Facilitating Reuse of Learning Objects: An Integrated Approach Based on SocialNetwork Mining and Analysis

制度:新 ; 報告番号:乙2335号 ; 学位の種類:博士(人間科学) ; 授与年月日:2012/1/18 ; 早大学位記番号:新584

Semantic and pragmatic characterization of learning objects

Tese de doutoramento. Engenharia Informática. Universidade do Porto. Faculdade de Engenharia. 201

Contexts and Contributions: Building the Distributed Library

This report updates and expands on A Survey of Digital Library Aggregation Services, originally commissioned by the DLF as an internal report in summer 2003, and released to the public later that year. It highlights major developments affecting the ecosystem of scholarly communications and digital libraries since the last survey and provides an analysis of OAI implementation demographics, based on a comparative review of repository registries and cross-archive search services. Secondly, it reviews the state-of-practice for a cohort of digital library aggregation services, grouping them in the context of the problem space to which they most closely adhere. Based in part on responses collected in fall 2005 from an online survey distributed to the original core services, the report investigates the purpose, function and challenges of next-generation aggregation services. On a case-by-case basis, the advances in each service are of interest in isolation from each other, but the report also attempts to situate these services in a larger context and to understand how they fit into a multi-dimensional and interdependent ecosystem supporting the worldwide community of scholars. Finally, the report summarizes the contributions of these services thus far and identifies obstacles requiring further attention to realize the goal of an open, distributed digital library system

Design model for integrating learning management systems and massive open online courses on a digital e-Learning platform: implications for Zimbabwean universities.

Doctoral Degree. University of KwaZulu-Natal, Durban.Available affordances for learning provide opportunities for advanced technology-enhanced teaching and learning. Digital learning environments can make relevant learning content available to students using existing infrastructure. This creates an environment which requires different learning management systems (LMS) to interact with, and exchange information. Increasing use of mobile devices, digital learning platforms, LMS, and massive open online courses (MOOCs), has necessitated integration design approaches. However, ignorance of resources offered and discouragement and frustrations arising from the economic situation in Zimbabwe regarding regulated access to electronic services make automation of teaching processes a great challenge. In this thesis, a design model for integrating LMS and MOOCs on a digital learning platform is proposed. From an e-learning point of view, the study contributes to the working of e-learning management systems through automation process of uploading content to LMS. From a computer science point of view, the study contributes to software engineering principles where it puts together three different platforms; LMS, MOOCs and digital learning platforms under one design. Methodologically, the study uses design science research (DSR) framework with software modelling language to address challenges in teaching and learning. This study describes how the Technology Adoption Model (TAM) and Task-Technology Fit (TTF) model can be used together with DSR in relation to design model evaluation. A software modeling language was used to create the logical designs, which were evaluated using experimental design approach. Software engineering experts and lecturers were invited to validate proposed logical designs. The key deliverables of the study include requirements specifications for the design model for integrated learning management systems, as well as the logical designs for the design model. The design model, as per requirements specification and the evaluation thereof, are based on TAM and TTF. The hybrid model proposed was further validated using structural equation modeling via the partial least squares and path modeling. In our views, the interventions of integration work would support decision making, which influences choices made by policy makers when taking decisions about higher education technological infrastructure

Activity Tree Harvesting - Entdeckung, Analyse und Verwertung der Nutzungskontexte SCORM-konformer Lernobjekte

Der Erstellungsaufwand multimedialer Lernangebote kann durch die Wiederverwendung bestehender Materialien deutlich reduziert werden. Wie aber kann das Auffinden solcher wiederverwendbaren Lernressourcen unterstützt werden? Der Autor stellt ein Retrieval-Verfahren vor, das SCORM-basierte Informationen zu Lernobjekten und Kursstrukturen entdeckt, analysiert und verwertet. Auf Grundlage dieser Daten werden für Lehrende als auch Lernende hilfreiche Such- und Empfehlungsdienste angeboten

Interoperability Gap Challenges for Learning Object Repositories & Learning Management Systems

An interoperability gap exists between Learning Management Systems (LMSs) and Learning Object Repositories (LORs). Learning Objects (LOs) and the associated Learning Object Metadata (LOM) that is stored within LORs adhere to a variety of LOM standards. A common LOM standard found in LORs is the Sharable Content Object Reference Model (SCORM) Content Aggregation Model (CAM). In contrast, LMSs are independent computer systems that manage and deliver course content to students via a web interface. This research addressed three important issues related to the interoperability gap: (a) a lack of a metadata standard that defined the format of how student assessment data should be communicated from LMSs to LORs, (b) a lack of an architectural standard for the movement of data from LMSs to LORs, and (c) a lack of middleware that facilitated the movement of the student assessment data from the LMSs to LORs. This research achieved the following objectives: (a) the SCORM CAM LOM standard was extended to facilitate the storage of student assessment data, (b) Service Oriented Architecture (SOA) was identified as the best architecture to resolve the interoperability gap between LMSs and LORs, (c) a panel of Computer Information Systems (CIS) experts participated in a five-stage, web-based, anonymous Delphi process that approved and ranked 28 functional requirements for a proposed middleware application, and (d) the functional requirements were verified via the development of a prototype that transferred student assessment data from a LMSs into the LOM of LOs that are stored within a LOR. In conclusion, the research demonstrated that there are three acceptable approaches to extending the SCORM LOM standard: (a) new metadata elements, (b) new vocabulary values, and (c) the reference of an internal or external XML file using a location element. The main accomplishments of the research were the gathering of SOA functional requirements and the development of a prototype that provided an approach for the resolution of the interoperability gap that exists between LMSs and LORs

Especificación OWL de una ontología para teleeducación en WEB semántica

Debido al gran desarrollo de la World Wide Web, tanto en cantidad de contenidos y nodos como en velocidades de acceso, aparecen por parte de la comunidad científico-técnica propuestas de utilización de la misma con objetivos más ambiciosos que la mera descarga de ficheros para ser presentados al usuario. Con esa finalidad se desarrolla la Web Semántica, sistema que pretende introducir información entendible por Agentes Inteligentes, permitiendo de este modo que estos Agentes puedan aumentar sus bases de conocimiento y realizar inferencias que faciliten procesos realizados actualmente de forma manual por los usuarios. De esta forma surgen los lenguajes ontológicos para la web, y en concreto el lenguaje recomendado por la World Wide Web Consortium (W3C) denominado Web Ontology Language (OWL), así como razonadores relacionados como FACT++, Racer y Pellet. Además, con el objetivo de aprovechar el potencial de la web, se han ido generando gran cantidad de contenidos educativos, que debido a los altos costes de producción generan una necesidad de potenciar la reutilización de dichos contenidos. Aparece en este caso el concepto de objeto educativo, que es susceptible de ser reaprovechado para otras experiencias de aprendizaje, con alguna modificación o sin modificación alguna, generando la denominada interoperabilidad de objetos educativos. El presente trabajo pretende potenciar esta interoperabilidad de objetos educativos. Para ello se especifica una ontología completa para teleeducación, basada en la lógica descriptiva y desarrollada en el lenguaje OWL, para que pueda ser utilizada por medio de la Web Semántica. Se estudian, desarrollan e implementan dentro de esta ontología conceptos relacionados con la interacción de los distintos agentes que intervienen en una experiencia de aprendizaje a través de la web. La ontología presentada va además acompañada de una especificación de arquitectura de pares o Peer to Peer (P2P) basada en las arquitecturas de tablas de búsqueda distribuidas (DHTs), que denominaremos DHT Semántica. La DHT Semántica está diseñada para permitir la explotación por parte de Agentes Inteligentes de la ontología especificada, con una alta tolerancia a fallos en nodos de la arquitectura. Estos Agentes asisten en la búsqueda de objetos educativos más allá de la búsqueda por palabras claves. Finalmente, tanto la ontología como la arquitectura se validan utilizando un conjunto de experiencias educativas on-line reales.Romero Llop, R. (2007). Especificación OWL de una ontología para teleeducación en WEB semántica [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/1828Palanci