Solving reusability problems of online learning materials

Hiddink, Gerrit

doi:10.1108/10650740110397060

Cited by 8 publications

(13 citation statements)

References 3 publications

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“…The genericity of a learning object is affected by the number of references it contains to the context in which it is used (Hiddink, 2001). It has been suggested that to make learning materials generic the designer should avoid using references to local institutions, companies, people, courses, topics, etc.…”

Section: Genericity and Contextualitymentioning

confidence: 99%

“…It has been suggested that to make learning materials generic the designer should avoid using references to local institutions, companies, people, courses, topics, etc. (Hiddink, 2001). …”

Section: Genericity and Contextualitymentioning

confidence: 99%

“…Generi city and layered contextuality (Geissinger, 2001;Hiddink, 2001;Kinshuk & Russell, 2001) Yes Develop individual components to be as generic as possible, allow context to be added by individual teachers when combining small RIO's into larger RLOs.…”

Section: Yesmentioning

confidence: 99%

“…Different developers interpret words differently and, therefore, when searching for the object it may not come under the same word. Therefore, the labels and tags need to correspond to the way the teachers and developers think and be clear and standardised (Hiddink, 2001;Rada, 1995Rada, , 2001). …”

Section: Metadatamentioning

confidence: 99%

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A Model for the Effective Management of

Tate¹,

Hoshe²

2009

IJELL

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The management and reuse of digital learning resources has become a major business. Repositories of reusable learning objects (RLOs) are increasingly popular but pose serious management challenges. In this paper, we report the findings of a case study with a leading distance education provider currently engaged in a RLO strategy. We find that our case organisation has effective strategies for addressing many of the challenges. Based on these strategies, we identify lessons that are generalisable to other organisations and propose a model for effective management of RLOs.

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Section: Genericity and Contextualitymentioning

confidence: 99%

“…It has been suggested that to make learning materials generic the designer should avoid using references to local institutions, companies, people, courses, topics, etc. (Hiddink, 2001). …”

Section: Genericity and Contextualitymentioning

confidence: 99%

Section: Yesmentioning

confidence: 99%

Section: Metadatamentioning

confidence: 99%

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A Model for the Effective Management of

Tate¹,

Hoshe²

2009

IJELL

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“…The numerical value of the matrix elements gives the number of paths between two nodes in Figure 2. For instance, t 15 …”

Section: A Gozinto-type Modelmentioning

confidence: 99%

Decision support models for composing and navigating through e-learning objects

Knolmayer

2003

36th Annual Hawaii International Conference on System Sciences, 2003. Proceedings of The

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The metadata may also be used to define integer programming models which can be applied to support the instructor in formulating his specifications for selecting objects or which allow a computer agent to automatically select learning objects. Such decision models could also be helpful for a learner navigating through a library of learning objects. We also sketch a graph-based procedure for manual or automatic sequencing of the learning objects.

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