Learning objects, repositories, sharing and reusability

Koppi, Tony; Bogle, Lisa; Bogle, Mike

doi:10.1080/0268051042000322113

Cited by 29 publications

(13 citation statements)

References 2 publications

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“…Existing infrastructure at schools may not always exist to promote sharing and collaboration, and this has been identified as a broad concern for the teaching profession (Killeavy & Moloney, 2010). Nevertheless, there has been some success in the use of rewards in the establishment of online repositories (Koppi, Bogle, & Bogle, 2005). The encouragement of sharing and of reducing competitiveness for resources may fall upon principals in their endeavors to create organizational norms where collective goals of improvement in student learning and alignment of beliefs in teaching occur (Jones et al, 2013).…”

Section: Resourcesmentioning

confidence: 98%

How do early career teachers value different types of support? A scale-adjusted latent class choice model

Burke

Aubusson

Schuck

et al. 2015

Teaching and Teacher Education

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Section: Resourcesmentioning

confidence: 98%

How do early career teachers value different types of support? A scale-adjusted latent class choice model

Burke

Aubusson

Schuck

et al. 2015

Teaching and Teacher Education

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“…Original definitions focused on technological issues such accessibility, adaptability, the effective use of metadata, reusability, and standardization (e.g., Downes 2003;Littlejohn 2003;Koppi et al 2005;Muzio et al 2002;Nurmi and Jaakola 2006b;Parrish 2004;Siqueira et al 2004). More recently, researchers are emphasizing learning qualities such as interaction and the degree to which the learner actively constructs knowledge (Baruque and Melo 2004;Bennett and McGee 2005;Bradley and Boyle 2004;Caws et al 2006;Chenail 2004;Cochrane 2005;McGreal 2004;Kay and Knaack 2007a;Sosteric and Hesemeirer 2002;Wiley et al 2004).…”

Section: Definition Of Learning Objectsmentioning

confidence: 99%

Assessing learning, quality and engagement in learning objects: the Learning Object Evaluation Scale for Students (LOES-S)

Kay

Knaack

2008

Education Tech Research Dev

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Learning objects are interactive web-based tools that support the learning of specific concepts by enhancing, amplifying, and/or guiding the cognitive processes of learners. Research on the impact, effectiveness, and usefulness of learning objects is limited, partially because comprehensive, theoretically based, reliable, and valid evaluation tools are scarce, particularly in the K-12 environment. The purpose of the following study was to investigate a Learning Object Evaluation Scale for Students (LOES-S) based on three key constructs gleaned from 10 years of learning object research: learning, quality or instructional design, and engagement. Tested on over 1100 middle and secondary school students, the data generated using the LOES-S showed acceptable internal reliability, face validity, construct validity, convergent validity and predictive validity.

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“…A rapid method for identifying good practices in tertiary ICT teaching was also proposed by [6]. The identification, dissemination and adoption of good teaching practices and designs in academia is problematic [7] and outside the scope of this paper.…”

Section: Discussionmentioning

confidence: 99%

Issues in Australian ICT Education

Koppi

Naghdy

Chicharo

2008

19th Australian Conference on Software Engineering (Aswec 2008)

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This session at the Australian Software Engineering Conference is concerned with ICT education from the holistic perspective of preparation in high schools, the university experience, transition to the workforce, and the contribution by industry, government, and professional bodies. The project to ascertain the issues and challenges facing the national ICT education sector is supported by the Carrick institute as a discipline-based initiative. Consultations to date with various stakeholders have revealed numerous concerns that include: the dispersed nature of the ICT sector; erroneous perceptions of ICT disciplines; decline in enrolments; gender imbalance; lack of industry involvement; and balancing knowledge with generic skills acquisition. This forum will involve the project team and invited participants to report on findings from consultations and research. Attendees will be invited to respond and to contribute their issues and challenges that are of particular concern to the software engineering community. The seven disciplines that comprise ICT are electrical engineering, computer engineering, telecommunications engineering, software engineering, computer science, information technology, and information systems.

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Learning objects, repositories, sharing and reusability

Cited by 29 publications

References 2 publications

How do early career teachers value different types of support? A scale-adjusted latent class choice model

How do early career teachers value different types of support? A scale-adjusted latent class choice model

Assessing learning, quality and engagement in learning objects: the Learning Object Evaluation Scale for Students (LOES-S)

Issues in Australian ICT Education

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