A Quantitative Analysis of Learning Objects and Their Metadata in Web Repositories

Carvalho, Andre L.; Carvalho, Moisés G. de; Guimaraes, Davi; Kalleb, Davi; Cavalcanti, Roberto B.; Gouveia, Rodrigo S.; Lopes, H L O; Primo, Tiago Thompsen; Koch, Fernando

doi:10.1007/978-3-319-39672-9_5

Cited by 2 publications

(8 citation statements)

References 13 publications

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“…Results also revealed that most of the content was stored in few big repositories. This finding is consistent with [211]. Among the 59 LORs identified by [48], 76% offered less than 10,000 resources, 19% between 10,000 and 50,000, and only 5% offered more than 50,000.…”

Section: Learning Object Repositoriessupporting

confidence: 87%

“…In the case of ViSH, the -break-point‖ (the point until which the initial grow rate is maintained) has been reached in September 2013, 1.5 years after the first resource was published. The results presented in this section are also consistent with [211], which indicated that resources were being stored in LORs in flood patterns (straight up lines) and/or flow patterns (slow ascendant lines).…”

Section: Number Of Published Resourcessupporting

confidence: 87%

“…LORs offer access to a wide variety of e-Learning resources: images, videos, documents, web applications, applets, flash objects, simulations, games, lessons and even courses [50]. An analysis of 29 LORs that had more than 900,000 resources found that 6% of them were images, 79% were documents, 13% were multimedia resources and the remaining 2% were other types of resources [211]. The proportion of resources of each type was vastly different depending on the repository.…”

Section: Learning Object Repositoriesmentioning

confidence: 99%

“…A more recent analysis indicated that resources were being stored in a flood pattern (straight up lines) in some LORs as well as in a flow pattern (slow ascendant lines) in others [211].…”

Section: Learning Object Repositoriesmentioning

confidence: 99%

“…Dublin Core [120], and the rest did not use any metadata standard. An analysis of 8 LORs that used LOM metadata and 11 LORs that used Dublin Core metadata was conducted by [211].…”

Section: Learning Object Repositoriesmentioning

confidence: 99%

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Contribution to the authoring, distribution, evaluation and integration of learning objects

Gordillo¹

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Learning Objects have emerged in recent years in the field of educational technology as a key strategy for creating and delivering digital educational resources. The fundamental idea behind them is that educational content can be broken down into small chunks that can be independently created and reused in different contexts and e-Learning systems.Learning Objects are educational resources that aim to improve reusability in order to minimize production cost, save time and provide better learning experiences. Various benefits of using Learning Objects have been exposed by several studies that have examined their acceptance and effectiveness as well as their capacity to be reused. Nevertheless, and in spite of the immense amount of work done in this research field, there are still several barriers hampering the use and adoption of Learning Objects. To overcome these barriers and fully exploit the potential of Learning Objects, various challenges must be addressed at different stages of their life cycle. This thesis encompasses the design, development and evaluation of various systems, metrics and models in order to address and overcome several of the main barriers that hamper the authoring, distribution, evaluation and integration of Learning Objects. Moreover, the use of Learning Objects in various educational environments is studied. The thesis starts with the identification of the main barriers that hamper the use and adoption of Learning Objects along the different stages of their life cycle. Thereafter, an e-Learning platform that supports the whole Learning Object life cycle is presented. Then, results of the design, implementation and evaluation of an authoring tool to create Learning Objects are reported. Next, the thesis presents the first system designed to provide systematic evaluation of Learning Objects and generation of quality scores to e-Learning systems according to multiple Learning Object evaluation models and quality metrics. Furthermore, two new evaluation models and several new quality metrics for Learning Objects are proposed. One of these metrics is based on learning analytics and allows to estimate the quality of Learning Objects based on learners' interactions. This thesis also presents a hybrid Learning Object recommendation model for Learning Object Repositories and two recommender systems implemented based on this model. After that, three integration models are detailed: a model to allow e-Learning authoring tools to assemble Learning Objects by integrating and combining other ones, a model to enable the integration of Learning Objects into web videoconferencing services, and a model to integrate Learning Objects into web games in order to create educational web games. Afterwards, several projects and learning experiences in which different contributions have been validated are described. Finally, the thesis concludes with answers to the stated research questions, a summary of the main contributions and some suggestions for further research.

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Section: Learning Object Repositoriessupporting

confidence: 87%

Section: Number Of Published Resourcessupporting

confidence: 87%

Section: Learning Object Repositoriesmentioning

confidence: 99%

“…A more recent analysis indicated that resources were being stored in a flood pattern (straight up lines) in some LORs as well as in a flow pattern (slow ascendant lines) in others [211].…”

Section: Learning Object Repositoriesmentioning

confidence: 99%

“…Dublin Core [120], and the rest did not use any metadata standard. An analysis of 8 LORs that used LOM metadata and 11 LORs that used Dublin Core metadata was conducted by [211].…”

Section: Learning Object Repositoriesmentioning

confidence: 99%

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Contribution to the authoring, distribution, evaluation and integration of learning objects

Gordillo¹

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Assessment of Student Learning in Virtual Spaces, Using Orders of Complexity in Levels of Thinking

Capacho¹

2017

Turkish Online Journal of Distance Education

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This paper aims at showing a new methodology to assess student learning in virtual spaces supported by Information and Communications Technology-ICT. The methodology is based on the Conceptual Pedagogy Theory, and is supported both on knowledge instruments (KI) and intelectual operations (IO). KI are made up of teaching materials embedded in the virtual environment. The student carries out IO in his/her virtual formation process based on KI. Both instruments of knowledge and intellectual operations can be mathematically modelled by using functions of increasing complexity order. These functions represent the student's learning change. This paper main contribution is to show that these functions let the student go from a concrete thinking to a formal one in his/her virtual learning process. The research showed that 47% of the students moved from a concrete thinking level to the formal thinking level.

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A Quantitative Analysis of Learning Objects and Their Metadata in Web Repositories

Cited by 2 publications

References 13 publications

Contribution to the authoring, distribution, evaluation and integration of learning objects

Contribution to the authoring, distribution, evaluation and integration of learning objects

Assessment of Student Learning in Virtual Spaces, Using Orders of Complexity in Levels of Thinking

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