Evaluating 5/99 content for reusability as learning objects

Currier, Sarah; Campbell, Lorna M.

doi:10.1108/03055720510588533

Cited by 14 publications

(7 citation statements)

References 3 publications

(2 reference statements)

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“…It deals directly with the size of the LOs. The principle of granularity is to combine LOs to be shared and reused in a diversity of contexts (Currier and Campbell 2005). The authors argue that neither learning time, nor the physical size (in terms of bits and bytes) is a valid criterion for determining the size and granularity of a learning object.…”

Section: Learning Objects Designmentioning

confidence: 99%

Learning content design and learner adaptation for adaptive e-learning environment: a survey

Premlatha

Geetha

2015

Artif Intell Rev

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This paper presents a survey about learning content designs and various adaptation levels, in order to adapt the learners' necessities in e-learning environment. Normally, learners have different learning styles, cognitive traits, learning goals and varying progress of their learning over period of time, which affects the learner's performance while providing the same bundle of course to all learners. Hence, there is a need to create adaptive e-learning environment to offer appropriate learning content to all individuals. In general, the adaptation can be done based on learners' characteristics. Here, we explore the adaptation that can be done, not only based on learner context parameters but also on the learning content (learning object) and the configuration of e-learning environment. In this paper, we provide a detail review about the various levels of adaptation, learning object design and process for learning content design, learner context parameters, and models/components of e-learning; moreover, we analyze and portray the associations among the components, necessary to achieve the well-defined adaptation in e-learning environment.

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Section: Learning Objects Designmentioning

confidence: 99%

Learning content design and learner adaptation for adaptive e-learning environment: a survey

Premlatha

Geetha

2015

Artif Intell Rev

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“…The former definition implies that resources are simply made available for sharing whereas the latter indicates an intention to support reuse. Currier and Campbell (2005) in their study to evaluate the reusability potential of content define 'horizontal reuse' as interdisciplinary reuse and 'vertical reuse' where resources are reused at more than one educational level. We have previously reported on case studies demonstrating both horizontal and vertical reuse of RLOs .…”

Section: The Importance Of Reusementioning

confidence: 99%

Sharing and reuse in OER: experiences gained from open reusable learning objects in health

Windle

Wharrad

McCormick

et al. 2010

JIME

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The open educational resource (OER) movement has the potential to have a truly transformative effect on higher education, but in order to do so it must move into the mainstream and facilitate widespread participation in the sharing or creating of resources and in their reuse. To help in this process, experience can be gained from projects and initiatives which have acted as forerunners to this movement. Here we present the experiences gained and lessons learnt from one such project based around the open sharing of reusable learning objects in health sciences education. In particular we share our experiences of reuse, its patterns, measurement, drivers, barriers, and tools designed to balance the pedagogical tensions between use and reuse. Like many in the OER movement we promote an emphasis on the role of community-building. We also argue that in order to produce materials that are worth sharing, value must firstly be placed on developing materials suitable for primary use, including robust evaluation and an alignment to real-world learning needs. Lastly, unlike the prevailing trends in OER we urge a consideration of quality assurance and outline the role that it can play in promoting sharing and reuse.

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“…The assessed characteristics are topic, treatment type, treatment level, detail level, style and information type. In Currier and Campbell (2005), three factors are specified to determine the learning object's reusability. These factors are technical format and contextual and technical dependency.…”

Section: El 355 954mentioning

confidence: 99%

Towards a holistic model for quality of learning object repositories

Vidal‐Castro

Navarrete

Domínguez

et al. 2017

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Purpose This paper aims to address the need to ensure the quality of metadata records describing learning resources. We propose improvements to a metadata-quality model, specifically for the compliance sub-feature of the functionality feature. Compliance is defined as adherence level of the learning object metadata content to the metadata standard used for its specification. The paper proposes metrics to assess the compliance, which are applied to a set of learning objects, showing their applicability and usefulness in activities related to resources management. Design/methodology/approach The methodology considers a first stage of metrics refinement to obtain the indicator of the sub-feature compliance. The next stage is the proposal evaluation, where it is determined if metrics can be used as a conformity indicator of learning object metadata with a standard (metadata compliance). The usefulness of this indicator in the information retrieval area is approached through an assessment of learning objects where the quality level of its metadata and the ranking in which they are retrieved by a repository are correlated. Findings This study confirmed that the best results for metrics of standardization, completeness, congruence, coherence, correctness and understandability, which determine the compliance indicator, were obtained for learning objects whose metadata were better labelled. Moreover, it was found that the learning objects with the highest level of compliance indicator have better positions in the ranking when a repository retrieves them through an exact search based on metadata. Research limitations/implications In this study, only a sub-feature of the quality model is detailed, specifically the compliance of learning object standard. Another limitation was the size of the learning objects set used in the experiment. Practical implications This proposal is independent from any metadata standard and can be applied to improve processes associated with the management of learning objects in a repository-like retrieval and recommendation. Originality/value The originality and value of this proposal are related to quality of learning object metadata considered from a holistic point of view through six metrics. These metrics quantify both technical and pedagogical aspects through automatic evaluation and supported by experts. In addition, the applicability of the indicator in recovery systems is shown, by example to be incorporated as an additional criterion in the learning object ranking.

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Evaluating 5/99 content for reusability as learning objects

Cited by 14 publications

References 3 publications

Learning content design and learner adaptation for adaptive e-learning environment: a survey

Learning content design and learner adaptation for adaptive e-learning environment: a survey

Sharing and reuse in OER: experiences gained from open reusable learning objects in health

Towards a holistic model for quality of learning object repositories

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