A Tale of Two Learning Objects

Francia, Guillermo A.

doi:10.2190/qvcw-ae58-6ru7-cp82

Cited by 5 publications

(3 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Learning objects (LOs) are small, stand-alone, mediated, content -chunks‖ that can be reused in multiple instructional contexts and serve as building blocks for lessons. The value of the learning object approach has been recommended by the Department of Defense [1], business and industry [3], public schools [7,18], and higher education [6,13]. Major strengths cited were reusability, ease of updates and content management, customization, interoperability, and overall flexibility.…”

Section: Technology-based Learning Platformsmentioning

confidence: 99%

Renaissance computing

Soh

Samal

Scott

et al. 2009

Proceedings of the 40th ACM Technical Symposium on Computer Science Education

View full text Add to dashboard Cite

We report on a recently funded project called Renaissance Computing, an initiative for promoting student participation in computing. We propose a radical re-thinking not only of our core curriculum in CS, but of the role of CS at the university level. In our conception, -computational thinking‖ is neither easily separated from other endeavors nor easily balkanized into a single department. We thus imagine a CS curriculum that is inextricably linked to other domains. Our proposed initiative covers introductory, depth, and capstone courses, targeting both CS majors and minors. It is also aimed to develop interdisciplinary CS courses in sciences, engineering, arts, and humanities. Furthermore, the framework embraces collaborative learning to help improve learning.

show abstract

Section: Technology-based Learning Platformsmentioning

confidence: 99%

Renaissance computing

Soh

Samal

Scott

et al. 2009

Proceedings of the 40th ACM Technical Symposium on Computer Science Education

View full text Add to dashboard Cite

show abstract

“…Research on learning objects has verified their instructional value [1]- [3]; however, there are challenges in both their design and their search and retrieval. The iLOG project is an attempt to address both of these challenges.…”

Section: Introductionmentioning

confidence: 99%

Empirical usage metadata in learning objects

Nugent

Kupzyk

Riley

et al. 2009

2009 39th IEEE Frontiers in Education Conference

View full text Add to dashboard Cite

-The iLOG Project (Intelligent LearningObject Guide) is designed to augment multimedia learning objects with information about (1) how a learning object has been used, (2) how it has impacted instruction and learning, and (3) how it should be used. The goal of the project is to generate metadata tags from data collected while students interact with learning objects; these metadata tags can then be used to help teachers identify learning objects that match the educational and experiential backgrounds of their students. The project involves the development of an agent-based intelligent system for tracking student interaction with learning objects, in tandem with an extensive learning research agenda. This paper provides an overview of this NSF-funded project, focusing on the instructional approach and research on varying levels of active learning and feedback. Using a randomized design and a hierarchical linear modeling framework, research showed that the active learning conditions resulted in significantly higher student learning. The elaborative feedback results approached (p = .056), but did not reach, the established significance criteria of alpha = .05. Both active learning conditions and one of the elaborative feedback conditions resulted in significantly higher content assessment scores compared to a control group.

show abstract

“…The value of learning objects has been touted by the Department of Defense [1], business and industry [2], public schools [3,4], and higher education [5][6][7][8], all citing: reusability; ease of updates, searches, and content management; customization, interoperability; and overall flexibility. Research on learning object approaches has also verified their instructional value [6,9,10].…”

Section: Introductionmentioning

confidence: 99%

Design, Development, and Validation of Learning Objects

Nugent

Soh

Samal

2006

Journal of Educational Technology Systems

View full text Add to dashboard Cite

A learning object is a small, stand-alone, mediated content resource that can be reused in multiple instructional contexts. In this article, we describe our approach to design, develop, and validate Shareable Content Object Reference Model (SCORM) compliant learning objects for undergraduate computer science education. We discuss the advantages of a learning object approach, including positive student response and achievement, extension to other settings and populations, and benefits to the instructor and developers. Results confirm our belief that the use of modular, Web-based learning objects can be used successfully for independent learning and are a viable option for distance delivery of course components.

show abstract

A Tale of Two Learning Objects

Cited by 5 publications

References 5 publications

Renaissance computing

Renaissance computing

Empirical usage metadata in learning objects

Design, Development, and Validation of Learning Objects

Contact Info

Product

Resources

About