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Reusable Learning Content Discovery and Exchange

Reusable Learning Content Discovery and Exchange. Dr David Massart, EUN AgLRs – Budapest, Hungary Nov. 2, 2009. A Learning Object (LO) Can Be Anything Digital Used for Teaching or Learning. Learning Objects Range. From atomic learning assets (e.g., a picture)

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Reusable Learning Content Discovery and Exchange

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  1. Reusable Learning Content Discovery and Exchange Dr David Massart, EUN AgLRs – Budapest, Hungary Nov. 2, 2009

  2. A Learning Object (LO) Can Be Anything Digital Used for Teaching or Learning

  3. Learning Objects Range • From atomic learning assets (e.g., a picture) • To complex learning resources (e.g., a complete multimedia course)

  4. Learning Asset

  5. Learning Resource

  6. http://lreforschools.eun.org

  7. Learning Object Repositories • Learning Objects (LOs) can be • Available online • Stored in a learning object repository • Learning Object Repository (LOR) = Digital Library of LOs • Manage collections of LOs • Control the access to LO collections • A LOR can be part of a Virtual Learning Environment (VLE)

  8. Metadata • Some LOs are complex multimedia objects • Some LOs are hidden in LO repositories • LOs are rarely self-contained: • Target audience: K-12, higher-education, life-long learning • Nature: Lesson plan, course, exercise, assessment

  9. Metadata (cont.) • Data about data (i.e., learning content) • Initially thought in a LO Repository context • LO Descriptions (i.e., metadata) • Machine-readable: Building searchable indexes • Human-Readable: Assess LO usefulness

  10. Three Steps To Obtain A Learning Object • Searching and evaluating metadata • Resolving the learning object location • Consuming the learning object

  11. Reusable Learning Content • Some LOs • Are open • Can be rendered in a web-browser (plugins) • Are available online • Others, more complex, are packaged with metadata describing how they can be rendered • ADL SCORM • IMS Common Cartridge • IMS QTI

  12. ADL SCORM • Based on the IMS Content Package (CP) specification • Defines a model for the structure and behavior of content and components • Based on assumptions of ubiquitous access and availability of web-based technologies

  13. SCORM Content • Is explicitly authored and prepared for use in a SCORM environment • Delivery and instruction is coordinated through a “learning management system” (LMS) that is responsible for managing the learner’s instructional experience (deliver, track, report, manage content) • Delivery and learner interaction is within a web-based technology environment (typically using web browser).

  14. In SCORM • Content alone determines what instruction the learner sees and what data is provided to control the learning experience • LMS alone determines how to deliver, present, manage and track the learner through the learning experience and an overall specification of the instruction that is uncoupled from the specifics of the content itself • Tools are built using web-based technologies, providing a low-cost, ubiquitous delivery platform

  15. IMS Common Cartridge (CC) • Developed to support the exchange of more complex and interactive learning materials • Extends CP by providing support for • Questions and tests • The initiation of discussion forums • Basic authentication to protect the content delivered • More detailed description of the way in which the importing LMS is supposed to render links to specific web resources

  16. Learning Objects, Metadata, and Repositories Revisited

  17. Learning Objects, Metadata, and Repositories Revisited

  18. Learning Objects, Metadata, and Repositories Revisited

  19. Learning Objects, Metadata, and Repositories Revisited

  20. Learning Objects, Metadata, and Repositories Revisited

  21. Learning Objects, Metadata, and Repositories Revisited

  22. Learning Objects, Metadata, and Repositories Revisited

  23. Learning Objects, Metadata, and Repositories Revisited

  24. Learning Objects, Metadata, and Repositories Revisited

  25. Learning Objects, Metadata, and Repositories Revisited

  26. Learning Objects, Metadata, and Repositories Revisited

  27. A Hidden Educational Web • Most on line learning resources are unlocatable using text-based search engines (Repositories make it worse) • Search engines results are difficult to assess by teachers and pupils • Metadata help to retrieve and assess learning resources but metadata repositories are just another part of the “hidden web”

  28. Learning Resource Discovery • Decentralized approach: Federated searching • A “source” sends a query to several “target” repositories • Each repository processes the query and returns results to the source • Centralized approach: Metadata harvesting • A “harvester” builds a central index with metadata harvested in target “repositories” • A source queries the harvester index.

  29. Mixed Approach

  30. Metadata Revisited:Machine-Readable Descriptions of LOs • Discovery • Searching for LOs • Assessing usefulness of search results • Exchange • Obtaining an appropriate copy

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