CanCore: Metadata for Learning Objects

Friesen, Norm; Roberts, Anthony; Fisher, Sue

doi:10.21432/t2930t

Cited by 25 publications

(22 citation statements)

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“…One of the simplest systems is the CanCore profiling system, which consists of eight main categories, fifteen subcategories, and thirty-six elements. CanCore is a subset of the IEEE LOM standard (which includes seventy-six data elements) and is easier to implement, making it more suitable for educators (Friesen, Roberts, and Fisher 2002).…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

“…It functions like an entry or card in a library catalogue and includes searchable "access points" such as title, author, date, location, and subject (Friesen, Roberts, and Fisher 2002). Examples of descriptors in the IEEE LOM metadata model include the contributor role, technical requirements, interactivity type, difficulty, and intended end user, among others (Learning Technology Standards Committee 2002).…”

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confidence: 99%

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Factors Affecting the Development and Use of Learning Objects

Moisey¹,

Ally

Spencer³

2006

American Journal of Distance Education

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This study explored barriers and facilitating factors affecting the development and use of learning objects in developing instructional materials and their use in supporting individualized learning. Over a two-month period, students in a graduate-level instructional design course developed instructional materials incorporating learning objects or developed learning objects in selected areas or disciplines. Qualitative analysis was conducted to explore students' experience and examine the skills and knowledge required to develop and use learning objects successfully. Through this analysis, three facilitating factors and nine barriers were identified. The authors conclude that the successful development and use of learning objects will be promoted by overcoming the barriers and strengthening the facilitating factors identified in this study.Learning objects are often seen as a way to reuse previously developed instructional materials, not only to enhance learning but also as a means to reduce development costs. Most of the literature to date, however, has focused primarily on various technical aspects related to the storage, retrieval, and reuse of learning objects. For example, much has been written about what a learning object is or is not, about issues of granularity or how large or small a learning object should be, and about metadata and how to tag learning objects to assist in locating appropriate ones for the instructional task at hand.In terms of defining a learning object, many definitions have been proposed. The Learning Technology Standards Committee of the Institute of Electrical and Electronic Engineers (IEEE) in their Learning Objects

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Section: Conclusion and Recommendationsmentioning

confidence: 99%

mentioning

confidence: 99%

Factors Affecting the Development and Use of Learning Objects

Moisey¹,

Ally

Spencer³

2006

American Journal of Distance Education

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“…• The review found that recent applications and critiques of LOM had revealed several limitations of the educational descriptors (Allert, Dhraief, & Nejdl, 2002;Friesen, Roberts, & Fisher, 2002;Suthers, 2001). A significant issue is the lack of fully explicated definitions of the educational category.…”

Section: Development Of a Learning Object Metadata Application Profilementioning

confidence: 99%

“…• Using a subset of LOM: The CanCore project (Friesen, Roberts, & Fisher, 2002) has adopted a streamlined approach by recommending that a subset of LOM elements (60 of the 77 LOM elements) be used and provides in depth guidelines about how each element should be applied. CanCore offers a more pragmatic approach to the use of metadata by offering a middle way between the complex LOM and the minimalist Dublin Core approaches .…”

Section: Development Of a Learning Object Metadata Application Profilementioning

confidence: 99%

Developing a learning object metadata application profile based on LOM suitable for the Australian higher education context

Agostinho

Bennett

Lockyer

et al. 2004

AJET

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This paper reports recent work in developing of structures and processes that support university teachers and instructional designers incorporating learning objects into higher education focused learning designs. The aim of the project is to develop a framework to guide the design and implementation of high quality learning experiences. This framework is premised on the proposition that learning objects are resources that can be incorporated within a learning design. The learning design serves as the pedagogical model that drives the development. The first phase of the project required an analysis of metadata schemas by which learning objects could be described, to facilitate discovery, retrieval and inclusion in a learning design. In particular, the pedagogical descriptors within the IEEE Learning Object Metadata (LOM) standard were examined to determine their suitability for use in this project. The findings indicated that enhancement of the educational descriptors was required. To address this, a learning object metadata application profile specific to Australian higher education has been developed. This paper describes the process by which the metadata application profile was developed within the context of the overall project.

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“…Large‐scale learning object initiatives that seek to make learning objects available to designers, teachers and learners have been established in the United States, Canada, Europe and Australia (Friesen, Roberts & Fisher, 2002; Laurillard & Mc Andrew, 2003; Suthers, Johnson & Tillinghast, 2001). The major learning object initiative in the Australian school education sector is The Le@rning Federation (TLF).…”

Section: Introductionmentioning

confidence: 99%

Learning objects in practice: The integration of reusable learning objects in primary education

Cameron

Bennett

2010

Brit J Educational Tech

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The study described in this paper investigated the use of The Le@rning Federation's learning objects by students in primary school education. The study focused on how students engaged with and responded to the learning objects and how the objects supported student learning. A collective case study design allowed the researchers to investigate how students from two different classrooms within the site school were using and responding to learning objects. Data in the form of classroom observations, student work and student focus group interviews were collected in order to learn about students' experiences and perspectives. The data revealed that in general the learning objects impacted positively on students. Students exhibited high levels of engagement and motivation in their learning, although expressed negativity towards some design aspects that restricted the intended learning outcomes. The study's major findings highlight the significant role of the teacher in scaffolding and integrating learning objects in order to best support student learning outcomes, reinforcing the notion of learning objects being only part of the whole learning experience.

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CanCore: Metadata for Learning Objects

Cited by 25 publications

References 0 publications

Factors Affecting the Development and Use of Learning Objects

Factors Affecting the Development and Use of Learning Objects

Developing a learning object metadata application profile based on LOM suitable for the Australian higher education context

Learning objects in practice: The integration of reusable learning objects in primary education

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