Knowledge Management for E-learning based on Learning Objects: A Qualitative Focus

PurposeThe purpose of the paper is to share the types, uses, and students' recommendations about reusable digital learning objects at Northwest Missouri State University, which can be used or adapted by other libraries in both online and on‐ground information literacy instruction environments.Design/methodology/approachThe rationale for incorporation of learning objects, their application, and uses is discussed. Examples of successful applications of learning objects in online and on‐ground instructional classes are provided. Models for developing one's own learning objects are included. A survey and analysis for soliciting students' opinions about the reuse of learning objects is included.FindingsThe paper provides suggestions for developing and evaluating learning objects. This includes successful applications of digital learning objects in traditional and online information literacy classes. It shares easy to incorporate learning objects that can be used in tutorials or on‐ground bibliographic sessions and includes a student survey about reuse of learning objects, analysis of survey results, and suggestions for survey improvement.Research limitations/implicationsThe survey population was small. The librarians plan to replicate the survey with a larger audience. The survey may be adapted for use by other academic libraries.Practical implicationsThe paper provides links to libraries of digital learning objects that instruction librarians can immediately begin linking to and using in tutorials or information literacy sessions.Originality/valueThe paper illustrates that access to a library of learning objects enables use of learning objects and enhances ideas for locally created prototypes. The survey can be easily adapted to other library environments to gather suggestions for reuse of local learning objects.

The paper aims to analyse and propose e-textbooks and other learning objects (LOs) quality evaluation methodology, i.e., quality model, and simple and effective expert evaluation methods, thus improving solution of educational tasks using informatics engineering methods. Qualitative learning material is one of the main factors of learning quality. Therefore, evaluation of e-textbooks and other LOs quality is one of the most relevant education problems. The problem is relevant for all participants of the educational sector – for educational institutions (e.g. schools) that have to select qualitative learning material for their needs, for education policy makers who need clear quality criteria while implementing e-textbooks and other LOs tenders, for authors of learning material (e.g. publishers) who need to know quality requirements to create e-textbooks and other LOs etc. It is obvious that some e-textbooks and other LOs could be very qualitative against some quality criteria, and the others – against the other criteria, and vice versa. Therefore, e-textbooks and other LOs quality evaluation is a typical case where one should apply multiple criteria decision analysis (MCDA) theory. In the work, MCDA principles are applied to create an objective rank of LOs alternatives according to their quality, and to evaluate each alternative’s quality against ”ideal” quality. In the work, e-textbooks and other LOs reusability and quality criteria system (i.e. model) is presented, as well as created expert quality evaluation method based on fuzzy numbers theory.

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 For some, “learning objects" are the “next big thing” in distance education promising smart learning environments, fantastic economies of scale, and the power to tap into expanding educational markets. While learning objects may be revolutionary in the long term, in the short term, definitional problems and conceptual confusion undermine our ability to understand and critically evaluate the emerging field. This article is an attempt to provide an adequate definition of learning objects by (a) jettisoning useless theoretical links hitherto invoked to theorize learning objects, and (b) reducing the definition of learning objects to the bare essentials. The article closes with suggestions for further research and further refinement of the definition of learning objects.
 
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Using reusable learning objects (rlos) in injection skills teaching: Evaluations from multiple user types

The aim of the paper is to present a new simple to use and efficient MCEQLS (Multiple Criteria Evaluation of the Quality of Learning Software) TFN (Trapezoidal Fuzzy Numbers) method for the expert evaluation of the quality and reusability of learning objects (LOs). MCEQLS and TFN methods are analysed, improved, and practically applied to present the decision analysis process for selecting LOs suitable to reuse in different pedagogical situations and in different education systems. The research results are implemented in eQNet – a three-year strategic pan-European project focused on reusability of LOs. A novel method of consecutive application of Fuzzy Numbers theory to establish the weights of LOs quality criteria and MCEQLS approach to establish final evaluation results are explored in more detail. A number of multiple criteria decision analysis principles are applied to create a comprehensive quality model (criteria system) for evaluating the quality and reusability of LOs. Several practical examples of LOs evaluated against the proposed MCEQLS TFN method are presented in the paper. The research results have shown that the proposed method is quite objective, exact, simple to use, and efficient for selecting qualitative reusable LOs alternatives in the market.

E-learning quality depends on sound pedagogical integration between the content resources and lesson activities within an e-learning system. This study proposes that a meaningful learning with technology framework can be used to guide the design and integration of content resources with e-learning activities in ways that promote learning experiences, characterised by five dimensions: active, constructive, intentional, authentic, and collaborative. The pedagogical uses of these meaningful learning dimensions to support the design and integration of reusable learning objects as content resources will be explicated and exemplified through three cases related to the instruction of theories, principles, and professional skills respectively in a graduate programme. Design notes and surveys of students’ perception of learning experiences are used as data sources to understand how the five meaningful learning dimensions are being implemented by instructors and perceived by students. The strategies for supporting meaningful learning with reusable learning objects in higher education contexts are discussed.

The main scientific problems investigated in this article deal with reusability of learning objects (LOs) which is one of the main factors of their adaptation possibilities for blended learning. The aim of the article is to analyze popular existing LOs technical evaluation tools, and to formulate new more complex tool based on requirements for LOs reusability and adaptation for blended learning. The author has investigated that existing LOs technical evaluation tools have a number of limitations. Some of them do not examine different LO life cycle stages, and other insufficiently examine technical evaluation criteria before LO inclusion in the repository. All these tools insufficiently examine LOs reusability criteria. Therefore more complex LOs technical evaluation tool is needed. It should include LO technical evaluation criteria suitable for different LO life cycle stages, i.e., criteria before, during and after LO inclusion in the repository as well as LO reusability criteria.

<span>The best method for determining the size of learning objects (LOs) so as to optimise their reusability has been a topic of debate for years now. Although there appears to be agreement on basic assumptions, developed guidelines and principles are often in conflict. This study shows that this confusion stems from the fact that in the literature, hardly any attention is paid to different types of reusability. This study not only shows that there are different types of reusability, but also that different types of reusability go together with different principles for developing LOs and for determining LO size. A grounded theory analysis was performed on separate statements on LO development in 71 selected publications from LO literature. This resulted in the development of four scenarios for LO development, each with their own definition of reusability and their own principle for determining the size of LOs. A field test with 11 experts showed that the scenarios are recognisable. In higher education, educational technologists often assist amateur LO developers. Educational technologists can use the scenarios to determine which definition of reusability is applicable to their situation and which principle for determining the size of LOs should be applied.</span>

E-Learning systems have unbound prospects to deliver unmatched effective learning services and feedback assistance than what it is presently offering through mediums like online tutoring, or other electronic educational management services. Different stages and application potentials of Semantic Web technology and it’s architecture can be applied at different sectors and phases of the E-Learning framework to amplify the quality and versatility of services. Features of Semantic Web have been explored in the sectors with respect to instructors to plan, analyse and execute their tasks and also in making a sustainable system that interprets the structure of distributed, self organized, and self-instructed online learning to monitor it’s influence on performance. The main objective of this work is to study how electronic and online learning frameworks can be improved and enhanced by the influence of semantic web technologies in understanding and simplifying concept clarification and description, reusable learning objects (LOs), and benefits of the applying ontology in describing the learning materials for a better and more efficient learning system.

Nowadays, Web-based learning become one of the most important components in educational technologies and has been widely employed in both educational and non-educational institutions. However, many of the Web-based learning systems are closed system and use private internal format. The learning materials may be dispersed and stored in database or on the server's file system, therefore the learning materials are not easy to be extracted and reused. The downloaded content often cannot be operated as they were on the server. Therefore, sharing and reusing learning materials is an important issue but not an easy task in real world applications. In addressing the above problem, we proposed the information object model used to construct an information system for the mothballing, sharing, and reusing of digital contents. In our developments, two subsystems were implemented. The two subsystems developed apply the information object model to build and share the learning objects which comes with the benefits of portability, extensibility and reusability. One of the subsystems is used to build and compose learning objects. The other subsystem implementing a information object storage service can be used for sharing learning objects on a large scale. In this paper we will describe the important concepts and principles in the design of the system. We will present concisely the system used to build and share reusable learning objects.

This chapter offers a brief overview of the main ideas underlying the learning object (LO) paradigm, with special emphasis placed on pedagogical aspects. Requirements for the interoperability and reusability of learning objects (LOs) are discussed, with attention drawn to the need of developing new metadata models to fully benefit from this approach. The authors also claim a wider utilization of LO principle design based on educational research, to improve the chances of promoting efficient learning. A literature review on technology and science education is also provided, revealing a gap between computer and learning science, in relation to the embracement of the LO paradigm. Reflections on this situation and implications for the science education community are also included. Finally, one project on computer-supported science education is analyzed from the perspective of interoperability and reusability.

El diseño y producción de contenidos para la red es uno de los aspectos que el ámbito de los\nestudios sobre telenseñanza ha generado y continúa generando mayor interés. Éste es el tema central\nque nos ocupa en esta ocasión, aunque partiendo de aspectos generales en torno a los contenidos para\nla enseñanza superior hemos centrado nuestra atención en una cuestión específica que antes ya de\ngeneralizarse está siendo puesta en cuestión: los objetos de aprendizaje (OA).\nRevisaremos la polémica en torno a la definición misma de OA y algunas experiencias en torno a\nellos que pueden ser significativas, ahondando especialmente en el interés que tienen desde el punto de\nvista de la colaboración en este ámbito de la producción de material didáctico, así como el libre acceso\na contenidos en red.

The purpose of this study is to introduce an instructional technology known as the “learning object”. After a review of the literature, the designing steps of a learning object (LO) are tried to explain. As a learning object standard a few details are given about SCORM-Content Aggregation Model and common metadata elements. At the end, a case study about designing of a learning object with the subject of “Congestion Control in Computer Networks” is tried to give. The content is prepared in English and it contains 13 pictures within 22 .htm and 3 .exe files. The basic principles of the network congestion and the designed congestion control algorithms are given in the htm pages. Simulators are used to show the working way of the related algorithms step by step. The LO design is made with an open source program RELOAD Editor, according to the ADL SCORM package. The designed LO has been tested on computer engineering students and positive feedbacks are received.KeywordsLearning ObjectCongestion ControlInstructional TechnologySpeed ModeDigital ResourceThese keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

The process of creating e-learning contents using reusable learning objects (LOs) can be broken down in two sub-processes: LOs finding and LO sequencing. Although semiautomatic tools that aid in the finding process exits, sequencing is usually performed by instructors, who create courses targeting generic profiles rather than personalized materials. This paper proposes an evolutionary approach to automate this latter problem while, simultaneously, encourages reusability and interoperability by promoting standards employment. A model that enables automated curriculum sequencing is proposed. By means of interoperable competency records and LO metadata, the sequencing problem is turn into a constraint satisfaction problem. Particle Swarm Optimization (PSO) and Genetic Algorithm (GA) agents are designed, built and tested in real and simulated scenarios. Results show both approaches succeed in all test cases, and that they handle reasonably computational complexity inherent to this problem, but PSO approach outperforms GA.

The wide use of e-technologies represents a great opportunity for underserved segments of the population, especially with the aim of reintegrating excluded individuals back into society through education. This is particularly true for people with different types of disabilities who may have difficulties while attending traditional on-site learning programs that are typically based on printed learning resources. The creation and provision of accessible e-learning contents may therefore become a key factor in enabling people with different access needs to enjoy quality learning experiences and services. Another e-learning challenge is represented by m-learning (which stands for mobile learning), which is emerging as a consequence of mobile terminals diffusion and provides the opportunity to browse didactical materials everywhere, outside places that are traditionally devoted to education. Both such situations share the need to access materials in limited conditions and collide with the growing use of rich media in didactical contents, which are designed to be enjoyed without any restriction. Nowadays, Web-based teaching makes great use of multimedia technologies, ranging from Flash animations to prerecorded video-lectures. Rich media in e-learning can offer significant potential in enhancing the learning environment, through helping to increase access to education, enhance the learning experience and support multiple learning styles. Moreover, they can often be used to improve the structure of Web-based courses. These highly variegated and structured contents may significantly improve the quality and the effectiveness of educational activities for learners. For example, rich media contents allow us to describe complex concepts and process flows. Audio and video elements may be utilized to add a “human touch” to distance-learning courses. Finally, real lectures may be recorded and distributed to integrate or enrich on line materials. A confirmation of the advantages of these approaches can be seen in the exponential growth of video-lecture availability on the net, due to the ease of recording and delivering activities which take place in a traditional classroom. Furthermore, the wide use of assistive technologies for learners with disabilities injects new life into e-learning systems. E-learning allows distance and flexible educational activities, thus helping disabled learners to access resources which would otherwise present significant barriers for them. For instance, students with visual impairments have difficulties in reading traditional visual materials, deaf learners have trouble in following traditional (spoken) lectures, people with motion disabilities have problems in attending on-site programs. As already mentioned, the use of wireless technologies and pervasive computing may really enhance the educational learner experience by offering mobile e-learning services that can be accessed by handheld devices. This new paradigm of educational content distribution maximizes the benefits for learners since it enables users to overcome constraints imposed by the surrounding environment. While certainly helpful for users without disabilities, we believe that the use of newmobile technologies may also become a fundamental tool for impaired learners, since it frees them from sitting in front of a PC. In this way, educational activities can be enjoyed by all the users, without hindrance, thus increasing the social inclusion of non-typical learners. While the provision of fully accessible and portable video-lectures may be extremely useful for students, it is widely recognized that structuring and managing rich media contents for mobile learning services are complex and expensive tasks. Indeed, major difficulties originate from the basic need to provide a textual equivalent for each media resource composing a rich media Learning Object (LO). Moreover, tests need to be carried out to establish whether a given LO is fully accessible to all kinds of learners. Unfortunately, both these tasks are truly time-consuming processes, depending on the type of contents the teacher is writing and on the authoring tool he/she is using. Due to these difficulties, online LOs are often distributed as partially accessible or totally inaccessible content. Bearing this in mind, this thesis aims to discuss the key issues of a system we have developed to deliver accessible, customized or nomadic learning experiences to learners with different access needs and skills. To reduce the risk of excluding users with particular access capabilities, our system exploits Learning Objects (LOs) which are dynamically adapted and transcoded based on the specific needs of non-typical users and on the barriers that they can encounter in the environment. The basic idea is to dynamically adapt contents, by selecting them from a set of media resources packaged in SCORM-compliant LOs and stored in a self-adapting format. The system schedules and orchestrates a set of transcoding processes based on specific learner needs, so as to produce a customized LO that can be fully enjoyed by any (impaired or mobile) student.