Ontological representation of learning objects

Abstract

Many of the existing metadata standards use content metadata elements that are coarse-grained representations of learning resources. These metadata standards limit users' access to learning objects that may be at the component level. The authors discuss the need for component level access to learning resources and provide a conceptual framework of the knowledge representation of learning objects that would enable such access.

Terminology Entries (Alphabetical Presentation)

“…Since the year 2000, more and more researchers are interested in ontological representation of learning objects through multimedia based on semantics and social networks (see Bick, Pawlowski & Veith, 2001;Qin & Finneran, 2002;Sánchez-Alonso & Frosch-Wilke, 2005;Ng, 2005).…”

Modalities of Using Learning Objects for Intelligent Agents in Learning

“…Third, granularity of concepts is a serious issue when Learning Objects are discussed (Qin & Finnerman, 2002). What is the degree of granularity so that the object can be reused in a variety of situations and in a meaningful context?…”

A Methodology for Developing Learning Objects for Web Course Delivery

“…This could be an entire unit or section, a subset of learning objectives, or a single simple learning object. Qin (2003) created an ontology tool that represents the elements of the LOM and how they relate to each other (Qin & Hernandez, 2004). This tool also provides the full description of the classes and slots within each of the elements.…”