Merlot : A Repository of e-Learning Objects for Higher Education

Schell, George P.; Burns, Max

doi:10.1353/esj.2002.0004

Cited by 14 publications

(2 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Definition Design Develop Metadata Reusable Repository Standards Learning Evaluation Use Paquette & Rosca, 2002Parrish, 2004Petrinjak & Graham, 2004Polsani, 2003Poupa & Forte, 2003Rehak & Mason, 2003Richards, 2002Richards et al, 2002Schell & Burns, 2002Sedig & Liang, 2006Seki et al, 2005Siquerira et al, 2004Sloep, 2003Valderrama et al, 2005Van Zele et al, 2003Wiley et al, 2004Wiley, 2000Wilhelm & Wilde, 2005 Williams, 2000…”

Section: Appendix a Learning Object Survey For Studentsmentioning

confidence: 99%

A Systematic Evaluation of Learning Objects for Secondary School Students

Kay

2007

Journal of Educational Technology Systems

View full text Add to dashboard Cite

Empirical research evaluating the effectiveness of learning objects is noticeably absent. No formal research has been done on the use of learning objects in secondary schools. The purpose of this study was to evaluate the use of learning objects by high school students. The evaluation metric used to assess benefits and quality of learning objects was theoretically sound, reliable, and partially validated. Overall, two-thirds of the students stated they benefitted from using learning objects. Students benefitted more if they were comfortable with computers, the learning object had a well organized layout, the instructions were clear, and the theme was fun or motivating. Students appreciated the motivational, interactive, visual qualities of the learning objects most. Computer comfort was significantly correlated with learning object quality and benefit. Younger students appeared to have less positive experiences than their older counterparts. There were no gender differences in perceived benefit or quality of learning objects, with one exception. Females emphasized the quality of help features significantly more than males.

show abstract

Section: Appendix a Learning Object Survey For Studentsmentioning

confidence: 99%

A Systematic Evaluation of Learning Objects for Secondary School Students

Kay

2007

Journal of Educational Technology Systems

View full text Add to dashboard Cite

show abstract

“…Both LOR agents implemented the SQI client code repository access interface. Tests have been performed on two repositories, the MERLOT [65] repository (statefull) and the Learning Object Repository Network LORNET [66] (stateless), each repository has different session management. The Query Manager agent implements VSQL.…”

mentioning

confidence: 99%

Smart System for the Retrieval of Digital Educational Content

et al. 2019

View full text Add to dashboard Cite

The education sector is a major generator, consumer, and depositary of educational content. Thanks to technological advances, today's educators and learners have ubiquitous and on-demand access to information. Technology has made it possible for us to communicate and share information effortlessly from anywhere in the world. However, the availability of vast amounts of heterogeneous educational content will not be useful unless we search, retrieve and integrate it, creating interoperable educational environments. The current challenges to integrating educational content arise from its distribution over several repositories. This research proposes AIREH (architecture for intelligent retrieval of educational content from heterogeneous environments), for the retrieval of digital content through agent-based virtual organizations. This flexible architecture facilitates the search for and integration of heterogeneous content through an information retrieval model that involves both case-based reasoning and federated search. Moreover, AIREH is based on an adaptive organization model for distributed planning, thanks to which, it manages open systems flexibly, dynamically, and effectively. The conducted case study gives very promising results and demonstrates the advantages of using agent-based virtual organizations in the retrieval of labeled digital content. The proposed model is flexible, customizable, comprehensive and efficient.In educational technology, one of the most widespread approaches to making educational content reusable and interoperable is to fragment it into independent, modular units that can be used in different environments and applications [1]. This modular approach makes it possible to easily access and combine educational content items for a single learning objective, this is termed as a learning object (LO) [2,3]. The ability to access simple didactic resources specifically designed for use in different contexts facilitates the process of creating educational content. This reduces the time of creating and compiling educational resources, enabling the efficient development of comprehensive educational courses. The change in the creation process takes place when it is based on the search and aggregation of these small modular pieces, as simple didactic resources specifically designed to be used in different contexts. Normally, LO are stored in digital repositories, called learning object repositories (LORs). These systems must also have the functionalities of importation, exportation, identification, and retrieval of content [4,5]. The user usually interacts with the information contained in the repository via their web browser.To support the reuse process (speed, flexibility, and uniformity), the learning object has external descriptors or labels, which enable the identification, organization, search and retrieval of content items. These descriptors are created with standard-based metadata, ensuring the interoperability of systems and the description of content items using an adequate set of attribu...

show abstract

Phantom Tasks and Invisible Rubric: The Challenges of Remixing Learning Objects in the Wild

Millard

Howard

McSweeney

et al. 2009

Lecture Notes in Computer Science

View full text Add to dashboard Cite

Abstract. Learning Objects are atomic packages of learning content with associated activities that can be reused in different contexts. However traditional Learning Objects can be complex and expensive to produce, and as a result there are relatively few of these available. In this paper we describe our work to create a lightweight repository for the language-learning domain, called the Language Box, where teachers and students can share their everyday resources and remix and extend each others content using collections and activities to create new Learning Objects more easily. However, in our interactions with the community we have discovered that practitioners find it difficult to abstract their teaching materials from their teaching activities and experiences; this results in Phantom Tasks and Invisible Rubrics that can make it difficult for other practitioners to reuse their content and build new Learning Objects.

show abstract

Merlot : A Repository of e-Learning Objects for Higher Education

Cited by 14 publications

References 2 publications

A Systematic Evaluation of Learning Objects for Secondary School Students

A Systematic Evaluation of Learning Objects for Secondary School Students

Smart System for the Retrieval of Digital Educational Content

Phantom Tasks and Invisible Rubric: The Challenges of Remixing Learning Objects in the Wild

Contact Info

Product

Resources

About