193 research outputs found
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
MPEG-SCORM : ontologia de metadados interoperáveis para integração de padrões multimídia e e-learning
Orientador: Yuzo IanoTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Engenharia Elétrica e de ComputaçãoResumo: A convergência entre as mídias digitais propõe uma integração entre as TIC, focadas no domínio do multimídia (sob a responsabilidade do Moving Picture Experts Group, constituindo o subcomitê ISO / IEC JTC1 SC29), e as TICE, (TIC para a Educação, geridas pelo ISO / IEC JTC1 SC36), destacando-se os padrões MPEG, empregados na forma de conteúdo e metadados para o multimídia, e as TICE, aplicadas à Educação a Distância, ou e-Learning (o aprendizado eletrônico). Neste sentido, coloca-se a problemática de desenvolver uma correspondência interoperável de bases normativas, atingindo assim uma proposta inovadora na convergência entre as mídias digitais e as aplicações para e-Learning, essencialmente multimídia. Para este fim, propõe-se criar e aplicar uma ontologia de metadados interoperáveis para web, TV digital e extensões para dispositivos móveis, baseada na integração entre os padrões de metadados MPEG-21 e SCORM, empregando a linguagem XPathAbstract: The convergence of digital media offers an integration of the ICT, focused on telecommunications and multimedia domain (under responsibility of the Moving Picture Experts Group, ISO/IEC JTC1 SC29), with the ICTE (the ICT for Education, managed by the ISO/IEC JTC1 SC36), highlighting the MPEG formats, featured as content and as description metadata potentially applied to the Multimedia or Digital TV and as a technology applied to e-Learning. Regarding this, it is presented the problem of developing an interoperable matching for normative bases, achieving an innovative proposal in the convergence between digital Telecommunications and applications for e-Learning, both essentially multimedia. To achieve this purpose, it is proposed to creating a ontology for interoperability between educational applications in Digital TV environments and vice-versa, simultaneously facilitating the creation of learning metadata based objects for Digital TV programs as well as providing multimedia video content as learning objects for Distance Education. This ontology is designed as interoperable metadata for the Web, Digital TV and e-Learning, built on the integration between MPEG-21 and SCORM metadata standards, employing the XPath languageDoutoradoTelecomunicações e TelemáticaDoutor em Engenharia ElétricaCAPE
New concepts integration on e-learning platforms
The learning experience has evolved into the virtual world of the Internet, where learners
have the possibility to shift from face-to-face learning environments to virtual learning environments supported by technologies. This concept, called e-learning, emerged in the early 1960s where a group of researchers from the Stanford University, USA began experimenting different ways to publish and assign learning content using a computer. These experiments were the beginning that led to the creation of countless learning platforms, initially constructed in standalone environments and later ported to the Internet as Webbased
learning platforms. As initial objectives, these learning platforms include a collection
of features to support instructors and learners in the learning process. However, some of these platforms continued to be based on an old instructor-centered learning model and created a collection of outdated technologies that, given the current need to a learner-center learning model and the existence of Web 2.0 technologies, become inadequate. As a solution to address and overcome these challenges, a friendly user interface and a correct root incorporation of Web 2.0 services a platform designed to focus the learning experience and environment personalization into the learner is needed to propose.
In an operating system (OS) context the graphic user interface (GUI) is guided by a collection of approaches that details how human beings should interact with computers. These are the key ideas to customize, install, and organize virtual desktops. The combination of desktop concepts into a learning platform can be an asset to reduce the learning curve necessary to know how to use the system and also to create a group of flexible learning services. However, due to limitations in hypertext transfer protocol-hypertext markup language (HTTP-HTML)
traditional solutions, to shift traditional technologies to a collection of rich Internet
application (RIA) technologies and personal learning environments (PLEs) concepts is needed, in order to construct a desktop-like learning platform. RIA technologies will allow the design of powerful Web solutions containing many of the characteristics of desktop-like applications.
Additionally, personal learning environments (PLEs) will help learners to manage learning
contents.
In this dissertation the personal learning environment box (PLEBOX) is presented. The PLEBOX platform is a customizable, desktop-like platform similar to the available operating systems, based on personal learning environments concepts and rich Internet applications technologies that provide a better learning environment for users. PLEBOX developers have a set of tools that allow the creation of learning and management modules that can be installed on the platform. These tools are management learning components and interfaces built as APIs, services, and objects of the software development kit (SDK). A group of prototype modules were build for evaluation of learning and management services, APIs, and SDKs. Furthermore, three case studies were created in order to evaluate and demonstrate the learning service usage in external environments. The PLEBOX deployment and corresponding features confirms that this platform can be seen as a very promising e-learning platform. Exhaustive experiments were driven with success and it is ready for use.A experiência de aprendizagem baseada em tecnologias evoluiu para o mundo virtual da
Internet, onde os alunos têm a possibilidade de mudar uma aprendizagem presencial em sala
de aula para uma aprendizagem baseada em ambientes virtuais de aprendizagem suportados
por tecnologias. O conceito de e-learning surgiu nos anos sessenta (1960) quando um grupo de
investigadores da Universidade de Standford, nos Estados Unidos, começaram a experimentar
diferentes formas de publicar e atribuir conteúdos de aprendizagem através do computador.
Estas experiências marcaram o começo que levou à criação de inúmeras plataformas de
aprendizagem, inicialmente construídas em ambientes isolados e depois migradas para a
Internet como plataformas de aprendizagem baseadas na Web. Como objectivos inicias, estas
plataformas de aprendizagem incluem um conjunto de recursos para apoiar professores e
alunos no processo de aprendizagem. No entanto, algumas destas plataformas continuam a
ser baseadas em velhos modelos de aprendizagem centrados no professor, criadas com base
em tecnologias ultrapassadas que, dadas as necessidades actuais de um modelo de
aprendizagem centrado no aluno e da existência de tecnologias baseadas na Web 2.0, se
tornaram inadequadas. Como abordagem para enfrentar e superar estes desafios propõem-se
uma plataforma focada na personalização do ambiente de aprendizagem do aluno, composta
por uma interface amigável e uma correcta incorporação de raiz de serviços da Web 2.0.
No contexto dos sistemas operativos (SOs) o graphic user interface (GUI) é desenhado tendo
em conta um conjunto de abordagens que detalha como as pessoas devem interagir com os
computadores. Estas são as ideias chave para personalizar, instalar e organizar áreas de
trabalho virtuais. A combinação do conceito desktop com uma plataforma de aprendizagem
pode ser um trunfo para reduzir a curva de aprendizagem necessária para saber como utilizar
o sistema e também para criar um grupo de serviços flexíveis de aprendizagem. No entanto,
devido as limitações em soluções tradicionais hypertext transfer protocol - hypertext markup
language (HTTP - HTML), é necessário migrar estas tecnologias para um grupo de tecnologias
rich Internet application (RIA) e conceitos presentes em ambientes personalizados de
aprendizagem (personal learning environment - PLE) para construir uma plataforma baseada
em ambientes de trabalho virtuais de aprendizagem. As tecnologias RIA irão permitir a
criação de soluções Web poderosas que contêm muitas das características disponíveis em
aplicações desktop. Adicionalmente, o conceitos de PLE irá ajudar os alunos a gerir os seus
próprios conteúdos de aprendizagem.
Nesta dissertação, com base nas características apresentadas anteriormente, é apresentada a
personal learning environment box (PLEBOX). A plataforma PLEBOX é uma solução de
aprendizagem parametrizável com um ambiente de trabalho semelhante aos sistemas operativos actuais, baseando-se em personal learning environments e tecnologias RIA que
fornecem um melhor ambiente de aprendizagem para os seus utilizadores. Os programadores
da PLEBOX têm ao seu dispor um conjunto de ferramentas que permitem a criação de
módulos de aprendizagem e administração que podem ser instalados na plataforma. Estas
ferramentas são componentes de aprendizagem e interfaces construídos como APIs, serviços e
objectos do software development kit (SDK). Foi construído um conjunto de módulos com o
objectivo de avaliar e demonstrar os serviços de aprendizagem, os serviços de gestão, APIs e
SDKs. Para além disso, foram criados três casos de estudo para avaliar e demonstrar a
utilização dos serviços de aprendizagem em ambientes externos. O desenvolvimento
efectuado até ao momento na PLEBOX e respectivos recursos confirma que esta plataforma
pode ser vista com uma promissora plataforma de aprendizagem (e-learning), totalmente
modular e adaptativa. Realizaram-se experiências exaustivas para testar a plataforma e estas
foram realizadas com sucesso num ambiente real, estando assim a plataforma pronta para
exploração real
Standardization of Learning Management Systems
The purpose of this study was to determine if sharable content object model, the aviation industry CBT committee, and extensible markup language standards are compatible as they pertain to the effective and productive use of a standards management systems for e-learning courses among systems
The UNFOLD Project. Understanding and using Learning Design
A booklet with 131 pages about the UNFOLD Project and IMS Learning DesignThe UNFOLD project was born in January 2004, to support the adoption of open eLearning standards catering for multiple learners and flexible pedagogies, our focus being IMS Learning Design (IMS LD).
We have provided access to resources through the site http://www.unfold-project.net, where you can find news, documents, information about events, links, ... while http://moodle.learningnetworks.org is the site for Learning Network for Learning Design-LN4LD (OUNL, 2004) housing more structured materials with (learning) activities and forums.UNFOLD Project. www.unfold-project.ne
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Mobile Learning: location, collaboration and scaffolding inquiry
Critiques of mobile learning pedagogy are concerned with whether such approaches are technology led. This chapter discusses how the particular features of mobile learning can be harnessed to provide new learning opportunities in relation to collaboration, inquiry and location-based learning. Technology supported inquiry learning is a situation rich with possibilities for collaboration. In particular, mobile learning offers new possibilities for scaffolding collaboration together with its other better-known features such as scaffolding the transfer between settings and making learning relevant by making use of the possibilities of location-based learning. These features are considered as part of mobile learning models, in particular mobile collaborative learning models
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