A model for evaluating learning objects

Daniel, Ben Kei; Mohan, Permanand

doi:10.1109/icalt.2004.1357374

Cited by 13 publications

(14 citation statements)

References 6 publications

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“…The factors that determine the reusability of a learning object (Palmer and Richardson 2004;Daniel and Mohan 2004;Huddlestone and Pike 2005;Pitkanen and Silander 2004) can be classified as structural or contextual issues. From a structural viewpoint, reusable learning objects must be as following:…”

Section: The Relationship Between Reusability and The Characteristicsmentioning

confidence: 99%

Metrics-based evaluation of learning object reusability

2010

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This paper aims to help in the selection of reusable educational materials from repositories on the web, developing an indicator of the reusability of learning objects. For this purpose, our research will be carried out in three stages. The first, based on previous studies in this area, will determine those aspects that influence reusability. The second will define a set of metrics that measure those aspects using metadata. The third will propose different methods of aggregation in order to obtain a single resulting value and evaluate the efficiency of the model by analyzing a significant set of learning objects obtained from the eLera and Merlot repositories. The results obtained suggest that the proposed indicator could provide useful information when searching for learning objects in repositories. This reusability measurement could constitute an indicator of quality, which would allow search results to be ordered, with those with the greatest possibility of being reused taking priority. Furthermore, the proposed reusability indicator could be calculated automatically or in an assisted way if metadata elements satisfy the minimum quality requisites identified.

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Section: The Relationship Between Reusability and The Characteristicsmentioning

confidence: 99%

Metrics-based evaluation of learning object reusability

2010

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“…We believe this perspective is informative, and provides new potential to realising learning objectives in the context of collaborative work, personalised and autonomous learning. Furthermore, the proposed model is expected to contribute to qualitatively greater learning outcomes and consequently a better return-on-investment [4].…”

Section: Introductionmentioning

confidence: 98%

“…It has been suggested that successful design of learning objects (LOs) necessitates incorporation of instructional design and learning theories with current LO design methodologies [4,8]. This requirement is symptomatic of many computer-mediated activities in which developers of learning systems are confronted with an emerging "socio-technical" gap, or the separation of tasks which are able to be supported technically from those which can be supported socially [1].…”

Section: Introductionmentioning

confidence: 99%

A situated learning perspective on learning object design

Farmer

Hughes

2005

Fifth IEEE International Conference on Advanced Learning Technologies (ICALT'05)

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Recent work suggests that learning object design can be improved by greater integration of instructional design, learning theory and software development methodologies. Despite this, there is a lack of research in the field that seeks to establish an association between the contextualised nature of learning object design and empirical properties of learner-computer interaction. In addressing this issue, we argue for a situated learning perspective on learning object design. Using the CASE framework as an exemplar of situated learning, we describe an holistic approach to eliciting socio-cultural properties of learning objects.

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“…REUSABILITY FACTORS The factors that determine the ability of a learning object to be reused [6] [7][8] can be classified as structural or contextual issues. From a structural viewpoint, reusable learning objects must be:…”

Section: Evaluation Methodologymentioning

confidence: 99%

A Preliminary Analysis of Software Engineering Metrics-based Criteria for the Evaluation of Learning Objects Reusability

Sanz

Dodero

Sánchez‐Alonso

2009

Int. J. Emerg. Technol. Learn.

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Abstract-Reusability of learning objects is evaluated on the basis of a priori software reusability analysis, which are related to cohesion and coupling aspects. A number of reusability metrics extracted from metadata records are defined and analyzed to provide an aggregate reusability evaluation for learning objects in a repository. The evaluation is validated and compared with an expert-based a posteriori evaluation method.

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A model for evaluating learning objects

Cited by 13 publications

References 6 publications

Metrics-based evaluation of learning object reusability

Metrics-based evaluation of learning object reusability

A situated learning perspective on learning object design

A Preliminary Analysis of Software Engineering Metrics-based Criteria for the Evaluation of Learning Objects Reusability

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