An important factor for developing quality multimedia materials is that future developers should know the learning preferences and applicable strategies of potential students in depth and should also be able to look critically on the products developed by others and to be able to evaluate the added value of their own and others contributions. This paper describes our teaching strategy using an online collaborative methodology with added value based on: (a) generating student profile, (b) online knowledge building and (c) evaluation strategy. The applied methodology integrates e-learning preferences of different learning style dimensions and takes into consideration students’ expectations in learning situations as well as their background knowledge and skills. Knowledge building was realised by means of oral presentations and discussions and finalised within the online learning environment. Developing critical thinking and monitoring this learning progress was carried out by self-evaluation and peer-evaluation of one’s own products and those created by others and final evaluation required summed performance to be divided among students upon negotiated merits.
{"title":"Added Value Model of Collaboration in Higher Education","authors":"I. Béres, M. Turcsányi-Szabó","doi":"10.28945/1303","DOIUrl":"https://doi.org/10.28945/1303","url":null,"abstract":"An important factor for developing quality multimedia materials is that future developers should know the learning preferences and applicable strategies of potential students in depth and should also be able to look critically on the products developed by others and to be able to evaluate the added value of their own and others contributions. This paper describes our teaching strategy using an online collaborative methodology with added value based on: (a) generating student profile, (b) online knowledge building and (c) evaluation strategy. The applied methodology integrates e-learning preferences of different learning style dimensions and takes into consideration students’ expectations in learning situations as well as their background knowledge and skills. Knowledge building was realised by means of oral presentations and discussions and finalised within the online learning environment. Developing critical thinking and monitoring this learning progress was carried out by self-evaluation and peer-evaluation of one’s own products and those created by others and final evaluation required summed performance to be divided among students upon negotiated merits.","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131561116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this paper the authors present an e-learning management system with metadata that serves as a general template for the situation of Thai learners. Basically it is an ontology-driven e-leaning system for Thai learning environment (O-DEST). The system comprises an ontology for the elearning process, such as course syllabus, teaching methods, learning activities, and learning styles. O-DEST helps teachers, students and administrative personnel to set up and maintain the course material as well as the course administration, to go through the learning content, and to administer student and teacher data. Ontologies for the knowledge domain specific teaching subjects will enable the usage of the teaching contents in the Semantic Web.
{"title":"Ontology-Driven E-Learning System Based on Roles and Activities for Thai Learning Environment","authors":"C. Snae, Michael Brueckner","doi":"10.28945/382","DOIUrl":"https://doi.org/10.28945/382","url":null,"abstract":"In this paper the authors present an e-learning management system with metadata that serves as a general template for the situation of Thai learners. Basically it is an ontology-driven e-leaning system for Thai learning environment (O-DEST). The system comprises an ontology for the elearning process, such as course syllabus, teaching methods, learning activities, and learning styles. O-DEST helps teachers, students and administrative personnel to set up and maintain the course material as well as the course administration, to go through the learning content, and to administer student and teacher data. Ontologies for the knowledge domain specific teaching subjects will enable the usage of the teaching contents in the Semantic Web.","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132529735","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Authenticating users is a continuous tradeoff between the level of invasiveness and the degree of system security. Password protection has been the most widely authentication approach used, however, it is easily compromised. Biometric authentication devices have been implemented as a more robust approach. This paper reports on initial results of student perceptions about their acceptance of a multibiometrics authentication approach in the context of e-learning systems. Specifically, this paper reports on the initial empirical development of a learners’ Ratified Acceptance of Multibiometrics Intentions Model (RAMIM). The model proposed investigates the impact of students’ code of conduct awareness, perceived ease-of-use, perceived usefulness, and ethical decision making on learners’ intention to use multibiometrics for authentication during elearning exams. The study’s participants included 97 non-information technology (IT) students who attended e-learning courses. Additionally, results of a path analysis using Partial Least Square (PLS) indicate that perceived usefulness has the most significant impact on learners’ intention to use multibiometrics during e-learning exams. Students’ ethical decision making and perceived usefulness demonstrated significant impact on their intention to use multibiometrics. Additionally, students’ code of conduct awareness appears to have a positive impact on their ethical decision making. Conclusions are discussed including recommendations for future research on extending this initial research into applied experiments to address e-learning security issues.
{"title":"Initial Development of a Learners' Ratified Acceptance of Multibiometrics Intentions Model (RAMIM)","authors":"Y. Levy, M. Ramim","doi":"10.28945/84","DOIUrl":"https://doi.org/10.28945/84","url":null,"abstract":"Authenticating users is a continuous tradeoff between the level of invasiveness and the degree of system security. Password protection has been the most widely authentication approach used, however, it is easily compromised. Biometric authentication devices have been implemented as a more robust approach. This paper reports on initial results of student perceptions about their acceptance of a multibiometrics authentication approach in the context of e-learning systems. Specifically, this paper reports on the initial empirical development of a learners’ Ratified Acceptance of Multibiometrics Intentions Model (RAMIM). The model proposed investigates the impact of students’ code of conduct awareness, perceived ease-of-use, perceived usefulness, and ethical decision making on learners’ intention to use multibiometrics for authentication during elearning exams. The study’s participants included 97 non-information technology (IT) students who attended e-learning courses. Additionally, results of a path analysis using Partial Least Square (PLS) indicate that perceived usefulness has the most significant impact on learners’ intention to use multibiometrics during e-learning exams. Students’ ethical decision making and perceived usefulness demonstrated significant impact on their intention to use multibiometrics. Additionally, students’ code of conduct awareness appears to have a positive impact on their ethical decision making. Conclusions are discussed including recommendations for future research on extending this initial research into applied experiments to address e-learning security issues.","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"400 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132321081","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper reports findings of a survey of online learners from Western (mostly US), Israeli, Mexican, and Japanese cohorts. An instrument with 58 questions, including several open-ended items, allowing 318 respondents to tell their “stories” as online learners, was disseminated online in late 2008-early 2009. This research study attempts to better understand how students engage in online learning in terms of interacting with the medium and materials, with the instructor, and with one another. Also, with four distinct cohorts, representing four countries and cultures, there is some value in determining if there might be certain differences between these learner populations that are driven primarily by cultural orientation. The study revealed that the majority of respondents rated their satisfaction with their online learning to be positive. The findings further reveal that these cohorts produced a diverse list of positive/negative aspects influencing satisfaction/dissatisfaction, identified items critical to being a successful online learner, as well as challenges in their online learning environment. The majority indicated that success as online learners ultimately depended more on self-determination than on institutional support. Summary findings and analyses presented here provide evidence of some commonalities across groups and reveal experiences and opinions that can contribute to formulating a set of competencies useful to both online learners and providers.
{"title":"Experiences and Opinions of E-learners: What Works, What are the Challenges, and What Competencies Ensure Successful Online Learning","authors":"Michael F. Beaudoin, Gila Kurtz, S. Eden","doi":"10.28945/78","DOIUrl":"https://doi.org/10.28945/78","url":null,"abstract":"This paper reports findings of a survey of online learners from Western (mostly US), Israeli, Mexican, and Japanese cohorts. An instrument with 58 questions, including several open-ended items, allowing 318 respondents to tell their “stories” as online learners, was disseminated online in late 2008-early 2009. This research study attempts to better understand how students engage in online learning in terms of interacting with the medium and materials, with the instructor, and with one another. Also, with four distinct cohorts, representing four countries and cultures, there is some value in determining if there might be certain differences between these learner populations that are driven primarily by cultural orientation. The study revealed that the majority of respondents rated their satisfaction with their online learning to be positive. The findings further reveal that these cohorts produced a diverse list of positive/negative aspects influencing satisfaction/dissatisfaction, identified items critical to being a successful online learner, as well as challenges in their online learning environment. The majority indicated that success as online learners ultimately depended more on self-determination than on institutional support. Summary findings and analyses presented here provide evidence of some commonalities across groups and reveal experiences and opinions that can contribute to formulating a set of competencies useful to both online learners and providers.","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121271057","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This papers provides an overview of e-learning from its fundamentals (what is knowledge, what is teaching) through how e-learning is being implemented using campus-wide Learning Content Management Systems (LCMS). While others, such as MacDonald et al. (2005), detail the transformation of education in light of changing technologies, this paper attempts from a variety of perspectives to make sense of the transformation. E-learning can be difficult to understand because different authors use the term differently. Still, beyond these apparent differences lies agreement on basics that this paper explores. E-learning can best be understood in the broader context of using technology to meet society’s needs for learning. It also requires us to understand that adult learners have psychological needs that e-learning must address. The Informing Science framework helps us understand that teaching in higher education involves a cast of roles that might best be performed by different specialists. One of the most important aspects of e-learning are Learning Objects and the various software tools that aid in their development, storage, use in teaching, and administration. This is because elearning is often delivered using specialized software that assists teachers to create their courses, the student to use coursework, and the administrator to make previously developed coursework available for re-use. Learning Objects are the raw material of such systems. E-learning can be delivered by a sole teacher or as part of a campus-wide effort. Campus-wide LCMSs make it possible for technologists, content specialists, instructional specialists, and students to work seamlessly to create and refine e-learning.
{"title":"Learning Objects and E-Learning: an Informing Science Perspective","authors":"E. Cohen, Malgorzata Nycz","doi":"10.28945/399","DOIUrl":"https://doi.org/10.28945/399","url":null,"abstract":"This papers provides an overview of e-learning from its fundamentals (what is knowledge, what is teaching) through how e-learning is being implemented using campus-wide Learning Content Management Systems (LCMS). While others, such as MacDonald et al. (2005), detail the transformation of education in light of changing technologies, this paper attempts from a variety of perspectives to make sense of the transformation. E-learning can be difficult to understand because different authors use the term differently. Still, beyond these apparent differences lies agreement on basics that this paper explores. E-learning can best be understood in the broader context of using technology to meet society’s needs for learning. It also requires us to understand that adult learners have psychological needs that e-learning must address. The Informing Science framework helps us understand that teaching in higher education involves a cast of roles that might best be performed by different specialists. One of the most important aspects of e-learning are Learning Objects and the various software tools that aid in their development, storage, use in teaching, and administration. This is because elearning is often delivered using specialized software that assists teachers to create their courses, the student to use coursework, and the administrator to make previously developed coursework available for re-use. Learning Objects are the raw material of such systems. E-learning can be delivered by a sole teacher or as part of a campus-wide effort. Campus-wide LCMSs make it possible for technologists, content specialists, instructional specialists, and students to work seamlessly to create and refine e-learning.","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"121 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122504698","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Metadata is an increasingly important aspect of resource discovery. Good metadata has the potential to increase discovery and reuse and to facilitate interoperability of digital assets. Using the domain of learning objects, issues associated with the application of metadata standards and the challenges in metadata creation are examined. A framework for customizable metadata authoring that addresses the issues and challenges is described. The framework consists of flexible metadata schema, metadata schema views, templates, collaborative metadata editing, contextual help, and an effective interface component selection. A prototype implementation of the framework, CLOMAT (Customizable Learning Objects Metadata Authoring Tool), is used to illustrate the framework in operation. An initial evaluation of this prototype indicates substantial productivity gains over conventional metadata creation tools.
{"title":"A Framework for Metadata Creation Tools","authors":"Valentina Malaxa, I. Douglas","doi":"10.28945/417","DOIUrl":"https://doi.org/10.28945/417","url":null,"abstract":"Metadata is an increasingly important aspect of resource discovery. Good metadata has the potential to increase discovery and reuse and to facilitate interoperability of digital assets. Using the domain of learning objects, issues associated with the application of metadata standards and the challenges in metadata creation are examined. A framework for customizable metadata authoring that addresses the issues and challenges is described. The framework consists of flexible metadata schema, metadata schema views, templates, collaborative metadata editing, contextual help, and an effective interface component selection. A prototype implementation of the framework, CLOMAT (Customizable Learning Objects Metadata Authoring Tool), is used to illustrate the framework in operation. An initial evaluation of this prototype indicates substantial productivity gains over conventional metadata creation tools.","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"297 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122791692","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Y. Eshet-Alkalai, A. Caspi, S. Eden, N. Geri, Edna Tal-Elhasid, Y. Yair
Introduction The technologies that we use for teaching and learning are characterized by three major affinities: * Most of them are developed for organizational, entertainment, and communication management purposes in civilian and military organizations, and not inherently for educational purposes. It is the responsibility of instructional designers to modify and adapt them for educational goals. * Technologies-enabled learners' interactions call for reconsidering the traditional pedagogical routines, revisiting learning theories, reconstructing learning environments, and reshaping student-teacher, as well as student-student, relationships. * They undergo continuous and rapid changes, which require a constant change in the models used for integration and utilization of these technologies for teaching and learning. This situation presents five major challenges for users and developers of instructional technologies: 1. In designing learning environments, developers must consider the particular cognitive, emotional, and ergonomic skills that are required in order to use these environments effectively. 2. Educators must improve their understanding of the nature and pedagogical potential of each of the available learning technologies. 3. Learning theories should take into account the knowledge gained from the implementation of learning technologies. 4. New instructional models and strategies for employing new technologies should be developed. 5. Research is needed to improve our understanding of the impact of using technologies on learners' achievements and attitudes. A community of researchers and practitioners who collaborate with each other is required in order to cope successfully with the above-listed challenges, and this is the main mission of the Chais Research Center and the "Learning in the Technological Era" annual Conferences. The Chais Research Center for the Integration of Technology in Education is a consortium of about 50 researchers of the Open University of Israel (OUI) faculty, which serves as the OUI research arm for the study of technologies and their integration in teaching and learning. The mission of the Chais Research Center is to encourage theoretical and practical research at the OUI and to improve the quality and efficiency of utilizing information technologies in learning and teaching. As the major instructional technologies research center in Israel, The Chais Center promotes the formation of a local community of instructional technologies researchers by funding research projects and by holding seminars, symposia, conferences, and study groups. These are some of the fields of research, which the Chais Center is engaged in: * The theoretical foundations of learning, instructional technologies and distance education. * The integration of information and communication technologies into educational systems. * Defining and characterizing the variables needed for developing flexible and adaptive technology enhanced instructional
{"title":"Challenges of Integrating Technologies for Learning: Introduction to the IJELLO Special Series of Chais Conference 2010 Best Papers","authors":"Y. Eshet-Alkalai, A. Caspi, S. Eden, N. Geri, Edna Tal-Elhasid, Y. Yair","doi":"10.28945/1312","DOIUrl":"https://doi.org/10.28945/1312","url":null,"abstract":"Introduction The technologies that we use for teaching and learning are characterized by three major affinities: * Most of them are developed for organizational, entertainment, and communication management purposes in civilian and military organizations, and not inherently for educational purposes. It is the responsibility of instructional designers to modify and adapt them for educational goals. * Technologies-enabled learners' interactions call for reconsidering the traditional pedagogical routines, revisiting learning theories, reconstructing learning environments, and reshaping student-teacher, as well as student-student, relationships. * They undergo continuous and rapid changes, which require a constant change in the models used for integration and utilization of these technologies for teaching and learning. This situation presents five major challenges for users and developers of instructional technologies: 1. In designing learning environments, developers must consider the particular cognitive, emotional, and ergonomic skills that are required in order to use these environments effectively. 2. Educators must improve their understanding of the nature and pedagogical potential of each of the available learning technologies. 3. Learning theories should take into account the knowledge gained from the implementation of learning technologies. 4. New instructional models and strategies for employing new technologies should be developed. 5. Research is needed to improve our understanding of the impact of using technologies on learners' achievements and attitudes. A community of researchers and practitioners who collaborate with each other is required in order to cope successfully with the above-listed challenges, and this is the main mission of the Chais Research Center and the \"Learning in the Technological Era\" annual Conferences. The Chais Research Center for the Integration of Technology in Education is a consortium of about 50 researchers of the Open University of Israel (OUI) faculty, which serves as the OUI research arm for the study of technologies and their integration in teaching and learning. The mission of the Chais Research Center is to encourage theoretical and practical research at the OUI and to improve the quality and efficiency of utilizing information technologies in learning and teaching. As the major instructional technologies research center in Israel, The Chais Center promotes the formation of a local community of instructional technologies researchers by funding research projects and by holding seminars, symposia, conferences, and study groups. These are some of the fields of research, which the Chais Center is engaged in: * The theoretical foundations of learning, instructional technologies and distance education. * The integration of information and communication technologies into educational systems. * Defining and characterizing the variables needed for developing flexible and adaptive technology enhanced instructional","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122877470","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
With the increase in offshore and off-campus demand for University of Tasmania degrees, lecturers have become aware of the need to develop more flexible delivery processes which add value to the student learning experience and provide teaching staff with opportunities for greater creativity in the teaching process. The three cases described will outline a model guiding Learning Object development and teaching within the School of Information Systems and will describe the process of student interaction and response to these Learning Objects. This paper describes the replacement of face-to-face lectures with the online delivery of complex learning objects, resulting in high quality outcomes for students. The development of these discrete re-usable learning objects has followed a ‘tell, show and do’ model by way of integrating a theory presentation with a practical example exercise, followed by an opportunity for individual review & application of the material within each learning object. The development of these Learning objects has been undertaken in Microsoft® Office PowerPoint® with audio narration, with files being compressed using Impatica for PowerPoint™ and streamed within the University environment by WebCT Vista allowing access to all students enrolled over three local campuses as well as those enrolled interstate and overseas. The application and use of these learning objects has allowed for the concentration of face-to-face resources on highly interactive workshops that are supported by the Learning Objects, rather than on traditional lectures. The outcomes are better coverage of material in the three units, greater student satisfaction with the delivery of the unit and increased flexibility for both the students and staff.
随着海外和校外对塔斯马尼亚大学学位需求的增加，讲师们已经意识到需要开发更灵活的交付流程，以增加学生学习经验的价值，并为教学人员提供在教学过程中发挥更大创造力的机会。所描述的三个案例将概述一个指导信息系统学院学习对象开发和教学的模型，并将描述学生对这些学习对象的交互和响应过程。本文描述了用复杂学习对象的在线交付取代面对面讲座，从而为学生带来高质量的结果。这些离散的可重复使用的学习对象的开发遵循“告诉，展示和做”的模式，通过将理论演示与实际示例练习相结合，然后在每个学习对象中提供个人复习和应用材料的机会。这些学习对象的开发是在Microsoft®Office PowerPoint®中进行的，带有音频叙述，文件使用Impatica for PowerPoint™进行压缩，并通过WebCT Vista在大学环境中进行流式传输，允许所有在三个本地校区注册的学生以及在州际和海外注册的学生访问。这些学习对象的应用和使用使得面对面的资源集中在由学习对象支持的高度互动的研讨会上，而不是传统的讲座上。其结果是更好地覆盖了三个单元的材料，提高了学生对单元交付的满意度，增加了学生和工作人员的灵活性。
{"title":"The Development and Implementation of Learning Objects in a Higher Education Setting","authors":"K. Salas, Leonie Ellis","doi":"10.28945/398","DOIUrl":"https://doi.org/10.28945/398","url":null,"abstract":"With the increase in offshore and off-campus demand for University of Tasmania degrees, lecturers have become aware of the need to develop more flexible delivery processes which add value to the student learning experience and provide teaching staff with opportunities for greater creativity in the teaching process. The three cases described will outline a model guiding Learning Object development and teaching within the School of Information Systems and will describe the process of student interaction and response to these Learning Objects. This paper describes the replacement of face-to-face lectures with the online delivery of complex learning objects, resulting in high quality outcomes for students. The development of these discrete re-usable learning objects has followed a ‘tell, show and do’ model by way of integrating a theory presentation with a practical example exercise, followed by an opportunity for individual review & application of the material within each learning object. The development of these Learning objects has been undertaken in Microsoft® Office PowerPoint® with audio narration, with files being compressed using Impatica for PowerPoint™ and streamed within the University environment by WebCT Vista allowing access to all students enrolled over three local campuses as well as those enrolled interstate and overseas. The application and use of these learning objects has allowed for the concentration of face-to-face resources on highly interactive workshops that are supported by the Learning Objects, rather than on traditional lectures. The outcomes are better coverage of material in the three units, greater student satisfaction with the delivery of the unit and increased flexibility for both the students and staff.","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123205836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Introduction The publication of learning materials in online repositories is usually regarded as a simple process. To publish, the contributor provides or uploads the material (or the reference to the material), fills some metadata about the material, and then the material is available in the repository for others to find and reuse. The contributor can repeat this process for more materials as desired, while he or she is still interested in providing content to the repository. These seemingly simple processes that determine the micro-behavior of contributors and consumers give rise to complex macro-behavior at the repository level once the contribution and preference of hundreds or thousands of individuals is aggregated (Ochoa & Duval, 2008). For example, some learning object repositories grow linearly while others, having a similar number of contributors, grow exponentially. Also, the number of objects published by a given contributor is distributed differently depending on the kind of repository, but always following a long-tailed distribution (Anderson, 2006). Unfortunately, there is no research available about how the micro-behavior of the individuals is related to the observed macro-behavior of Learning Object Repositories. The fields of Bibliometrics and Scientometrics have been studying a similar problem: the process of paper publication in different venues (journals, conferences, repositories, etc.). In these fields, several models have been proposed to attempt to explain the observed patterns in the data. For example, De Price Sola (1976) proposed "Cumulative advantage" as a model to explain the inverse-power law distribution, also called Lotka by Coile (1977), observed in the number of papers published by a scientist in a given field. Egghe and Rousseau (1995) and Egghe (2005) refine this notion with the "success breeds success" model. However, the models used for scientific publication cannot be transferred to learning object publication because one of their main characteristics, the increasing rate of production observed in most successful scientific contributors, has not been observed in learning material contributors elsewhere (Ochoa & Duval, 2008). Nonetheless, the methodologies to establish and validate these models will be borrowed and re-used in the present study. The present work proposes an initial model to explain the macro-behavior of LORs based on the characteristics of their contributor base. This paper is structured as follows: the modeling section presents previous unexplained characteristics of Learning Object Repositories that this work proposes to model. In the next section the model is formally defined and explained. The validation section studies the model, comparing its predictions against empirical data. The paper ends with a discussion of the relevance of this model and further research needed to improve it. Modeling the Publication Process In a previous work (Ochoa & Duval, 2008), several characteristics of the
{"title":"Modeling the Macro-Behavior of Learning Object Repositories","authors":"X. Ochoa","doi":"10.28945/1343","DOIUrl":"https://doi.org/10.28945/1343","url":null,"abstract":"Introduction The publication of learning materials in online repositories is usually regarded as a simple process. To publish, the contributor provides or uploads the material (or the reference to the material), fills some metadata about the material, and then the material is available in the repository for others to find and reuse. The contributor can repeat this process for more materials as desired, while he or she is still interested in providing content to the repository. These seemingly simple processes that determine the micro-behavior of contributors and consumers give rise to complex macro-behavior at the repository level once the contribution and preference of hundreds or thousands of individuals is aggregated (Ochoa & Duval, 2008). For example, some learning object repositories grow linearly while others, having a similar number of contributors, grow exponentially. Also, the number of objects published by a given contributor is distributed differently depending on the kind of repository, but always following a long-tailed distribution (Anderson, 2006). Unfortunately, there is no research available about how the micro-behavior of the individuals is related to the observed macro-behavior of Learning Object Repositories. The fields of Bibliometrics and Scientometrics have been studying a similar problem: the process of paper publication in different venues (journals, conferences, repositories, etc.). In these fields, several models have been proposed to attempt to explain the observed patterns in the data. For example, De Price Sola (1976) proposed \"Cumulative advantage\" as a model to explain the inverse-power law distribution, also called Lotka by Coile (1977), observed in the number of papers published by a scientist in a given field. Egghe and Rousseau (1995) and Egghe (2005) refine this notion with the \"success breeds success\" model. However, the models used for scientific publication cannot be transferred to learning object publication because one of their main characteristics, the increasing rate of production observed in most successful scientific contributors, has not been observed in learning material contributors elsewhere (Ochoa & Duval, 2008). Nonetheless, the methodologies to establish and validate these models will be borrowed and re-used in the present study. The present work proposes an initial model to explain the macro-behavior of LORs based on the characteristics of their contributor base. This paper is structured as follows: the modeling section presents previous unexplained characteristics of Learning Object Repositories that this work proposes to model. In the next section the model is formally defined and explained. The validation section studies the model, comparing its predictions against empirical data. The paper ends with a discussion of the relevance of this model and further research needed to improve it. Modeling the Publication Process In a previous work (Ochoa & Duval, 2008), several characteristics of the ","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121101342","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper studies the e-learning technologies from the standardization aspect with a glimpse on future changes. Our aim is to thoroughly review the existing standards, the e-Learning process workflow and the market needs and trends and indicate the best path for achieving a global standard for e-learning activities. The generic model of e-learning is presented without emphasis on specific software and hardware solutions. We focus on the major necessities like reusability or interoperability of content and technologies and revise the current standards regarding these two aspects. The most popular infrastructure models are presented in details and the related committees and organizations involved in the standardization process are referenced. As an epilogue to this presentation we provide our insights for a global standard, which will cover all aspects of elearning and will be supported by all related organizations, vendors, institutions and individual educators. We illustrate the steps for the successful configuration and deployment of a globally accepted standard and display the merits of this approach.
{"title":"The Present and Future of Standards for E-Learning Technologies","authors":"Iraklis Varlamis, Ioannis Apostolakis","doi":"10.28945/401","DOIUrl":"https://doi.org/10.28945/401","url":null,"abstract":"This paper studies the e-learning technologies from the standardization aspect with a glimpse on future changes. Our aim is to thoroughly review the existing standards, the e-Learning process workflow and the market needs and trends and indicate the best path for achieving a global standard for e-learning activities. The generic model of e-learning is presented without emphasis on specific software and hardware solutions. We focus on the major necessities like reusability or interoperability of content and technologies and revise the current standards regarding these two aspects. The most popular infrastructure models are presented in details and the related committees and organizations involved in the standardization process are referenced. As an epilogue to this presentation we provide our insights for a global standard, which will cover all aspects of elearning and will be supported by all related organizations, vendors, institutions and individual educators. We illustrate the steps for the successful configuration and deployment of a globally accepted standard and display the merits of this approach.","PeriodicalId":104467,"journal":{"name":"Interdisciplinary Journal of e-Learning and Learning Objects","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126436762","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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