Semantic modelling of learning objects and instruction

We introduce an ontology-based semantic modelling framework that addresses subject domain modelling, instruction modelling, and interoperability aspects in the development of complex reusable learning objects. Ontologies are knowledge representation frameworks, ideally suited to support knowledge-based modelling of these learning objects. We illustrate the benefits of semantic modelling for learning object assemblies within the context of standards such as SCORM Sequencing and Navigation and Learning Object Metadata

An evaluation of e-learning standards

The aim of this investigation is to perform an independent study of the various emerging elearning standards. This paper presents a summary of these standards in order to make them more accessible and understandable, and provide preliminary evidence as to their utility and adoption by the various UK higher and further education institutions. Recently there have been efforts to define standards for the elearning contents and elearning components like the IEEELOM, UKLOM, IMS, SCORM and OKI. Since it was not possible to cover all the standards in detail within the time available, so our independent study focuses on eight standards Although the results of the preliminary study suggest that the eight standards considered in the study may help interoperability, accessibility and reusability of the elearning content and elearning components, but it is yet to be seen how many of these are actually followed at UK higher education institutions

Zealous pursuit: a commercial perspective on e-Learning standards

The aims of the SCORM and IMS specifications are widely supported, with the IMS Question and Test Interoperability specification of particular interest within the CAA community. This paper suggests that, despite the widespread support, these specifications will have a large market impact, but fail to fulfil their key objectives. This is because they address a poorly-bounded problem domain and thus will remain incomplete, do not have a single creator, are too large for reliable implementation, offer little real incentive for most suppliers to make them work other than for demonstrations, and do not have an integral enforcement mechanism. It is also suggested that these standards will stifle innovation, and force small companies and individuals to pay the same price for some tools as large corporates

Integrating SPC Table Formative Assessment with SCORM

[[abstract]]SCORM (Sharable Content Object Reference Model) is one of the international e-learning specifications, which provides sharable content, compatible run-time environment and learning profile. SCORM supports accessibility, adaptability, affordability, durability, interoperability and reusability. People can share their own learning content with each other and learn things on the Internet. SCORM learning content can run on the SCORM learning management system. However SCORM do not have a complete evaluation mechanism. The SP chart represents students and problems. It is a tool to analyze the relationship between students and their answers to test problems. In this paper, we integrate the SP chart into SCORM as a formative assessment and add course as the third dimension to strengthen SCORM assessment. The developed tool can be used for SCORM assessment in three perspectives: student-problem, course-problem, and student-problem. So any test problem set and the student performance can be thoroughly examined. The tool was applied to a class and the empirical results are presented in this paper.[[notice]]補正完畢[[booktype]]紙本[[booktype]]電子版[[countrycodes]]SG

Degree of Scaffolding: Learning Objective Metadata: A Prototype Leaning System Design for Integrating GIS into a Civil Engineering Curriculum

Digital media and networking offer great potential as tools for enhancing classroom learning environments, both local and distant. One concept and related technological tool that can facilitate the effective application and distribution of digital educational resources is learning objects in combination with the SCORM (sharable content objects reference model) compliance framework. Progressive scaffolding is a learning design approach for educational systems that provides flexible guidance to students. We are in the process of utilizing this approach within a SCORM framework in the form of a multi-level instructional design. The associated metadata required by SCORM will describe the degree of scaffolding. This paper will discuss progressive scaffolding as it relates to SCORM compliant learning objects, within the context of the design of an application for integrating Geographic Information Systems (GIS) into the civil engineering curriculum at the University of Missouri - Rolla

Learning objects and learning designs: an integrated system for reusable, adaptive and shareable learning content

This paper proposes a system, the Smart Learning Design Framework, designed to support the development of pedagogically sound learning material within an integrated, platform-independent data structure. The system supports sharing, reuse and adaptation of learning material via a metadata-driven philosophy that enables the technicalities of the system to be imperceptible to the author and consumer. The system proposes the use of pedagogically focused metadata to support and guide the author and to adapt and deliver the content to the targeted consumer. A prototype of the proposed system, which provides proof of concept for the novel processes involved, has been developed. The paper describes the Smart Learning Design Framework and places it within the context of alternative learning object models and frameworks to highlight similarities, differences and advantages of the proposed system

EML and LMS related standard

IMS Global Learning Consortium, Inc. (IMS) is developing and promoting open specifications for facilitating online distributed learning activities such as locating and using educational content, tracking learner progress, reporting learner performance, and exchanging student records between administrative systems. The IMS project defines the following separate specifications. · Learning Resource Meta-data (p. 9). This is a specification of meta-data used to identify “learning resources”. · Content packaging (p. 13). A specification of how to assemble and distribute content in “packages”. · Resource identifiers (p. 17). This defines persistent, location independent resource identifiers. · Question & Test Interoperability (QTI) (p. 19). This defines the structure of questions and tests, and the grouping of these. · Enterprise (p. 33). This defines the way information on the learning 'enterprise' (instructional processes) is shared. · Learner information packaging (p. 37). This specifies how to record and share information on the learner. · Reusable Competency Definitions (p. 40). An information model for describing, referencing and exchanging definitions of competencies, primarily in the context of online and distributed learning. · Simple Sequencing (p. 42). This defines how to associate sequencing information with content packs (p. 13) and its default behaviour. Each specification has (or will have) at least three main parts: · Information model — an abstract description of the area modelled · Binding — binding to a particular language. For all specifications XML is the language of choice · Best practice — explanation of how to apply the model

Developing Learning Content Management Systems Based on Learning Objects-- Issues and Opportunities

Abstract – E-learning industry is looking forward the day when teachers and learners could manage e-learning “on the fly”. It’s supposed that learning content can be personalized, assembled and accessed on demand. Development teams would be able to build contents a single time, store it electronically in different formats and reuse it with a click on few buttons. This will be possible through using Learning Objects concept. According to some e-learning professionals the day has dawned, but to others it is still a distant future. In this paper we are examining this concept and facts “pro and con”

Universiti Teknologi PETRONAS (UTP) E-Learning and content development

. paper describes about the implementation of open source and content development in UTP ~arning. As the technology evolves and the need for open source enviromnent arises, a new digm is needed to allow E-Learning to move into this open source enviromnent. A few open ce programs were analyzed and Moodie was chose as the most suitable open source to :lop UTP's new E-Learning. Moodie appears to be one of the most user-friendly and flexible 1 source courseware products available and has excellent documentation, strong support for rity and administration, and is evolving towards IMS/SCORM standards. SCORM was :loped with the guidance of a large consortium of academic, technological and govermnental nizations. SCORM is maintained by the Advanced Distributed Learning (ADL) Initiative. objective of implementing open source and content development in developing UTP's Ening is mainly to help initiate an advance Information and Communication Technology ') enviromnent for student. Methodology of developing this project has already been defined probably pose much similar with traditional information-development process. Tools irement such as the Moodie software itself and other supportive software and hardware are tified to develop this project