An investigation of the development and adoption of educational metadata standards for the widespread use of learning objects

This research investigates the development and adoption of educational metadata standards for the widespread use of learning objects. Learning objects, metadata, the related IEEE standard and the various application profiles derived from the standard are discussed. A number of standards and specifications for educational metadata used to describe learning objects are explored, namely the Dublin Core, IMS, SCORM, ARIADNE, CanCore and the UK LOM Core. Three metadata editors and the experience with using one of them, RELOAD, is described. These educational metadata specifications are used in a practical metadata implementation scenario and the experiences are extrapolated to derive a localised instance of the generic IEEE standard. A new application profile is proposed, “RU LOM Core”, for the South African higher education context. Some existing results are confirmed about the complexity of using the IEEE standard and it is demonstrated that it is possible to instantiate the standard for South African conditions. The results are largely qualitative and based on practical experience. However, the results concur with results from related research. Although the development of an application profile is certainly not new, the development of RU LOM Core illustrates that the IEEE standard, developed largely within the northern hemisphere, can be adapted to work in the South African scenario. RU LOM Core has been developed for the South African higher education environment and takes linguistic and cultural diversity and the low rate of technological literacy into consideration. The lessons learned and the proposed LOM core can be built upon in further research and collaboration to use and support the use of such standards within South Africa

Experts on e-learning: insights gained from listening to the student voice!

The Student Experience of e-Learning Laboratory (SEEL) project at the University of Greenwich was designed to explore and then implement a number of approaches to investigate learners’ experiences of using technology to support their learning. In this paper members of the SEEL team present initial findings from a University-wide survey of nearly a 1000 students. A selection of 90 ‘cameos’, drawn from the survey data, offer further insights into personal perceptions of e-learning and illustrate the diversity of students experiences. The cameos provide a more coherent picture of individual student experience based on the totality of each person’s responses to the questionnaire. Finally, extracts from follow-up case studies, based on interviews with a small number of students, allow us to ‘hear’ the student voice more clearly. Issues arising from an analysis of the data include student preferences for communication and social networking tools, views on the ‘smartness’ of their tutors’ uses of technology and perceptions of the value of e-learning. A primary finding and the focus of this paper, is that students effectively arrive at their own individualised selection, configuration and use of technologies and software that meets their perceived needs. This ‘personalisation’ does not imply that such configurations are the most efficient, nor does it automatically suggest that effective learning is occurring. SEEL reminds us that learners are individuals, who approach learning both with and without technology in their own distinctive ways. Hearing, understanding and responding to the student voice is fundamental in maximising learning effectiveness. Institutions should consider actively developing the capacity of academic staff to advise students on the usefulness of particular online tools and resources in support of learning and consider the potential benefits of building on what students already use in their everyday lives. Given the widespread perception that students tend to be ‘digital natives’ and academic staff ‘digital immigrants’ (Prensky, 2001), this could represent a considerable cultural challenge

Reader zum Workshop Standardisierung im eLearning : Begleitveranstaltung zum Förderprogramm Neue Medien in der Bildung ; 10./11. April 2002 Johann Wolfgang Goethe-Universität Frankfurt/Main

Bei der Entwicklung und vor allem bei der institutions- und projektübergreifenden Nutzung von eLearning Modulen oder Lernobjekten spielen Standards und Spezifikationen zu deren Beschreibung und Verwaltung eine immer wichtigere Rolle. Nur auf deren Basis können sich langfristig Verwaltungs- und Verwertungsmodelle entwickeln, die eine breite Nutzung von eLearning Modulen bis hin zur Entwicklung eines entsprechenden Marktes ermöglichen. Aufgrund allgemeingültiger Spezifikation für die Beschreibung von Lernobjekten bis hin zu standardisierten Angaben für komplette online Kurse werden Anbieter und Nachfrager in Tauschbörsen, institutionsübergreifenden Kooperationen, fachspezifischen Datenbanken und Bildungsservern eLearning Ressourcen anbieten und nutzen. Projekte und Initiativen stehen jetzt vor der Aufgabe, sich einen Überblick über vorhandene Standards und Spezifikationen zu verschaffen, um für sich selbst die geeigneten auswählen und anwenden zu können. Oft werden aufgrund der projektspezifischen Anforderungen zudem eigene Beschreibungen entwickelt. Dadurch entsteht eine Vielzahl von Beschreibungen, die den Austausch und das Auffinden von Modulen über die Projektgrenzen hinaus schwierig wenn nicht unmöglich machen. Der in diesem Band dokumentierte Workshop "Standardisierung im eLearning" hat das Ziel, die aktuelle Diskussion um die Entwicklung und Anwendung von Standards aufzugreifen, transparent zu machen und fortzuführen. Veranstalter des Workshops sind das Kompetenzzentrum für Neue Medien in der Lehre der Johann Wolfgang Goethe-Universität Frankfurt/Main und der Projektträger Neue Medien in der Bildung + Fachinformation. Die Veranstaltung setzt die Reihe von themenspezifischen Begleitworkshops im Rahmen des Förderprogramms Neue Medien in der Bildung fort. Eine Übersicht zu bereits durchgeführten und in Planung befindlichen Begleitveranstaltungen finden Sie auf dem Internet-Portal des Projektträgers (http://www.medien-bildung.net)

Managing metadata in open learning repositories and P2P networks

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A model for using learners' online behaviour to inform differentiated instructional design in MOODLE

This thesis proposes a learning analytics-based process model, derived from a web analytics process, which aims to build a learner profile of attributes from Moodle log files that can be used for differentiated instructional design in Moodle. Commercial websites are rife with examples of personalisation based on web analytics, while the personalisation of online learning has not yet gained such widespread adoption. Several Instructional Design Models recommend that, in addition to taking prior knowledge and learning outcomes into account, instruction should also be informed by learner attributes. Learning design choices should be made based on unique learner attributes that influence their learning processes. Learner attributes are generally derived from well-known learning styles and associated learning style questionnaires. However, there are some criticisms of learning style theories and the use of questionnaires to create a learner profile. Attributes that can be inferred from learners’ online behaviour could provide a more dynamic learner profile. Education institutions are increasingly using Learning Management Systems, such as Moodle, to deliver and manage online learning. Moodle is not designed to create a learner profile or provide differentiated instruction. However, the abundant data generated by learners accessing course material presented in Moodle provides an opportunity for educators to build such a dynamic learner profile. Individual learner profiles can be used by educators who desire to tailor instruction to the needs of their learners. The proposed model was developed and evaluated using an iterative design focused approach that incorporates characteristics of a web analytics process, instructional design models, Learning Management Systems, educational data mining and adaptive education technologies. At each iteration, the model was evaluated using a technical risk and efficacy strategy. This strategy proposes a formative evaluation in an artificial setting. Evaluation criteria used include relevance, consistency, practicality and utility. The contributions of this thesis address the lack of prescriptive guidance on how to analyse learner online behaviours in order to differentiate learning design in Moodle. The theoretical contribution is a model for a dynamic data-driven approach to profile building and a phased differentiated learning design in a Learning Management System. The practical contribution is an evaluation of the expected practicality and utility of learner modelling from Moodle log files and the provision of tailored instruction using standard Moodle tools. The proposed model recommends that educators should define goals, develop Key Performance Indicators (KPI) to measure goal attainment, collect and analyse suitable metrics towards KPIs, test optional alternative hypotheses and implement actionable insights. To enable differentiated instruction, two phases are necessary: learner modelling and differentiated learning design. Both phases rely on the selection of suitable attributes which influence learning processes, and which can be dynamically inferred from online behaviours. In differentiated learning design, the selection/creation and sequencing of Learning Objects are influenced by the learner attributes. In learner modelling, the data sources and data analysis techniques should enable the discovery of the learner attributes that was catered for in the learning design. Educators who follow the steps described in the proposed model will be capable of building a learner profile from Moodle log files that can be used for differentiated instruction based on any learning style theory

A model for using learners' online behaviour to inform differentiated instructional design in MOODLE

This thesis proposes a learning analytics-based process model, derived from a web analytics process, which aims to build a learner profile of attributes from Moodle log files that can be used for differentiated instructional design in Moodle. Commercial websites are rife with examples of personalisation based on web analytics, while the personalisation of online learning has not yet gained such widespread adoption. Several Instructional Design Models recommend that, in addition to taking prior knowledge and learning outcomes into account, instruction should also be informed by learner attributes. Learning design choices should be made based on unique learner attributes that influence their learning processes. Learner attributes are generally derived from well-known learning styles and associated learning style questionnaires. However, there are some criticisms of learning style theories and the use of questionnaires to create a learner profile. Attributes that can be inferred from learners’ online behaviour could provide a more dynamic learner profile. Education institutions are increasingly using Learning Management Systems, such as Moodle, to deliver and manage online learning. Moodle is not designed to create a learner profile or provide differentiated instruction. However, the abundant data generated by learners accessing course material presented in Moodle provides an opportunity for educators to build such a dynamic learner profile. Individual learner profiles can be used by educators who desire to tailor instruction to the needs of their learners. The proposed model was developed and evaluated using an iterative design focused approach that incorporates characteristics of a web analytics process, instructional design models, Learning Management Systems, educational data mining and adaptive education technologies. At each iteration, the model was evaluated using a technical risk and efficacy strategy. This strategy proposes a formative evaluation in an artificial setting. Evaluation criteria used include relevance, consistency, practicality and utility. The contributions of this thesis address the lack of prescriptive guidance on how to analyse learner online behaviours in order to differentiate learning design in Moodle. The theoretical contribution is a model for a dynamic data-driven approach to profile building and a phased differentiated learning design in a Learning Management System. The practical contribution is an evaluation of the expected practicality and utility of learner modelling from Moodle log files and the provision of tailored instruction using standard Moodle tools. The proposed model recommends that educators should define goals, develop Key Performance Indicators (KPI) to measure goal attainment, collect and analyse suitable metrics towards KPIs, test optional alternative hypotheses and implement actionable insights. To enable differentiated instruction, two phases are necessary: learner modelling and differentiated learning design. Both phases rely on the selection of suitable attributes which influence learning processes, and which can be dynamically inferred from online behaviours. In differentiated learning design, the selection/creation and sequencing of Learning Objects are influenced by the learner attributes. In learner modelling, the data sources and data analysis techniques should enable the discovery of the learner attributes that was catered for in the learning design. Educators who follow the steps described in the proposed model will be capable of building a learner profile from Moodle log files that can be used for differentiated instruction based on any learning style theory

XATA 2006: XML: aplicações e tecnologias associadas

Esta é a quarta conferência sobre XML e Tecnologias Associadas. Este evento tem-se tornado um ponto de encontro para quem se interessa pela temática e tem sido engraçado observar que os participantes gostam e tentam voltar nos anos posteriores. O grupo base de trabalho, a comissão científica, também tem vindo a ser alargada e todos os que têm colaborado com vontade e com uma qualidade crescente ano após ano. Pela quarta vez estou a redigir este prefácio e não consigo evitar a redacção de uma descrição da evolução da XATA ao longo destes quatro anos: 2003 Nesta "reunião", houve uma vintena de trabalhos submetidos, maioritariamente da autoria ou da supervisão dos membros que integravam a comissão organizadora o que não envalidou uma grande participação e acesas discussões. 2004 Houve uma participação mais forte da comunidade portuguesa mas ainda com números pouco expressivos. Nesta altura, apostou-se também numa forte participação da indústria, o que se traduziu num conjunto apreciável de apresentações de casos reais. Foi introduzido o processo de revisão formal dos trabalhos submetidos. 2005 Houve uma forte adesão nacional e internacional (Espanha e Brasil, o que para um evento onde se pretende privilegiar a língua portuguesa é ainda mais significativo). A distribuição geográfica em Portugal também aumentou, havendo mais instituições participantes. Automatizaram-se várias tarefas como o processo de submissão e de revisão de artigos. 2006 Nesta edição actual, e contrariamente ao que acontece no plano nacional, houve um crescimento significativo. Em todas as edições, tem sido objectivo da comissão organizadora, previlegiar a produção científica e dar voz ao máximo número de participantes. Nesse sentido, este ano, não haverá oradores convidados, sendo o programa integralmente preenchido com as apresentações dos trabalhos seleccionados. Apesar disso ainda houve uma taxa significativa de rejeições, principalmente devido ao elevado número de submissões. Foi introduzido também, nesta edição, um dia de tutoriais com o objectivo de fornecer competências mínimas a quem quer começar a trabalhar na área e também poder assistir de uma forma mais informada à conferência. Se analisarmos as temáticas, abordadas nas quatro conferências, percebemos que também aqui há uma evolução no sentido de uma maior maturidade. Enquanto que no primeiro encontro, os trabalhos abordavam problemas emergentes na utilização da tecnologia, no segundo encontro a grande incidência foi nos Web Services, uma nova tecnologia baseada em XML, no terceiro, a maior incidência foi na construção de repositórios, motores de pesquisa e linguagens de interrogação, nesta quarta edição há uma distribuição quase homogénea por todas as áreas temáticas tendo mesmo aparecido trabalhos que abordam aspectos científicos e tecnológicos da base da tecnologia XML. Desta forma, podemos concluir que a tecnologia sob o ponto de vista de utilização e aplicação está dominada e que a comunidade portuguesa começa a fazer contributos para a ciência de base.Microsoft

Cultural Heritage on line

The 2nd International Conference "Cultural Heritage online – Empowering users: an active role for user communities" was held in Florence on 15-16 December 2009. It was organised by the Fondazione Rinascimento Digitale, the Italian Ministry for Cultural Heritage and Activities and the Library of Congress, through the National Digital Information Infrastructure and Preservation Program - NDIIP partners. The conference topics were related to digital libraries, digital preservation and the changing paradigms, focussing on user needs and expectations, analysing how to involve users and the cultural heritage community in creating and sharing digital resources. The sessions investigated also new organisational issues and roles, and cultural and economic limits from an international perspective

Semantic adaptability for the systems interoperability

In the current global and competitive business context, it is essential that enterprises adapt their knowledge resources in order to smoothly interact and collaborate with others. However, due to the existent multiculturalism of people and enterprises, there are different representation views of business processes or products, even inside a same domain. Consequently, one of the main problems found in the interoperability between enterprise systems and applications is related to semantics. The integration and sharing of enterprises knowledge to build a common lexicon, plays an important role to the semantic adaptability of the information systems. The author proposes a framework to support the development of systems to manage dynamic semantic adaptability resolution. It allows different organisations to participate in a common knowledge base building, letting at the same time maintain their own views of the domain, without compromising the integration between them. Thus, systems are able to be aware of new knowledge, and have the capacity to learn from it and to manage its semantic interoperability in a dynamic and adaptable way. The author endorses the vision that in the near future, the semantic adaptability skills of the enterprise systems will be the booster to enterprises collaboration and the appearance of new business opportunities