A New Learning Object Repository for Language Learning: Methods and Possible Outcomes

Abstract

Learning objects and repositories have been receiving more and more attention in the area of computer assisted language learning. The integration of learning object repositories into language programs presents both opportunities and challenges. This paper considers these as they arise specifically in conjunction with the development of an online collection of resources for teaching and learning French as a second language. This paper evaluates the specific characteristics of this new collection and focuses on the design and procedures used in the development of such a collection. The paper also outlines a program aimed at understanding the situated use of this collection of resources in French language learning contexts.

A multi-component model for assessing learning objects: The learning object evaluation metric (LOEM)

“…Downes, 2003;Koppi, Bogle & Bogle, 2005;Muzio, Heins & Mundell, 2002;Nurmi & Jaakola, 2006b;Parrish, 2004;Siqueira, Melo & Braz, 2004). More recently, researchers have emphasised learning qualities such as interaction and the degree to which the learner actively constructs knowledge (Baruque & Melo, 2004;Bennett & McGee, 2005;Bradley & Boyle, 2004;Caws, Friesen & Beaudoin, 2006;Cochrane, 2005;McGreal, 2004;Kay & Knaack, in press;Sosteric & Hesemeirer, 2002;Wiley et al, 2004).…”

Assessing learning, quality and engagement in learning objects: the Learning Object Evaluation Scale for Students (LOES-S)

“…Original definitions focused on technological issues such accessibility, adaptability, the effective use of metadata, reusability, and standardization (e.g., Downes 2003;Littlejohn 2003;Koppi et al 2005;Muzio et al 2002;Nurmi and Jaakola 2006b;Parrish 2004;Siqueira et al 2004). More recently, researchers are emphasizing learning qualities such as interaction and the degree to which the learner actively constructs knowledge (Baruque and Melo 2004;Bennett and McGee 2005;Bradley and Boyle 2004;Caws et al 2006;Chenail 2004;Cochrane 2005;McGreal 2004;Kay and Knaack 2007a;Sosteric and Hesemeirer 2002;Wiley et al 2004).…”

El uso de los objetos de aprendizaje reutilizables en la enseñanza de la poesía inglesa: explorando la influencia de las prácticas pedagógicas predominantes

“…An early definition by Wiley (2000) states that digital learning objects are «small (relative to the size of an entire course) instructional components that can be reused a number of times in different learning contexts.» In a later paper, Caws, Friesen and Beaudoin (2006) cite Harman and Koohang's (2005) definition for learning objects used in education: «learning objects are digital resources of any kind that can be similarly combined, shared and repurposed in different educational contexts» (p. 120). For the purposes of this study a digital learning object is defined as any object which enhances learning (a photo, an MP3, a map etc.…”