The present paper aims to highlight certain relevant and new features revealed by the research on assisted training. The motivation is given by the necessity to efficiently develop the educational resources by combining reusable learning objects, and also by the need to customize training in order to meet specific user options. The main objective is to design a flexible framework for assembling and reusing learning objects, which can be successfully applied in developing an educational platform for mathematics teaching.learning object, learning environment, e-Learning, learning architecture

Daniela Alexandra Crișan

Justina Lavinia Stănică

English

Research Papers in Economics

Framework For Flexible Reuse And Assembly Of Learning Objects – A Pilot Project 
 
FRAMEWORK FOR FLEXIBLE REUSE AND ASSEMBLY OF LEARNING 
OBJECTS – A PILOT PROJECT 
 
Justina Lavinia Stănică
1 
Daniela Alexandra Crișan
2 
 
Abstract 
The present paper aims to highlight certain  relevant and new features revealed by the 
research on assisted training. The motivation is given by the necessity to efficiently develop 
the educational resources by combining reusable learning objects, and also by the need to 
customize training in order to meet specific user options. The main objective is to design a 
flexible framework for assembling and reusing learning objects, which can be successfully 
applied in developing an educational platform for mathematics teaching. 
Keywords: learning object, learning environment, e-Learning, learning architecture 
1. Introduction 
Given the ongoing development of the e-Learning software, for both the educational and the 
commercial sectors, there are some concerns regarding the cost, quality, customization, and 
reuse of the training resources. 
The learning objects approach radically changes the development of the educational 
materials, especially with regard to the author's style and the pedagogical and narrative style 
of the course. The objects functionalities (related to their autonomy, independence, format, 
structure, etc.) radically change the characteristics of the conventional courses. However, this 
approach offers significant benefits for students, teachers and educational developers, 
especially in terms of reusing and updating the objects, and reducing the time of creating the 
resources. 
The advantages of the learning objects technology are clearly visible, their implementation 
having remarkable results for the economic efficiency, lowering the costs, reducing the risks, 
improving the quality of learning, and increasing the profits.  
The learning objects field is rather new, the term Learning Object being firstly proposed by 
Wayne Hodgins in 1994  [POLS03]. The concept has its origins in object-oriented 
programming and the influence of this theory is visible in the adoption of some specific 
models. 
The fundamental idea of this technology is based on the fact that, instead of creating new 
educational resources every time, teachers should use those existing in online repositories. 
This concept aims to facilitate the content interchange between teachers, courses or 
institutions. 
                                                   
1 Lecturer, PhD Candidate, School of Computer Science for Business Management, Romanian-American 
University 
2 Associate Professor, PhD, School of Computer Science for Business Management, Romanian-American 
University JOURNAL OF INFORMATION SYSTEMS & OPERATIONS MANAGEMENT, VOL.5.2.1–SPECIAL ISSUE 
 
The learning objects are elements of a new type of training software, which is based on the 
creation of components that can be reused in different contexts. In addition, objects are seen 
as digital entities delivered over the Internet, which means that a large number of users can 
simultaneously access and use them. Furthermore, the training systems implementing this 
technology can be easily updated, by incorporating new versions of the teaching resources. 
These are the significant differences between the learning objects technology and other 
technologies used in educational software development. 
2. Learning objects modeling  
The objectives of this research consisted in designing an original software solution that would 
exploit the benefits of the learning objects, and implementing it in the development of an 
innovative system for teaching mathematics. Such an architecture, based on reusable 
components, represents a viable option, since it will provide all the functionalities required by 
a training application.  
The success of a learning object approach depends on the design of the objects. The design 
requires, on one hand, an overall view to conceive the object as a component of a complex 
training situations (as part of a whole), and, on the other hand, a detailed vision to create the 
object as an independent, self-contained learning unit, which can be reused [POLS03]. 
The solutions chosen in the current implementation are as follows: 
Establishing the optimal granularity  
With the emergence of different types of learning objects, there was another concern about 
how the training requirements of a particular situation will affect the size or granularity of the 
components. The educational authors constantly comply with some certain specifications 
regarding the objects’ size and content. Although there is no optimal granularity, the 
unanimous opinion is that a reduced size will increase the potential for reuse [HODG02] and 
will facilitate an adaptive training. 
One of the solutions adopted here consisted in using components with different degrees of 
granularity. Thus, four categories of objects were defined: simple, elementary, web objects 
and lessons. The first three types have a low granularity and they can be used independently 
in different lessons. Their small size enables a flexible student-centered planning of training. 
Considering that the learning environment provides several alternatives for assembling the 
objects, the teacher can choose the appropriate manner of study. 
An electronic lesson is designed as an ordered collection of interrelated components; this 
requires setting a hierarchy of objects, based on a set of well-defined educational objectives, 
characteristic to the field of study. This idea led to the inclusion of simple objects as a special 
category of components; even though they have a low granularity and do not pursue a training 
objective, they are used to handle some field-specific concepts and to manage the subsequent 
interactions of elementary components. 
Providing a high level of abstraction  
The learning objects approach provides a new perspective on the creation of educational 
materials. The success of this technology consists in separating the content of the learning Framework For Flexible Reuse And Assembly Of Learning Objects – A Pilot Project 
 
resources from their use. Although pedagogical principles should underpin the objects design, 
they should not be linked to a specific training methodology. The optimum reusability and 
functionality of the learning components can be achieved only if they have a high level of 
abstraction [POLS03]. 
Starting from this idea, each elementary object is created from a template that implements its 
interface and controls its interactions with the other objects. The components interface is 
designed to standardize the interactions between different objects and forces them to comply 
with certain communication rules. 
public partial class EvalExpresii : System.Windows.Forms.UserControl, IDataObject 
{   
  // the Express-Evaluator class 
  public EvalExpresii crt; 
  private string expression, latExpression; 
  public LibrarieClase.Functie fct = new LibrarieClase.Functie(); 
    public EvalExpresii() 
     { 
    InitializeComponent(); 
     } 
  public bool GetDataPresent(string fmt) 
    { 
    if (fmt == "Math" || fmt == "Bitmap" || fmt == 
"EvalExprUC.EvalExpresii"  
        || fmt == "Latex" || fmt == DataFormats.Text)  
      return true; 
    else return false; 
    } 
  // ..................... 
} 
Basically, every elementary object is created as an instance of a class, depending on the 
author's options. 
private void platForma_DragDrop(object sender, System.Windows.Forms.DragEventArgs e) 
{ 
  // .....................   
  if (e.Data.GetDataPresent("MathTest.paleta.itemDrag") &&  
     e.Data.GetData(DataFormats.Text) == "pictBoxEvalExpUC") 
   { 
    // creates a new Express-Evaluator 
    EvalExprUC.EvalExpresii EEucNou = new EvalExprUC.EvalExpresii();  
    EEucNou.Location = new Point(e.X, e.Y - PanelPlatforma.Top - 20); 
    k = 1; 
    foreach (Control c in PanelPlatforma.Controls)   
      if (c is EvalExprUC.EvalExpresii) 
      { 
        string nume = c.Name;  
        nume = nume.Remove(0, 12); 
        k = Convert.ToInt32(nume);  
        k++; 
      } 
      EEucNou.Name = "EvalExpresii" + k;  // the name for the new 
Express-Evaluator 
      EEucNou.AllowDrop = true;  
      EEucNou.MouseDown += new 
MouseEventHandler(evalExpresii_MouseDown);  JOURNAL OF INFORMATION SYSTEMS & OPERATIONS MANAGEMENT, VOL.5.2.1–SPECIAL ISSUE 
 
      EEucNou.DragEnter += new 
DragEventHandler(evalExpresii_DragEnter);  
      EEucNou.DragDrop += new 
DragEventHandler(evalExpresii_DragDrop);  
      PanelPlatforma.Controls.Add(EEucNou);  // adds the object to 
the panel 
  } 
  // .....................   
} 
Abstraction ensures the objects independence of their use, enabling them to be coupled with 
other components in order to be used in different learning situations.  
Defining the coupling possibilities between objects and ensuring their independence  
Determining how the individual objects interact can present certain challenges, because if the 
interaction patterns are wrong, the possibility of reusing and decoupling components is also 
reduced. Designing the components interactions through a mediator object provides a solution 
to this problem. Thus, a component that must communicate with another one uses an 
intermediate object, which then handles the communication with the destination object. 
Consequently, the interrelated components work only with the mediator object, without 
having to know the structure and the implementation details of the other components they 
interact with. Briefly, the mediator facilitates the decoupling. In this manner, the learning 
objects can be easily reused in creating new lessons, since they have a high cohesion and a 
low coupling level. Their independence will eliminate certain problems that may occur if 
there are elements that are not intended to be used in a new learning context. 
 
Figure 1. Learning objects interactions 
 
The relations between the elementary components are meant to add pedagogical value to the 
learning process. The interactions among components were designed to illustrate certain 
mathematical concepts and the correlations between them. 
Function  Function [ ] 
Express-Evaluator 
 
Chart-Function 
 
Grid-Function 
 
Chart-Compare 
 
Grid-Compare 
 
TextLatex 
Tex-Equation 
 Framework For Flexible Reuse And Assembly Of Learning Objects – A Pilot Project 
 
Using compound objects and minimizing the dependence of the educational content on its 
objects  
Still, using abstract, self-contained, independent learning objects cannot generate an 
appropriate learning framework. Starting from this idea, one of the solutions was to create 
compound objects. The main advantages are: 
•  they bring more pedagogical value, which is not possible through simple objects; 
•  they support the reusability idea, because each elementary object can be reused 
independently. 
In our implementation, the lesson type objects, of larger size, are compound objects that were 
introduced with the purpose of providing the learning context. Combining independent 
objects in order to create a lesson, is the most important step, because the pedagogical aspect 
is determined by the assembly process. 
Creating a lesson from independent objects provides an easy way of updating it. Basically, for 
each lesson, only the references of the objects are kept, they being stored separately. This 
aspect allows the removing, the adding or the changing of the content without affecting the 
remaining one. 
Compound objects offer multiple options for the presentation of the learning content. Thus, 
the teacher may have a compound learning object (a lesson), but he can also reconfigure it by 
removing or adding new components. 
All in all, this approach becomes a cornerstone for the development of adaptive compound 
learning objects that can offer complete training experience. Eventually the teacher will 
choose the best form of training, the manner of combining objects or the interactions between 
them. 
3. The set of learning objects for mathematics  
First, the set of learning components, their properties and coupling possibilities were defined. 
This aspect was followed by the development of a platform for managing and using these 
components, while creating an online training system for mathematics. 
The learning objects diversity is specific to the field of study and intends to ensure the 
functionalities of a learning environment for teaching mathematics. Therefore, the following 
types of objects have been defined: 
1. Simple objects – these are basic objects with low granularity, that don’t have a training 
purpose, being used to manage the interaction possibilities of the elementary objects. 
•  Function  –  an object specific to mathematics, which allows the handling of one-
variable functions, using their analytical expressions. 
•  TextLatex – this component is defined in order to ensure the conversion of other 
objects in textual Latex format, which can then be stored, equationally displayed or 
interpreted by other components. 
2. Elementary objects – they implement various mathematical concepts; they include one or 
more simple objects and their behavior is determined by the coupling possibilities:  JOURNAL OF INFORMATION SYSTEMS & OPERATIONS MANAGEMENT, VOL.5.2.1–SPECIAL ISSUE 
 
•  Express-Evaluator  –  it is an object that carries out the validation, analysis and 
evaluation of complex mathematical expressions, being used for handling real-valued 
functions that are implemented through one or more analytical forms. 
•  Grid-Function and Grid-Compare – these are two similar controls that calculate the 
values of one or more functions in their domain of definition. The difference between 
them is the fact that the Grid-Function object operates with a single mathematical 
function, while Grid-Compare can handle more functions.  
•  Chart-Function – it is used for the graphical representation of a function and the 
illustration of some related mathematical concepts, such as: derivative at a point, 
definite integral, asymptotes of a function. 
•  Chart-Compare  –  it draws a comparative graphical representation of several 
mathematical functions. The functions are taken from a Grid-Compare component or 
they can be added as a result of the repeated interactions with Express-Evaluator, 
Grid-Function or Chart-Function object types.  
•  Tex-Equation – it is used to edit mathematical formulas and to visually translate them 
in an equational format. Thus, the mathematical formulas are given in a textual 
format, using a scripting language, which is then interpreted and displayed by the 
editor. In addition to the editing features, this type of object can be used to view the 
mathematical functions associated with other components.  
The mathematical functions on which the elementary components operate are implemented 
through one or more simple objects of type Function. 
3. Web objects – these are objects that partially pursue an assessment or learning objective, 
being used by the online training system: 
•  MC-Question – multiple choice question – it is used to generate assessment and self-
assessment tests; is consists of a question, a correct answer and several alternative 
answers;  
•  Problem – it is designed to meet the need for practice and reinforcing concepts; each 
exercise can have a solution divided into steps.  
4.  Lesson objects  –  these are complex objects created through the assembling of several 
elementary components or web objects. They may be viewed in a browser and eventually 
saved as a web document. 
The software allows both the decomposition of the objects into elementary components and 
their recomposition. This approach offers the possibility to develop a student-centered 
educational software that would allow authoring new learning objects and combining them in 
a dynamic manner. 
4. Conclusion  
A multitude of e-Learning solutions on a larger or a smaller scale have been continuously 
developed through the years. Most of the existing learning systems have all the components 
preprogrammed, making them to produce a deterministic behavior, with limited and rigid 
feedback and explanations.  
In this context, generally speaking, learning object technology offers another perspective on 
education, particularly on the educational software development, because of its potential of Framework For Flexible Reuse And Assembly Of Learning Objects – A Pilot Project 
 
reusing and customizing the educational resources, but also for the business environment as 
an add-on service for virtual business incubators [JOIT10]. 
Starting with this idea, the present research aimed to emphasize the advantages of 
implementing the reusable learning object technology in the educational software 
development. For this, an originally training system for mathematics have been developed, 
which provides an effective tool that allows teachers to author and to customize lessons by 
easily configuring and combining the learning objects. 
 Bibliography 
[FRAN08] Francis D.E., Murphy E. Instructional designers' conceptualisations of learning 
objects. Australasian Journal of Educational Technology, vol. 24(5), pp. 475-486, 2008, ISSN 
1449-5554, ISSN 1449-3098, [http://www.ascilite.org.au/ajet/ajet24/francis.html] 
[HODG02] Hodgins W., The Future of Learning Objects, ECI Conference on e-Technologies 
in Engineering Education: Learning Outcomes Providing Future Possibilities, Aug 2002, 
Davos, Switzerland, Lohmann J.R. & Corradini M.L. Eds, vol. P1, article 11, pp. 75-82, 2002, 
[http://services.bepress.com/cgi/viewcontent.cgi?article=1012&context=eci/etechnologies] 
[JOIT10] Jo i ța A .C., C ărut așu G . an d  Bo te zatu C.P., Technology And Business Incubator 
Centers - Adding Support To Small And Medium Enterprises In The Information Society, 13-
14 May 2010, 17th International Economic Conference The Economic World Destiny: Crisis 
and Globalization?, pp. 107-115. ISBN 978-973-739-987-8 
[POLS03] Polsani P.R., Use and Abuse of Reusable Learning Objects, Journal of Digital 
Information, vol. 3(4), article 164, pg. 10, ISSN: 1368-7506, 2003, 
[http://journals.tdl.org/jodi/article/view/89/88] 
[SMEU08] Smeureanu  I.,  Dârdală  M.,  Reveiu  A. Component Based Framework for 
Authoring and Multimedia Training in Mathematics. Proceedings of World Academy of 
Science, Engineering and Technology, vol. 29, pp. 230-234, 2008, ISSN 1307-6884 
 JOURNAL OF INFORMATION SYSTEMS & OPERATIONS MANAGEMENT, VOL.5.2.1–SPECIAL ISSUE 
 
 

Component Based Framework for Authoring and Multimedia Training in Mathematics.

Instructional designers' conceptualisations of learning objects.

ța A .C., C ărut așu G . an d Bo te zatu C.P., Technology And Business Incubator Centers - Adding Support To Small And Medium Enterprises

The Future of Learning Objects, ECI Conference on e-Technologies in Engineering Education: Learning Outcomes Providing Future Possibilities,

Use and Abuse of Reusable Learning Objects,

FRAMEWORK FOR FLEXIBLE REUSE AND ASSEMBLY OF LEARNING OBJECTS – A PILOT PROJECT

http://www.rebe.rau.ro/RePEc/rau/jisomg/WI11-2/JISOM-WI11-2-A6.pdf

FRAMEWORK FOR FLEXIBLE REUSE AND ASSEMBLY OF LEARNING OBJECTS – A PILOT PROJECT

Abstract

Similar works

Full text

Available Versions

Research Papers in Economics