We discuss two European projects: eDILEMA, which ended in September 2003 and REPLIKA, which started in October 2003. The primary focus of both projects is e-learning objects. eDILEMA, led by colleagues at Hradec Kralove in the Czech Republic, focused on developing a multi-lingual repository for reusable learning objects, and included initial work on a pattern language to capture good practice in the design and use of learning objects. REPLIKA, led by Trans HEurope, starts with a repository, and focuses on the development of content, particularly in the areas of multimedia and entrepreneurship. We will explore possible HCI learning objects that might be included, such as model or interface simulations, case studies or process models. The project will also explore the use of patterns as a way of capturing our knowledge of successful examples of learning objects in HCI and other areas

Finlay, J

English

Leeds Beckett Repository 

CONTEXT-NEUTRAL E-LEARNING OBJECTS:  
A TALE OF TWO PROJECTS 
Janet Finlay 
  
  
  
  
   
   
 
  
 Interactive Systems 
Technology Research Group 
School of Computing  
Leeds Metropolitan University 
The Grange, Beckett Park 
Leeds, LS16 5JZ 
j.finlay@leedsmet.ac.uk 
   
  
  
  
  
   
   
 
 
ABSTRACT 
We discuss two European projects: eDILEMA, which 
ended in September 2003 and REPLIKA, which started in 
October 2003.  The primary focus of both projects is e-
learning objects. eDILEMA, led by colleagues at Hradec 
Kralove in the Czech Republic, focused on developing a 
multi-lingual repository for reusable learning objects, and 
included initial work on a pattern language to capture good 
practice in the design and use of learning objects.  
REPLIKA, led by Trans HEurope, starts with a repository, 
and focuses on the development of content, particularly in 
the areas of multimedia and entrepreneurship. We will 
explore possible HCI learning objects that might be 
included, such as model or interface simulations, case 
studies or process models. The project will also explore the 
use of patterns as a way of capturing our knowledge of 
successful examples of learning objects in HCI and other 
areas. 
Keywords 
e-learning, learning objects, context-neutral, patterns. 
1. INTRODUCTION 
In this paper we review two European projects for which 
the primary focus is reusable learning objects. eDILEMA 
was led by colleagues at Hradec Kralove in the Czech 
Republic and focused on developing a multi-lingual 
repository for reusable learning objects. It included initial 
work on a pattern language to capture good practice in the 
design and use of learning objects.  
REPLIKA is led by Trans HEurope and starts with a 
repository. Its focus is the development of content, 
particularly in the areas of multimedia and 
entrepreneurship.  
We will summarise each project, outlining the work 
achieved so far, and discuss the contribution this might 
make to HCI education.  
We begin by presenting our view of learning objects and 
their benefits and challenges. 
2. LEARNING OBJECTS 
A learning object is a reusable learning resource that can 
be used to support learning in a range of contexts and 
environments. Ideally it should be context-neutral and be 
able to be integrated with other learning resources with 
flexibility and variety. The learning object comprises the 
component of learning materials together with meta-data 
that expands on its potential use.  
Learning objects provide a mechanism for reusing material 
within education, while still enabling the educator to 
develop customized and individual learning experiences 
suitable to the particular context of their students. 
Lui and Ginther [6] identified four classes of learning 
object, a categorization that is useful when we come to 
explore the use of patterns to support learning object use. 
Learning objects can be 
• Theory-based, providing conceptual and factual 
material that require the learner to read, listen or watch 
(Figure 1);  
• Application-based, which require the learner to 
respond with some reasoned action (Figure 2); 
• Cooperative, which require learners to work together 
(Figure 3); 
• Individualised, which are customised to particular 
learning needs (Figure 4). 
Learning objects offer both to reduce the workload on 
teaching staff and to ensure that good quality teaching 
materials are widely utilised. The learning object approach 
provides flexibility and retains autonomy for staff, who are 
 still able to develop individual courses but using common 
components.  
 
Figure 1: Theory-based learning resources 
 
 
Figure 2: Application-based learning resources 
 
 
Figure 3: Cooperative learning resources 
 
However, it also introduces a new problem: how to select 
appropriate learning objects for a particular context or use. 
Meta-data describing each learning object is helpful in 
clarifying the potential role of specific individual objects 
but does not provide support at a higher level for educators 
to decide what type of learning object they should be 
looking for, or indeed for educators designing their own 
learning objects. 
 
Figure 4: Individualised learning resources 
In addition, context-neutral learning objects, though an 
intuitively useful concept in principle, are notoriously 
difficult to produce in practice. To be genuinely context-
neutral a learning object should be platform and language 
independent, as well as course and (potentially) level  
independent. Obviously learning objects vary in how 
effectively they achieve this aim.  
The two projects outlined in this paper focus on these 
issues. eDILEMA, which is now complete, looked in 
particular at the use of learning objects by educators. 
REPLIKA, which is just starting, will focus more on their 
generation and the issues surrounding that. 
3. A TALE OF TWO PROJECTS 
3.1 eDILEMA 
The eDILEMA project was funded by the EU under the 
SOCRATES-MINERVA programme (Project No 90683-
CP-1-2001-MINERVA) [4]. Led by University of Hradec 
Kralove in the Czech Republic, the project consortium 
included colleagues from the Institute of Public 
Administration, Dublin, the Czecho-Moravian Society for 
Automation, Prague, the EMWAC Group, Hradec Králové, 
and the University of Economics, Bratislava, Slovak 
Republic, as well as Leeds Metropolitan University. 
The aim of the project was to explore ways of supporting 
educators in their use of electronic learning resources, 
through the development of a multi-lingual learning object 
repository (DILLEO [7]) and guidelines for educators in 
using learning objects. Given the range of potential 
learning objects and their uses, we decided to use patterns 
[1] to capture best practice in using and designing learning 
objects. Although the project is complete, the development 
of the pattern language is still ongoing [5]. 
The aim was to capture patterns that would support 
educators in making decisions about the choice and use of 
learning objects in the eDILEMA repository.  
When constructing e-learning courses through the design 
and use of learning objects, educators need to consider a 
number of key questions: 
  What type of learning object is appropriate? Possible 
examples include virtual lectures, simulation, tests etc. 
This relates to the learning object types discussed 
earlier. 
 How can learning objects be combined to create a 
learning environment? This includes issues of course 
design and management. 
 How should a learning object be designed? This 
includes questions of appropriate media, layout, 
navigation and user support. 
A pattern language can provide the educator with access to 
design knowledge in these areas. In order to address these 
requirements, a pattern language was constructed covering 
a range of information levels, from high-level patterns 
addressing pedagogical issues to patterns on course design, 
content structure and interface features (see structure in 
Table 1). The pattern language was not been developed 
from scratch but was constructed from existing patterns 
and research studies on good practice [2,3,8,9,10]. Patterns 
were collected, adapted and reformatted to provide a 
coherent collection, with new patterns being added where 
necessary. Currently patterns are organised by learning 
activities, course design, content structure, course 
management, layout, actions and user support. Like all 
pattern languages it is subject to revision through use and 
the discovery of new patterns: the aim is not to provide a 
rigid set of guidelines but a living repository of knowledge 
about good practice in e-learning. Ongoing post-project 
work focuses on evaluating the language in use and 
revising it accordingly. 
An unusual aspect of the use of patterns in this area is the 
requirement for the pattern language to be used, without 
facilitation, with non-experts in design. In most cases 
(including Alexander’s although he does provide advice 
for people using his published language on their own), 
pattern languages are used by designers, or with facilitators 
to support users. In this case the educator is liable to be 
working independently. The pattern language therefore has 
to be clear and the method for using it explained. The 
language therefore needs to be supported by tools to 
support use, such as maps, usage guidelines and examples. 
Project partners were asked to feedback on the patterns in 
the language and contribute to the pattern language by 
writing and submitting patterns. The intention was that the 
pattern language would belong to the community and 
evolve through use. Evaluation is ongoing, but initial 
feedback through project meetings has been positive. The 
next phase of evaluation is for the pattern language to be 
used by the partner educators as a support for using the 
learning object repository. As has been noted, a key 
challenge in this process will be supporting users to make 
use of the pattern language independently without 
facilitation by a designer. Evaluation therefore also focuses 
on the usability of the language. It is hoped that the pattern 
language will develop in and through the REPLIKA 
project now that the eDILEMA project is complete. 
 
Learning Activities  Layout 
Intelligent reuse of existing 
practice 
Page layout 
Active student Using tables to display information 
Explorative learning Using graphics 
Collaborative learning Using colour 
Assessment Overview beside detail 
Course Design Small group of related things 
Learner characteristics Visual symbols 
Set the Stage Content structure 
Map of navigable spaces Navigable spaces 
Bring the show to an end Links to other resources 
Interactive information display Repeated framework 
Displaying page content Contextual menu 
Chunking & rewriting content Control panel 
New knowledge with old Go back one step 
Progress indicator Continue to next step 
Homepage Go back to a safe place 
Course Management Actions 
Course evaluation Gaining information from the user 
User Support Searching for information in a site 
Help the user Choice from a large set 
Accessibility Choice from a small set 
Language considerations Feedback confirmation 
 Enter information 
Table 1: eDILEMA Pattern Language Structure 
(constructed by Elizabeth Allgar) 
 
3.2 REPLIKA 
The REPLIKA project started in October 2003. It is funded 
under the EU Leonardo programme (project number 
UK/03/B/F/PP-162_053) and is led by Trans HEurope, 
based at the University of Huddersfield. The consortium 
includes four Yorkshire HE institutions (Leeds 
Metropolitan University, University of Hull, Doncaster 
College and University of Huddersfield) as well as the 
Technical University of Liberec (Cz), Odense Technical 
College (Dk), Fundacion Universidad Empresa Region de 
Murcia (Es) and employer organisations (Charlesworth and 
Engineering Employers Federation). 
The project is unrelated to eDILEMA but essentially 
follows on from the work done there: starting with a 
repository for learning objects, the project aims to develop 
reusable content and explore the issues associated with 
this. In particular, context-neutral learning objects will be 
developed in the areas of multimedia and entrepreneurship. 
 REPLIKA provides two opportunities that are of particular 
relevance to HCI educators. First it provides an opportunity 
to develop and progress the learning object pattern 
language to a point where it is usable by other educators 
and developers. Our aim at Leeds Met. is to extend and 
evolve the language through our experience on REPLIKA. 
The second opportunity is in the development of learning 
objects directly usable within HCI teaching. Clearly a 
multimedia remit makes the development of learning 
objects relevant to interface design and evaluation very 
pertinent. Our role will be to develop learning objects. 
Possible examples might be graphical simulations of 
dialogue and task processes, interface walkthroughs, 
design case studies but it is unclear what the nature of such 
objects might be. We are currently consulting on learning 
objects that we might usefully develop and hope that the 
workshop will provide an opportunity to discuss the 
possibilities.  
The challenge is to identify learning objects that are 
sufficiently generic to be reusable across a range of courses 
and which can be developed to be context neutral, that are 
also relevant to the community and to industry needs. 
4. SUMMARY 
This paper highlights two European projects in which the 
author is involved, both of which focus on learning objects. 
One outcome of the first was the construction of an initial 
pattern language aimed at supporting the use and 
development of learning objects by educators. This work is 
ongoing in the second project, which is particularly 
concerned with developing learning object content. 
It is hoped that highlighting both projects and identifying 
the need for HCI learning objects will open debate as to the 
nature of such objects. Colleagues interested in being 
involved in testing either pattern language and learning 
objects are invited to contact the author. 
5. REFERENCES  
[1] Alexander, C., Ishikawa, S. and Silverstein, M. (1977) 
A Pattern Language: Towns, Buildings, Construction. 
Oxford, Oxford University Press. 
[2] Bergin, J. (2002) A Pattern Language for Course 
Development in Computer Science, Pace University.  
http://csis.pace.edu/~bergin/patterns/coursepatternlang
uage.html Last accessed: 12/3/04 
[3] Coram, T. and Lee, J. (1996) Experiences -- A Pattern 
Language for User Interface Design. 
http://www.maplefish.com/todd/papers/experiences/Ex
periences.html Last accessed: 12/3/04 
[4] eDILEMA project (2003) e-dilema.uhk.cz/default.asp  
Last accessed: 12/3/04 
[5] Finlay, J. and Allgar, E. (2003) Reusing Good Practice 
in Education: A Pattern Language to Support the Use 
of Learning Objects. In Dynybyl (ed.) Developments 
in E-Learning 2003 (DEL-03), Prague, pp. 55-66. 
[6] Lui, Y. and Ginther, D. (1999) Cognitive Styles and 
Distance Education. Online Journal of Distance 
Learning Administration 2 (3). 
[7] Mikulecký, S. (2003) Dilleo: Digital Library of 
Learning Objects. In Dynybyl (ed.) Developments in 
E-Learning 2003 (DEL-03), Prague, pp70-82. 
[8] Plowman, K. (2001) A pattern language for travel 
website design. MSc Dissertation, School of 
Computing and Management Sciences,Sheffield 
Hallam University, UK 
[9] Tidwell, J. (1999) Common Ground: A Pattern 
Language for Human-Computer Interface Design 
http://www.mit.edu/~jtidwell/common_ground.html 
Last accessed: 12/3/04 
[10] Welie, M. v., Veer, G. C. v. d. and Eliëns, A. (2000) 
Patterns as Tools for User Interface Design. In: 
International Workshop on Tools for Working with 
Guidelines, 7-8 October, Biarritz, France, pp.313-324
 


A Pattern Language for Course Development in

A pattern language for travel website design. MSc Dissertation,

A Pattern Language: Towns, Buildings, Construction.

Cognitive Styles and Distance Education.

Common Ground: A Pattern Language for Human-Computer Interface Design http://www.mit.edu/~jtidwell/common_ground.html Last accessed:

Dilleo: Digital Library of Learning Objects.

eDILEMA project (2003) e-dilema.uhk.cz/default.asp Last accessed:

Experiences -- A Pattern Language for User Interface Design. http://www.maplefish.com/todd/papers/experiences/Ex periences.html Last accessed:

Patterns as Tools for User Interface Design. In:

Reusing Good Practice in Education: A Pattern Language to Support the Use of Learning Objects.

Context-Neutral E-Learning Objects: a tale of Two Projects

Context-Neutral E-Learning Objects: a tale of Two Projects

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