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Draft Standard for Learning Object Metadata
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Abstract:Permission is hereby granted for IEEE Standards Committee participants to reproduce this document for purposes of IEEE standardization activities only. Prior to submitting this document to another standard development organization for standardization activities, permission must first be obtained from the Manager, Standards Licensing and Contracts, IEEE Standards Activities Department. Other entities seeking permission to reproduce portions of this document must obtain the appropriate license from the Manager, Standards Licensing and Contracts, IEEE Standards Activities Department. The IEEE is the sole entity that may authorize the use of IEEE owned trademarks, certification marks, or other designations that may indicate compliance with the materials contained herein.
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参考文献
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Managing metadata in open learning repositories and P2P networks
2005
摘要
“Now, miraculously, we have the Web. For the documents in our lives, everything is simple and smooth. But for data, we are still pre-Web.” (Tim Berners-Lee, Business Model for the Semantic Web) The successful use and re-use, search, and operation of data, depends on the effective definition, use and management of metadata. The first part of this thesis considers the issues related to learning metadata, which are the nuts and bolts of any application in the field of e-learning. More precisely we investigate learning metadata issues in the context of a “local” open learning repository (OLR for short). Thereby, we stress the pedagogical background in handling metadata, discussing metadata standards, and structuring learning materials. We demonstrate, inter alia, the lack of addressing learning processes and instructional theories in the learning object metadata standard (LOM). Then, we propose an extension of LOM based on the introduction of an abstraction layer and the notion of instructional roles. We also structure several courses based on different instructional models. Our open learning repositories can be considered as a framework and a testbed where metadata modeling languages, learning metadata standards, and metadata management are presented and discussed within an interdisciplinary team. In the second part, we generalize the learning metadata issues, particularly metadata management, to issues related to the broadly used metadata that annotate any resource on the Web. We also expand the metadata management from the local environment of open learning repositories to the distributed environment of peerto-peer networks. The open learning repositories play then the role of special peers, themetadata providers , in the P2P network. Unfortunately, although quite a few database techniques can be re-used in the P2P context, P2P metadata management infrastructures pose additional challenges caused by the open and dynamic nature of these networks. The main task here is to enable an efficient dynamic distributed query processing. For this purpose, we briefly present our super-peer based topology and schema-aware distributed routing indices extended with suitable statistics. Then, we show how these indices facilitate the distribution and dynamic expansion of query plans. After that, we propose a set of transformation rules to optimize query plans and discuss different optimization strategies in detail. In addition to the optimization of complex distributed query processing, we also investigate semantic caching strategies for P2P networks, in order to optimize the query response time and reduce the network load.
UNDERSTANDING COMPLEX DATASETS: DATA MINING WITH MATRIX DECOMPOSITIONS
2006
摘要
with the most likely topic assignments FIGURE 4.4 (SEE COLOR INSERT FOLLOWING PAGE 130.): The analysis of a document from Science. Document similarity was computed using Eq. (4.4); topic words were computed using Eq. (4.3). © 2009 by Taylor and Francis Group, LLC
Can Service-Orientation Make E-Learning Standards Obsolete?
2006
摘要
the development of numerous specifications. This situation provides opportunities to reuse content (in the form of learning objects), but at the same time faces many drawbacks. Main standardization efforts address the annotation of metadata, content aggregation, educational modeling languages, the definition of interfaces for platforms and runtime systems to execute learning objects. Each of the fields comprises several competing activities that are generally not compatible to each other. Above all, efforts like SCORM (Sharable Content Object Reference Model) combine several of the standards and specifications into more complex ones. It goes without saying that this situation does not support the reuse of content well, since platform and content developers cannot rely on a single approach. On the other hand, the reuse of learning objects in the form of content packages can only work well if both platforms and learning objects implement the same standards; yet otherwise it will not be possible. In this paper we discuss typical problems of common e-learning standards and present a service-oriented approach to deliver major functionalities of e-learning platforms and content. The approach is based on the emerging paradigm of Web services, which can be plugged together to build platforms that solve many of the compatibility problems. Web services use well accepted protocols to communicate and can handle the entire functionality of an e-learning platform. It turns out that the consistent implementation of e-learning functionalities based on Web services can indeed make several e-learning standards obsolete. Providers and consumers of the services essentially have to implement the common Web services standards that are already adopted widely in the field of software engineering. The use of Web services at the same time offers the possibility to reuse e-learning functionality on the Web, a feature also currently not supported by monolithic e-learning platforms.
Text analysis module of a System for Automatic eXtraction of lEarning object Features (SAXEF)
2006
摘要
on-line courses are often created by using existing learning objects found on the net. However, those learning objects cannot easily be reused for the creation of a new didactic work because they are usually proposed without information on their aims and the typology of users which they are destined to. Moreover, the contents are not clearly synthesized so that the reading of the whole object is often necessary to understand its relevance to the new course. To facilitate this task, we have created a system called SAXEF (System for Automatic eXtraction of lEearning object Features) which allows to automatically extract the basic indicators of any learning object (a sort of DNA) found in Internet. It provides a valuable help to a teacher who is in the process of creating a new on-line course because he/she can easily choose the most appropriate learning objects from the net just by looking at their basic indicators. SAXEF presents a modular structure and we have already developed some modules and are in the process of implementing the rest of the system. This paper presents the main architecture of SAXEF and the details of the text analysis module for extracting main and secondary topics of a learning object.
Meta-Level Category ‚Role' in Metadata Standards for Learning: Instructional Roles and Instructional Qualities of Learning Objects
2002
摘要
meta-level category 'role' is originated in the field of semantics. Integrating the concept of roles to object oriented modelling as well as to the meta-model of the Standard for Learning Objects Metadata (LOM) can solve the problem of annotating different epistemologies, paradigms, theories, and instructional principles in learning and instructional design. In order to reuse and exchange learning objects we need information about these learning objects. The LOM draft standard defines a set of more than 70 attributes, which specify learning objects (titel, author, subject e.g.). However, even though the LOM draft includes a category educational, no information is included in the standard to specify the instructional quality of a learning object, nor to specify which instructional roles are filled by a learning object within a learning process. In this paper, we show how to include this important instructional information using the concept of instructional roles in a way, which is extensible and flexible enough to specify criteria prescribed by different instructional theories.
Interoperability Gap Challenges for Learning Object Repositories & Learning Management Systems
2007
摘要
iv List of Tables viii List of Figures ix
Creating reusable and interoperable learning objects for developing an e‐learning system that supports remediation learning strategy
Comput. Appl. Eng. Educ.
2014
摘要
e‐Learning is getting more important in education to provide new or enhanced services. Learning objects created according to e‐learning standards such as Sharable Content Object Reference Model (SCORM) play a major role in order to produce quality contents for e‐learning. A virtual learning environment (VLE) is normally used to support e‐learning by providing online courses and other learning activities. Moodle is one of the most widely used VLEs. However, Moodle still does not support the SCORM 2004 Sequencing and Navigation. This article proposes a new technique to create an e‐tutorial module, one of the main services in e‐learning that supports a certain level of SCORM 2004 Sequencing and Navigation on Moodle version 1.9.2+. This helps to provide learning with more control on the learning sequences and hence supports remediation learning strategy. Besides, study shows that courses built with learning objects complying with the SCORM 2004 standards are interoperable. © 2011 Wiley Periodicals, Inc. Comput Appl Eng Educ 22:329–339, 2014; View this article online at wileyonlinelibrary.com/journal/cae; DOI 10.1002/cae.20558
eAssessment: Trends in content reuse and standardization
2007 37th Annual Frontiers In Education Conference - Global Engineering: Knowledge Without Borders, Opportunities Without Passports
2007
摘要
eAssessment saves human work by automating presentation and marking, but also enables new forms of testing of interest for engineering education. Authoring reliable, high quality assessment content is a difficult and costly task. Public content repositories populated with stand-alone items of assessment content enable authors and teachers to set up an exam by selection and ordering, with little additional effort. Reusable, shareable assessment objects require conformance to standards of packaging and transportability. After revising eAssessment tools and content creation standards, this article identifies some popular learning platforms, authoring tools and public repositories, and verifies their standards compliance. Most popular learning platforms support packaging standards, but not assessment content transportability. Though some outstanding examples exist, there is a need for more public objects repositories and a deeper engagement in standards compliance. Government agencies and educational organizations have a role to play as the most powerful driving forces towards standards adoption for reusable content creation and sharing. Research in tools to aid education practitioners will be always valued, and can be carried on with rough consensus and small funding.
Avaliação do perfil do aluno baseado em interações contextualizadas para adaptação de cenários de aprendizagem
2008
摘要
ZAINA, L. A. M. Evaluation of Learner Profile Based on Contextual Interactions to Adaptation of Learning Scenarios. 2008.172 p. Thesis (Doctoral) Escola Politecnica da Universidade de Sao Paulo, Sao Paulo, 2008. The identification of characteristics of a given student that are important during the teachinglearning process has been the focus of numerous studies in recent years. Teachers, coordinators and pedagogues have defended the notion that each individual presents particular and important characteristics in the developing knowledge process. The need to adapt teaching strategies to the student’s preferences is a reality in classrooms, being physical or virtual classrooms. However, this does not mean that a method should be created for each student in a classroom, but that the best form of interaction for each of them be identified, building groups of learners with common characteristics. Working in this way makes it possible to identify learner profiles within a group of students, allowing one to work with learning contents and environments more suited to the learners. The objective of this work is to present the architecture of a system that allows for the creation of learning scenarios based on the studen profile. The teacher should point out the features which may be observed during the student interaction in a given e-elearning environment. These features are designed as context information, allowing defined observation points to be organized and modeled for facilitating the monitoring of interactions. The student classification in a given learning profile type, defined previously by the teacher, is realized considering information about the context of interaction and the learning profile types. For the learning environment to build the learning scenarios according to the student profile, this work proposes to create a relationship between the learning profile types and the teaching strategies through the description of learning objects categories.
A Framework for the Multi-modal Description of Learning Objects
Dublin Core Conference
2001
摘要
World-wide large repositories of learning material are created with the dual goals of global access for the learner and of re-use of material by the teacher. Content description standards have been defined which make it possible to locate appropriate material. This paper looks into complementing these standards by extending the possibilities of describing the actual content of the learning material and by extending the use of these descriptions beyond the normal search-and-retrieve tasks. A framework for the multi-modal description of learning material is suggested. The framework aims at providing multiple content description mechanisms and suggests the design of an information system to perform this content description. The content description mechanisms are text-based, that is keywords, freeform text, FSCL description, and audio-based. The system design addresses issues like ownership, public and private access rights for description and the subsequent retrieval.
Wissenswerkstatt Rechensysteme: Skalierbare multimediale Lehr- und Lernsoftware für die Hochschulausbildung
GI Jahrestagung
2001
摘要
Within the project „Wissenswerkstatt Rechensysteme“ a modular teaching and learning system for computer architecture on the basis of an innovative, multidimensional modell is developed by twelve german universities. The main goal ist to provide a large number of finegrained teaching and learning modules, which may be combined regarding a specific goal. The modules may be scaled in three dimensions. First, in intensity, that means as module for basic, advanced and expert users. Second, in target group, that means with special elements for teachers and learners. And third, output is produced for several media types. This flexibility is achieved by the use of the Extensible Markup Language (XML).
Towards Integration of Learning Objects Metadata and Learner Profiles Design: Lessons Learnt from GESTALT
Interact. Learn. Environ.
2001
摘要
Within the context of learning technology environments, there is much effort on one hand, at defining metadata for educational content, and on the other, at specifying learner user profiles. However, less attention has been paid to the understanding of the relationship between these two areas of research, in terms of semantic and structural correlations. Based on an implementation of learning object metadata and learner profiles in a learning technology system undertaken in the Getting Education Systems Talking Across Leading Edge Technologies (GESTALT) project, this paper argues that the definition of a metadata schema and a User Profile should be a joint effort due to the complementary nature of these two descriptions in regard to the critical functions of the educational process.
Metadata Representation of Real-World Objects for Architectural Education
2009 Ninth IEEE International Conference on Advanced Learning Technologies
2009
摘要
Within the MACE project, we support simple access to and retrieval of digital learning resources in exploratory architectural education. In order to facilitate the improved access, we introduce a digital representation of real world objects through an extension of the LOM based MACE application profile, named entity recognition and the combination of various databases. Automatically grouping learning resources, we add additional metadata otherwise not available and thus improve retrieval of suitable learning resources. Our first results clearly indicate the suitability of our approach.
An example of generating Internet-based course material
ITI 2000. Proceedings of the 22nd International Conference on Information Technology Interfaces (Cat. No.00EX411)
2000
摘要
With universities being at the same time research and educational institutions, one would expect that the WWW, which started as an exchange medium for scientific documents, would quickly find its application in higher education. Although many different concepts for building Web-supported courses have been developed, none has established itself as the dominating standard. We have developed a "lightweight" platform for Internet-supported education and have implemented courses on neural networks and evolutionary algorithms. The platform consists of site-management software and the corresponding content and configuration data. The content encompasses on-line textbooks, with interactive components and simulations.
Courseware Authoring Tool for Achieving Interoperability among Various E-Learning Specifications Based on Web 2.0 Technologies
2007 International Conference on Parallel Processing Workshops (ICPPW 2007)
2007
摘要
With the trend of the Internet applications, e- learning has shown its significance along with various learning activities in more convenient ways. Followed by this tendency, many well-known e-learning specifications were proposed to regulate those digitalized learning activities in a standardized manner. However, with respect to the interoperability among various e-learning specifications nowadays, some of them were designed to support particular domains. And this will lead to the result of poor shareability of existing learning resources. On the other hand, the courseware authoring could be considered as the fundamental process while realizing an e-learning environment. As a result, the applicable scope and the user-friendliness should be taken into account for supporting efficient learning contents development. In this paper, we will like to propose a courseware authoring tool to achieve the interpretability among different e-learning specifications based on Web 2.0 technologies in an efficient way.
Integration of digital rights management into learning content management system
International Conference on Information Technology: Coding and Computing (ITCC'05) - Volume II
2005
摘要
With the rapid increase of learning resources, the contradiction between learning content intelligent properties and its share and reuse becomes an outstanding event. In order to solve the problem, the authors probed into a way that is to integrate the DRM technologies and learning technology standards into the development of learning content management system. The authors also designed a novel online management system for broadcasting environments of virtual classroom or courseware on demand based on a browser/server framework, which carries out learning content management for reuse, share, interoperation and security. Particular emphases was placed on the strategies of integration of digital rights management and flexible commercial model by license services into applications, management, exchange and trade of Web-based learning content and try to solve the problem between reuse and protection.
Building learning objects with information object model
Proceedings of 2013 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE)
2013
摘要
With the rapid growth of network technologies, Web-based learning conquers the limits of time and location in traditional teaching and is increasing its popularity. However, most of the learning websites lacks of the convenient tools in packaging the information users are interested in. Therefore, the information posted and exchanged in the websites is not easy to be extracted and reused somewhere else. An information object is a basic information entity which includes the required data and methods to manipulate the data or the needed operations for the entity. In this paper, we apply the information object model to build a learning object sharing system for HTML5. Traditionally, a learning object is a collection of content items, practice items, and assessment items that are combined based on a single learning topic. The learning objects we developed have the merits of portability and extensibility in system structure. We will describe the basic concept of the learning objects we propose, and the design of the prototype system developed on the Web system.
The Distance Ecological Model to support self/collaborative-learning in the Internet environment
Proceedings IEEE International Conference on Advanced Learning Technologies
2000
摘要
With the rapid development of information technology, it is widely accepted that computer and information communication literacy has become extremely important, and is the main new ability required from teachers everywhere. Therefore, for enhancing their teaching skills and information literacy about the Internet environment with multimedia, a new teachers' education framework is necessary. The purpose of the study, is to propose and develop a distance educational system, RAPSODY, which is a school-based curriculum development and training system. In this environment, a teacher can learn subject contents, teaching ways, and evaluation methods of the students' learning activities, related to the new subject called "Information", via an Internet based self-training system. The authors describe the structure, function and mechanism of the distance educational system based on the Distance Ecological Model, in order to realize the above-mentioned goal, and then describe the educational meaning of this model in consideration of the new learning ecology, which is based on multi-modality and new learning situations and forms.
"Academia-Industry" collaboration program in a hybrid e-learning environment
10th International Conference on Telecommunications, 2003. ICT 2003.
2003
摘要
With the rapid development of information technology, it is widely accepted that computer and information communication literacy has become extremely important, and is the main new ability required from society everywhere. The purpose of this study is to propose and develop the integrated e-learning system-RAPSODY. The structure, function and mechanism of RAPSODY based on Distance Ecological Model is described, and the educational meaning of this model in consideration of the new learning ecology is discussed, which is based on multi-modality and new learning situations and forms. We also report on our experiences with the introduction of this practical program, about the framework, settings actual implementation and first results. The target objective of this program is the harmonization of university level educational research, society practice and practical business. We analyze these results and the problems encountered, as well as its constructive solutions.
RAPSODY : A SELF / COLLABORATIVE-LEARNING INTERNET MUL TIMEDIA BASED TEACHER TRAINING DISTANCE SUPPORT MODEL
2022
摘要
With the rapid development of information technolog y (IT) and the Internet growth, it is widely accept ed that computer and information communication literacy has become e xtremely important, and will play a major part in e veryone's lives in the future. In order to teach the next generations computer litera cy, it is first necessary to train our teachers. In Japan a new teachers' education framework is being built, to enhance the teachers' teaching skills and information literacy, with spec ial focus on Internet and Multimedia. Our research belongs to this new research direction. The purpose of this study is to propose and develop a distance educational model, as a school-based curriculum development and training-s ystem. In this environment, a teacher can learn via an Internet-based self-training system about subject contents, modern teaching know-how, and students' learning activities evaluation m ethods, about the new subject called " Information ". We call our system RAPSODY: R emote and A daPtive educational S ystem O ffering a DY namic communicative environment. In this paper, we describe the structur e, functions and mechanism of our distance educatio nal model and then discuss the educational meaning of this model within the new le arning ecology, based on multi-modality and new lea rning situations and forms. Finally, we perform some tests and evaluation and s how our current results. 1. INTRODUCTION Therapiddevelopmentsofinformationnand communication technologies influence many fields. In education, various new teaching subjects and methods using the Internet and Multimedia technologies [7] are being introduced all over the world, and inn Japann inn particular. Manyofthesemethodsemphasizetheaspectof computer-supported collaborative communication betwe en students and teacher during interactive teaching/learning activities. Therefore, now-a-days it is extremely imp ortant for a teacher to acquire computer communicationn liter acy [10]. So far, there were many system development stud ies, whichh aim at fostering and expanding the teachers' practic al abilities and comprehensive teaching skills, by using the products of the new technologies, such as computers, communicationn satellites suchh as SCS (Space Collaborat ion System) are developed and used as distance education systems between Japanese national universities. In the near future, a teacher's role will change from text based teaching, to facilitating, advising, consulting, and his/her role wi ll be more that of a designer of the learning environment. This phenomenonn is also called the transitionn from the teacher as the "sage onn the stage" to the "guide onn the side" …