Learning object

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A learning object is "a collection of content items, practice items, and assessment items that are combined based on a single learning objective". [1] The term is credited to Wayne Hodgins, and dates from a working group in 1994 bearing the name. [2] The concept encompassed by 'Learning Objects' is known by numerous other terms, including: content objects, chunks, educational objects, information objects, intelligent objects, knowledge bits, knowledge objects, learning components, media objects, reusable curriculum components, nuggets, reusable information objects, reusable learning objects, testable reusable units of cognition, training components, and units of learning.

Contents

The core idea of the use of learning objects is characterized by the following: discoverability, reusability, and interoperability. To support discoverability, learning objects are described by Learning Object Metadata, formalized as IEEE 1484.12 Learning object metadata. [3] To support reusability, the IMS Consortium proposed a series of specifications such as the IMS Content package. And to support interoperability, the U.S. military's Advanced Distributed Learning organization created the Sharable Content Object Reference Model. [4] Learning objects were designed in order to reduce the cost of learning, standardize learning content, and to enable the use and reuse of learning content by learning management systems. [5]

Definitions

The Institute of Electrical and Electronics Engineers (IEEE) defines a learning object as "any entity, digital or non-digital, that may be used for learning, education or training". [6]

Chiappe defined Learning Objects as: "A digital self-contained and reusable entity, with a clear educational purpose, with at least three internal and editable components: content, learning activities and elements of context. The learning objects must have an external structure of information to facilitate their identification, storage and retrieval: the metadata." [7]

The following definitions focus on the relation between learning object and digital media. RLO-CETL, a British inter-university Learning Objects Center, defines "reusable learning objects" as "web-based interactive chunks of e-learning designed to explain a stand-alone learning objective". [8] Daniel Rehak and Robin Mason define it as "a digitized entity which can be used, reused or referenced during technology supported learning". [9] [10]

Adapting a definition from the Wisconsin Online Resource Center, Robert J. Beck suggests that learning objects have the following key characteristics:

Components

The following is a list of some of the types of information that may be included in a learning object and its metadata:

Metadata

One of the key issues in using learning objects is their identification by search engines or content management systems. [13] This is usually facilitated by assigning descriptive learning object metadata. Just as a book in a library has a record in the card catalog, learning objects must also be tagged with metadata. The most important pieces of metadata typically associated with a learning object include:

  1. objective: The educational objective the learning object is instructing
  2. prerequisites: The list of skills (typically represented as objectives) which the learner must know before viewing the learning object
  3. topic: Typically represented in a taxonomy, the topic the learning object is instructing
  4. interactivity: The Interaction Model of the learning object.
  5. technology requirements: The required system requirements to view the learning object.

Mutability

A mutated learning object is, according to Michael S. Shaw, MSc (2003), a learning object that has been "re-purposed and/or re-engineered, changed or simply re-used in some way different from its original intended design". [14] In other words, educational content or learning materials, initially designed for a specific domain, may be intentionally or unintentionally, repurposed or applied, or become relevant in some significant way to the learner or situation, even though it is from a totally different domain. This interpretation aligns with the idea that the inherent properties of the learning objects remain constant, but their application becomes beneficial and adaptable across diverse domains. Shaw's speculative interpretation suggests an intrinsic stimulation of cognitive flexibility and creative reuse of learning resources for the learner. Shaw also introduces the term "contextual learning object", to describe a learning object with high specificity, that has been "designed to have specific meaning and purpose to an intended learner". This may be useful if the intent involves just-in-time learning and the individual needs of individual learners.

Portability

Before any institution invests a great deal of time and energy into building high-quality e-learning content (which can cost over $10,000 per classroom hour), [15] it needs to consider how this content can be easily loaded into a Learning Management System. It is possible for example, to package learning objects with SCORM specification and load it in Moodle Learning Management System or Desire2Learn Learning Environment.

If all of the properties of a course can be precisely defined in a common format, the content can be serialized into a standard format such as XML and loaded into other systems. When it is considered that some e-learning courses need to include video, mathematical equations using MathML, chemistry equations using CML and other complex structures, the issues become very complex, especially if the systems needs to understand and validate each structure and then place it correctly in a database.[ citation needed ]

Criticism

In 2001, David Wiley criticized learning object theory in his paper, The Reusability Paradox which is summarized by D'Arcy Norman Archived 2021-05-02 at the Wayback Machine as, If a learning object is useful in a particular context, by definition it is not reusable in a different context. If a learning object is reusable in many contexts, it isn’t particularly useful in any. In Three Objections to Learning Objects and E-learning Standards Archived 2021-04-15 at the Wayback Machine , Norm Friesen, Canada Research Chair in E-Learning Practices at Thompson Rivers University, points out that the word neutrality in itself implies a state or position that is antithetical ... to pedagogy and teaching.

See also

Related Research Articles

Sharable Content Object Reference Model (SCORM) is a collection of standards and specifications for web-based electronic educational technology. It defines communications between client side content and a host system, which is commonly supported by a learning management system. SCORM also defines how content may be packaged into a transferable ZIP file called "Package Interchange Format."

Instructional design (ID), also known as instructional systems design and originally known as instructional systems development (ISD), is the practice of systematically designing, developing and delivering instructional materials and experiences, both digital and physical, in a consistent and reliable fashion toward an efficient, effective, appealing, engaging and inspiring acquisition of knowledge. The process consists broadly of determining the state and needs of the learner, defining the end goal of instruction, and creating some "intervention" to assist in the transition. The outcome of this instruction may be directly observable and scientifically measured or completely hidden and assumed. There are many instructional design models, but many are based on the ADDIE model with the five phases: analysis, design, development, implementation, and evaluation.

Situated learning is a theory that explains an individual's acquisition of professional skills and includes research on apprenticeship into how legitimate peripheral participation leads to membership in a community of practice. Situated learning "takes as its focus the relationship between learning and the social situation in which it occurs".

Ariadne is a European association for sharing knowledge and fostering international cooperation in teaching that is open to the world.

A didactic method is a teaching method that follows a consistent scientific approach or educational style to present information to students. The didactic method of instruction is often contrasted with dialectics and the Socratic method; the term can also be used to refer to a specific didactic method, as for instance constructivist didactics.

<span class="mw-page-title-main">Open educational resources</span> Open learning resource

Open educational resources (OER) are teaching, learning, and research materials intentionally created and licensed to be free for the end user to own, share, and in most cases, modify. The term "OER" describes publicly accessible materials and resources for any user to use, re-mix, improve, and redistribute under some licenses. These are designed to reduce accessibility barriers by implementing best practices in teaching and to be adapted for local unique contexts.

A learning management system (LMS) or virtual learning environment (VLE) is a software application for the administration, documentation, tracking, reporting, automation, and delivery of educational courses, training programs, materials or learning and development programs. The learning management system concept emerged directly from e-Learning. Learning management systems make up the largest segment of the learning system market. The first introduction of the LMS was in the late 1990s. LMSs have been adopted by almost all higher education institutions in the English-speaking world. Learning management systems have faced a massive growth in usage due to the emphasis on remote learning during the COVID-19 pandemic.

<span class="mw-page-title-main">Learning object metadata</span> Data model

Learning Object Metadata is a data model, usually encoded in XML, used to describe a learning object and similar digital resources used to support learning. The purpose of learning object metadata is to support the reusability of learning objects, to aid discoverability, and to facilitate their interoperability, usually in the context of online learning management systems (LMS).

This glossary of education-related terms is based on how they commonly are used in Wikipedia articles. This article contains terms starting with T – Z. Select a letter from the table of contents to find terms on other articles.

<span class="mw-page-title-main">Metadata</span> Data about data

Metadata is "data that provides information about other data", but not the content of the data itself, such as the text of a message or the image itself. There are many distinct types of metadata, including:

The Tufts OpenCourseWare (OCW) project, was a web-based publication of educational material from a number of Tufts University courses, providing open sharing of free, searchable, high-quality course content to educators, students, and self-learners throughout the global community. The Tufts OCW initiative encouraged the publication and free exchange of course materials on the World Wide Web. First launched in June 2005, Tufts OCW provided materials with strong representation from Tufts' health sciences schools, some of which were equivalent to textbooks in depth. All materials on the Tufts OCW site were accessible and free of charge. As Tufts OCW is not a distance learning program, no registration, applications, prerequisites, or fees are required and no credit is granted. Tufts ended funding for its Open Courseware initiative in 2014, and content on the Tufts OCW web site was removed on June 30, 2018.

Educational data mining (EDM) is a research field concerned with the application of data mining, machine learning and statistics to information generated from educational settings. At a high level, the field seeks to develop and improve methods for exploring this data, which often has multiple levels of meaningful hierarchy, in order to discover new insights about how people learn in the context of such settings. In doing so, EDM has contributed to theories of learning investigated by researchers in educational psychology and the learning sciences. The field is closely tied to that of learning analytics, and the two have been compared and contrasted.

ISO/IEC 19788Information technology – Learning, education and training – Metadata for learning resources is a multi-part standard prepared by subcommittee SC 36 of the joint technical committee ISO/IEC JTC 1, Information Technology for Learning, Education and Training.

As a general definition, paradata are usage data about learning resources that include not just quantitative metrics, but also pedagogic context, as inferred through the actions of educators and learners. Paradata may be operationalized as a specific type of metadata, however the construct differs from traditional descriptive metadata that classify the properties of the learning resource itself, and instead involves the capture—and open resharing—of in situ information about online users’ actions related to the resource. Learning resource paradata is generated through user processes of searching for content, identifying interest for subsequent use, correlating resources to specific learning goals or standards, and integrating content into educational practices. Paradata may include individual or aggregate user interactions such as viewing, downloading, sharing to other users, favoriting, and embedding reusable content into derivative works, as well as contextualizing activities such as aligning content to educational standards, adding tags, and incorporating resources into curriculum. Context about users is also of interest as paradata, including grade level or subject taught, experience level, or geographic location—as is information about the curricular relevance, audience, methodologies, and instructional settings of use as a resource is adopted by practitioners. Paradata are generally anonymized and/or aggregated at the community level to protect the privacy of individual users as data are shared between learning communities. Paradata may be expressed in realtime data streaming as user actions occur, or as periodic reporting of user activities over a range of time.

<span class="mw-page-title-main">Open educational practices</span>

Open educational practices (OEP) are part of the broader open education landscape, including the openness movement in general. It is a term with multiple layers and dimensions and is often used interchangeably with open pedagogy or open practices. OEP represent teaching and learning techniques that draw upon open and participatory technologies and high-quality open educational resources (OER) in order to facilitate collaborative and flexible learning. Because OEP emerged from the study of OER, there is a strong connection between the two concepts. OEP, for example, often, but not always, involve the application of OER to the teaching and learning process. Open educational practices aim to take the focus beyond building further access to OER and consider how in practice, such resources support education and promote quality and innovation in teaching and learning. The focus in OEP is on reproduction/understanding, connecting information, application, competence, and responsibility rather than the availability of good resources. OEP is a broad concept which can be characterised by a range of collaborative pedagogical practices that include the use, reuse, and creation of OER and that often employ social and participatory technologies for interaction, peer-learning, knowledge creation and sharing, empowerment of learners, and open sharing of teaching practices.

<span class="mw-page-title-main">Pedagogical agent</span>

A pedagogical agent is a concept borrowed from computer science and artificial intelligence and applied to education, usually as part of an intelligent tutoring system (ITS). It is a simulated human-like interface between the learner and the content, in an educational environment. A pedagogical agent is designed to model the type of interactions between a student and another person. Mabanza and de Wet define it as "a character enacted by a computer that interacts with the user in a socially engaging manner". A pedagogical agent can be assigned different roles in the learning environment, such as tutor or co-learner, depending on the desired purpose of the agent. "A tutor agent plays the role of a teacher, while a co-learner agent plays the role of a learning companion".

<span class="mw-page-title-main">OER Commons</span> Freely accessible online library

OER Commons is a freely accessible online library that allows teachers and others to search and discover open educational resources (OER) and other freely available instructional materials.

<span class="mw-page-title-main">Gamification of learning</span> Educational approach aiming to promote learning by using video game design and game elements

The gamification of learning is an educational approach that seeks to motivate students by using video game design and game elements in learning environments. The goal is to maximize enjoyment and engagement by capturing the interest of learners and inspiring them to continue learning. Gamification, broadly defined, is the process of defining the elements which comprise games, make those games fun, and motivate players to continue playing, then using those same elements in a non-game context to influence behavior. In other words, gamification is the introduction of game elements into a traditionally non-game situation.

A transferable skill is an ability or expertise which may be used in a variety of roles or occupations. Transferable skills are those that are carried from the learning process into practical practice. These skills are believed to be vital to the academic success of a student as well as their ability to perform once in their post education employment roles. Examples of transferable skills include communication and problem-solving.

Learning nuggets is a standalone mini learning activity, usually less than 5 minutes in length, that would vary in size and scope that learners undertake in a particular context in order to attain specific learning outcomes A learning nugget task will take a prescribed length of time and may, or may not be assessed. Nuggets should be designed with a particular approach to learning and teaching in mind

References

  1. ↑ Cisco Systems, Reusable information object strategy (PDF), archived from the original (PDF) on 2013-05-30
  2. ↑ Gerard, R.W. (1967), "Shaping the mind: Computers in education", In N. A. Sciences, Applied Science and Technological Progress
  3. ↑ IEEE 1484.12 Learning Object Metadata [ permanent dead link ]
  4. ↑ SCORM 2004 4th Edition Version 1.1 Overview Archived 2011-12-09 at the Wayback Machine
  5. ↑ Downes, Stephen (2001). "Learning Objects: Resources for Distance Education Worldwide". The International Review of Research in Open and Distance Learning. 2. doi: 10.19173/irrodl.v2i1.32 .
  6. ↑ Learning Technology Standards Committee 2002 , p. 45
  7. ↑ Laverde, Cifuentes & Rodríguez 2007 , p. 8.
  8. ↑ "Learning Objects", RLO-CETL: Reusable Learning Objects, retrieved 2008-04-29[ permanent dead link ].
  9. ↑ http://129.115.100.158/txlor/docs/IEEE_LOM_1484_12_1_v1_Final_Draft.pdf%5B%5D
  10. ↑ Rehak & Mason 2003
  11. ↑ Beck, Robert J., "What Are Learning Objects?", Learning Objects, Center for International Education, University of Wisconsin-Milwaukee, archived from the original on 2010-07-04, retrieved 2008-04-29
  12. ↑ Churchill, Daniel (2007). "Towards a useful classification of learning objects". Educational Technology Research and Development. 55 (5): 479–497. doi:10.1007/s11423-006-9000-y. S2CID   57223598.
  13. ↑ ECEL2006-5th European Conference on elearning: ECEL2006. Academic Conferences Limited. ISBN   978-1-905305-30-8.
  14. ↑ Shaw 2003
  15. ↑ Rumble, Greville (2019). "The Costs and Costing of Networked Learning". Online Learning. 5 (2). doi: 10.24059/olj.v5i2.1880 . S2CID   10610860.

Further reading

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