labelled LOs dataset will be created and extracted from ARIADNE Learning Object Repository. We experimentally train four effective multi-label classifiers on the created LOs dataset and then, assess their performance based on the results of 16 evaluation metrics. The result of this article will answer the question of: what is the best multi-label classification algorithm for classifying multi-labelled LOs?
Re-engineering Academic Libraries for Digital Natives and BeyondJohn D. Shank
The slides are from the 2011 ACRL e-learning webcast that focused on the capability of digital learning materials (i.e. interactive learning objects, open educational resources, learning materials (i.e. interactive tutorials, simulations, and games) to engage learners and be essential resources for enhancing student learning across all disciplines, both in the classroom and online and the role the library should play in collecting, sharing, disseminating, and using these resources.
This keynote presentation was given at the "Digital Learners - Myths and Realities" staff conference at Canterbury Christ Church University on 21st November, 2012.
Ontology-based Semantic Approach for Learning Object RecommendationIDES Editor
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.
Arrogance or Apathy: The Need for Formative Evaluation + Current & Emerging S...Michael M Grant
Dr. Michael M. Grant presents a rationale for using formative evaluation. He also presents a number of methods currently used, such as usability, and emerging strategies for capturing user data.
Sound Pedagogies Online in Blended, Synchronous & Asynchronous Courses Michael M Grant
Strategies for designing and teaching blended, synchronous, and asynchronous online courses. Presented at Cengage Learning Computing Conference by Dr. Michael M. Grant
Using Mobile Devices & Apps to Drive EngagementMichael M Grant
How mobile devices and apps can drive student engagement, promote student learning, and support the goal of creating a dynamic experience in an online or on-campus course.
How are schools using technology? A survey of the landscape & emerging practicesMichael M Grant
A presentation to STEM faculty members and students at the University of Memphis. This presentations addresses current and emerging trends in educational technology in K-12 schools. Presented by Dr. Michael M. Grant.
Panel on Mobile Computing Devices and Applications for Teaching & LearningMichael M Grant
Drs. Michael M. Grant, Michael K. Barbour, Yu-Chang Hsu, Florence Martin, Hui-Yin Hsu, Shiang-Kwei Wang & Cindy York present a panel discussion at the annual meeting of the Association for Educational Computing and Technology in Louisville, KY, as part of the teacher education division (TED).
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
3. Learning Objects
Learning objects are Learning object is …
… “any digital resource
“any entity, digital or that can be reused to
non-digital, which can support learning.”
be used, re-used or
referenced during (Wiley, 2002)
technology supported
learning.”
(IEEE, 2002)
11. Wiley advocates for the
molecule metaphor
over the Legos model.
Image from Andy.Schultzat Flickr.com
12. Theory neutral
By using the Legos model, we assume that RLOs
are theory neutral, or pedagogically independent.
We know this not to be true.
Image from EJP Photo Flickr.com
13. SCORM
Sharable Content Object
Reference Model
Image from http://blog.scorm.fr/wp-content/uploads/2008/01/2004_2nd_lms.jpg
20. Technological
Instructional
Images from http://www.cognitivedesignsolutions.com/Instruction/LearningObjects.htm
21.
22. Why worry about RLOs &
SCORM
¡ You need to reduce courseware maintenance, upgrade &
rebuilding costs.
¡ You anticipate courseware will require frequent updates.
¡ Learners need to be able to pinpont discrete pieces of content.
¡ Content has the potential to be reused across multiple courses.
¡ Different audiences need access to different subsets of the
content.
¡ You want to give learners a way to test out of portions of the
courses.
¡ You need more accurate and detailed reporting on learner
performance.
(DigitalThink, 2003)
23. Not just corporate …
¡ from January 17, 2011
¡ Two weeks later the requirement was removed. See
http://bitly.com/hR1032
Image from http://www.doleta.gov/grants/pdf/SGA-DFA-PY-10-03.pdf
24. In practice
Identify Develop Develop
Determine
content & common single-use
size
contexts content content
Identify how Develop
content will Determine content that Develop
be used and the right size makes sense independent
in what for reuse. for all SCOs
contexts. audiences
Adapted from DigitalThink (2003)
29. References &
Acknowledgements
¡ Cheon, J. & Grant, M.M. (2006, October 10-14). Developing learning content markup
language (LCML) for personalized instruction in the adaptive learning system. Paper
presented at the annual meeting of the Association for Educational Communications and
Technology, Dallas, TX.
¡ DigitalThink. (2003). SCORM™: The e-learning standard. San Francisco: Author. Retrieved
from http://sorubank.ege.edu.tr/~e190411147/scorm/scorm4.pdf
¡ IEEE Learning Technology Standards Committee. (2002). Learning object metadata.
Retrieved from http://ltsc.ieee.org/wg12/
¡ Polsani, P.R. (2003). Use and abuse of reusable learning objects. Journal of Digital
Information, 3(4). Retrieved from http://journals.tdl.org/jodi/article/viewArticle/89/88
¡ Wiley, D.A. (2002). Connecting learning objects to instructional design theory: A definition, a
metaphor, and a taxonomy. In The instructional use of learning objects, D.A. Wiley (ed.).
Retrieved from http://www.reusability.org/read/chapters/wiley.doc
Instructional components that can be reused a number of times in different learning contexts. Additionally, learning objects are generally understood to be digital entities deliverable over the Internet, meaning that any number of people can access and use them simultaneously (as opposed to traditional instructional media, such as an overhead or video tape, which can only exist in one place at a time). Moreover, those who incorporate learning objects can collaborate on and benefit immediately from new versions.Rejects “non-digital”“to support” instead of “during”No “referenced”
Like a card catalogNot the data itselfNo instructional design or pedagogical information was included in the metadata specified by the Learning Objects Metadata Working Group (or SCORM).Cheon & Grant (2006) proposed creating a mark-up language that would support the metadata about instructional or pedagogy.
Like a card catalogNot the data itselfNo instructional design or pedagogical information was included in the metadata specified by the Learning Objects Metadata Working Group (or SCORM).Cheon & Grant (2006) proposed creating a mark-up language that would support the metadata about instructional or pedagogy.
Reuse is not the same as repurpose.Repurpose is not pain-free and development time and costs are incurred.
The problem of granularity inherently relates to reuse.Make an RLO too big and it becomes too general to be reused in a specific context.Make an RLO too small and it becomes so context-dependent that it can’t be reused in another context.
Any Lego block is combinable with another In fact, my Quattros are combinable with my Duplos.Lego block can be assembled in any manner you choose.Lego blocks are so fun and simple that even a child can put them together.Not every atom is combinable with every other atom.Atoms can only be assembled in certain structured prescribed by their own internal structure.Some training is required in order to assemble atoms.
We know that all instruction – either purposefully or blindly – includes a pedagogical slant or stance. As such, to combine LOs from different learning theories or instructional models without purpose is irresponsible and has the potential to result in ineffective instruction.
“The Sharable Content Object Reference Model (SCORM) was first developed by the U.S. Department of Defense (DOD) to address training development and delivery inefficiencies across its service branches. E- learning content was being developed on different platforms, using different standards and specifications, and delivered on different, incompatible systems. To address these costly inefficiencies, the DOD knit together the best emerging e-learning specifications with those developed in the prior decade by the Aviation Industry CBT Committee (AICC). The result is a field-tested common reference model published by the Advanced Distributed Learning (ADL) Initiative, a collaborative effort between government, industry, and academia, sponsored by the Office of the Secretary of Defense. The SCORM standard is focused on enabling the plug-and-play interoperability, accessibility, and reusability of Web-based learning content, with the ultimate goal of ensuring ubiquitous access to the highest quality education and training, tailored to individual needs, and delivered cost-effectively anywhere and anytime. Based on accepted technology standards including XML and JavaScript, SCORM is fast-becoming the defactoe-learning technology standard widely embraced and supported today by world-leading corporations, universities, system providers, and content vendors.” (DigitalThink, 2003, p.2)An example: DVDs v. Blue-ray
Interoperability: use content from different systemsAccessibility: locate and use content, catalogued; one location to manyReusability: use in different courses and contextsDurability: withstand technology changes over time, costs, upgradesMaintainability: content evolutionAdaptability: change to user needs(Affordability): connection to durability and accessibility
This means metadata.
SCORM standards are based in AICC and very similar to IMS packaging.