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E-Portfolios for integrated reflection
- Issues in Informing Science and Information Technology
, 2009
"... E-portfolios have been widely used in the education community. Currently, e-portfolios are viewed mostly as a tool of assessment and showcase, but less as a tool of active learning. This paper proposes an ontological model that specifies a generic organizational structure of e-portfolios in the inte ..."
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E-portfolios have been widely used in the education community. Currently, e-portfolios are viewed mostly as a tool of assessment and showcase, but less as a tool of active learning. This paper proposes an ontological model that specifies a generic organizational structure of e-portfolios in the integrated reflection context. An example of design artifact of ontology of e-portfolios is used to illustrate the concepts of the development and use of e-portfolios for active learning through reflection.
Project Based Learning and Learning Environments
"... In this paper, we describe the characteristics of Project Based Learning, a derivative of problem based learning and report on a multimedia course where this methodology was pursued. The instructional materials are reported on and the artefacts/documentation developed by students discussed. A factor ..."
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In this paper, we describe the characteristics of Project Based Learning, a derivative of problem based learning and report on a multimedia course where this methodology was pursued. The instructional materials are reported on and the artefacts/documentation developed by students discussed. A factor analysis was performed on questionnaire data that was collected at the end of the semester to evaluate the methodology pursued and the instructional artefacts developed. The results of this analysis are discussed along with the implications of this analysis on the use of online learning environments. A model to provide alternate instruction in an online environment are further discussed.
Contributions to Adaptive Educational Hypermedia Systems via on-line Learning Style Estimation
"... In order to establish an online diagnostic system for Learning Style Estimation that contributes to the adaptation of learning objects, we propose an easily applicable expert system founded on Bayesian Networks. The proposed system makes use of Learning Style theories and associated diagnostic techn ..."
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In order to establish an online diagnostic system for Learning Style Estimation that contributes to the adaptation of learning objects, we propose an easily applicable expert system founded on Bayesian Networks. The proposed system makes use of Learning Style theories and associated diagnostic techniques, simultaneously avoiding certain error sources. It takes under consideration learners ’ answers to a specific questionnaire, as well as a classification of learners who have been previously examined. System application based on Kolb’s Learning Style Inventory is also presented, in order to study the changes to the final estimation made by the system. The questionnaire in use is the David Kolb’s Learning Style Inventory revised, an on-line form which avoids logical fault implications. With this aim, a case study has been carried out involving 885 university students, from which conclusions are drawn. As a result of the expert system use, the influence of factors, such as reflection of cross-cultural environment differences and/or of slippery or lucky answers ’ influence on learning style estimation is reduced.
METADATA QUALITY ISSUES IN LEARNING REPOSITORIES
, 2013
"... Metadata lies at the heart of every digital repository project in the sense that it defines and drives the description of digital content stored in the repositories. Metadata allows content to be successfully stored, managed and retrieved but also preserved in the long-term. Despite the enormous imp ..."
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Metadata lies at the heart of every digital repository project in the sense that it defines and drives the description of digital content stored in the repositories. Metadata allows content to be successfully stored, managed and retrieved but also preserved in the long-term. Despite the enormous importance of metadata in digital repositories, one that is widely recognized, studies indicate that what is defined as metadata quality, is relatively low in most cases of digital repositories. Metadata quality is loosely defined as “fitness for purpose” meaning that low quality of metadata means that metadata cannot fulfill its purpose which is to allow for the successful storage, management and retrieval of resources. In practice, low metadata quality leads to ineffective searches for content, ones that recall the wrong resources or even worse, no resources which makes them invisible to the intended user, that is the “client” of each digital repository. The present dissertation approaches this problem by proposing a
Formerly the Interdisciplinary Journal of Knowledge and Learning Objects Ontology of Learning Objects Repository for Pedagogical Knowledge Sharing
"... Ontology has been receiving considerable attention in the learning objects research community. This paper discusses the key concepts of ontology of learning objects repository and proposes an ontological model for pedagogical knowledge sharing. The ontological model specifies a generic organizationa ..."
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Ontology has been receiving considerable attention in the learning objects research community. This paper discusses the key concepts of ontology of learning objects repository and proposes an ontological model for pedagogical knowledge sharing. The ontological model specifies a generic organizational structure for learning objects repository based on pedagogical design categories. An ontology that actualizes such a structure allows the user of the learning objects repository to play an active role in pedagogical development through searching semantically relevant learning objects. An example of ontology for pedagogical knowledge sharing is used to illustrate the concepts of the development and use of ontologies of learning objects repository.
Ontological Organization of Learning Objects Repository for Knowledge Sharing
"... Abstract: Ontological organization of learning objects for knowledge sharing is investigated. Through three case studies of learning objects repository management systems, theories of ontological organization of learning objects repository for knowledge sharing are developed. Implications of this st ..."
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Abstract: Ontological organization of learning objects for knowledge sharing is investigated. Through three case studies of learning objects repository management systems, theories of ontological organization of learning objects repository for knowledge sharing are developed. Implications of this study for educational institutions, software developers, and learning object repository designers and users are discussed. Résumé: Cette communication présente trois études de cas de systèmes de gestion de dépôts d'objets pédagogiques permettent de développer des théories d'organisation ontologique de ces dépôts aux fins de gestion de la connaissance. Seront discutées les conclusions de cette étude pour les établissements d'enseignement, les concepteurs de logiciel, les concepteurs de dépôt d'objets pédagogiques et leurs utilisateurs. 1.
Development Model of Learning Objects Based on the Instructional Techniques Recommendation
"... Abstract. This paper presents the progress of the proposal for a model of support in the development of Learning Objects. It incorporates the most appropriate instructional techniques to the cognitive processes involved in the student learning objectives proposed by the teacher, and learning styles ..."
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Abstract. This paper presents the progress of the proposal for a model of support in the development of Learning Objects. It incorporates the most appropriate instructional techniques to the cognitive processes involved in the student learning objectives proposed by the teacher, and learning styles of students in order to create the Learning Object. The proposed model is based on Felder-Silverman learning style model (Felder & Silverman, 1988) and the cognitive processes proposed by Margarita de Sanchez (1991). The paper presents the proposed model, the cognitive processes studied, learning styles, instructional techniques included in the study and the relationship of the techniques with cognitive processes and cognitive styles of learning. Finally, it shows the mathematical model and prototype implementation of the mathematical model.
Learning Pod: A New Paradigm for Reusability of Learning Objects
"... Learning objects have long promised dramatic savings of time and money in course and curricu-lum development, but they have failed to deliver the return on investment that seems a natural extension of their existence- reusability. Because a single hour of online instruction can take up to 300 hours ..."
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Learning objects have long promised dramatic savings of time and money in course and curricu-lum development, but they have failed to deliver the return on investment that seems a natural extension of their existence- reusability. Because a single hour of online instruction can take up to 300 hours to develop, reusability is the core value message offered by learning object promot-ers, from the earliest days to the present. Yet, after 12 years of successive evolution, learning objects are still primarily a collection of stand-alone modules that rarely interconnect outside of strictly controlled regimes, such as those imposed by corporate and military training guidelines. Among the contributing factors to this impediment are definition of a learning object, size of a learning object and aesthetics of a learning object. In response to this shortcoming, we propose to introduce a new entity- the learning pod. Engi-neered for reusability, the learning pod incorporates several modules that bring current technol-ogy to create an experientially seamless interconnection between disparate learning objects. These modules communicate with one another to build a consistent unit of instruction that uses several learning objects depending on the requirements. Several technologies including semantic web, XSL/XML and CSS are utilized to achieve presentation cohesiveness.
Modalities of Using Learning Objects for Intelligent Agents in Learning
"... This article details some common characteristics of applications using Intelligent Agents as they relate to Learning Objects as software systems in delivering education. Readapting Learning Ob-jects to different categories of learners constitutes a challenge for Intelligent Agents in their effort to ..."
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This article details some common characteristics of applications using Intelligent Agents as they relate to Learning Objects as software systems in delivering education. Readapting Learning Ob-jects to different categories of learners constitutes a challenge for Intelligent Agents in their effort to provide a large scale of collaboration between different e-learning organizations. In order not only to have efficient access to Learning Objects, but also to offer to learners tutoring and men-toring help, collaborative and cooperative learning strategies, learning advancements, and social interactions, Intelligent Agents have been highly recommended by a number of researchers. This study investigates how these e-learning applications are designed, how students ' differences are explored, and how these software systems are able to improve learning and teaching perform-ances.
