Re-Purposeable Learning Objects Based on Teaching and Learning Styles

Dunning, Jeremy; Donoghue, Kellie; Kaur, Abtar; Daniels, David J.

doi:10.4018/ijwnbt.2012100101

Cited by 3 publications

(1 citation statement)

References 12 publications

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“…Knight, Gašević & Richards, 2006. Rius, Sicillia & Gaia-Barriocanal, 2008 (Dunning et al, 2004Dunning et al, 2007. Kaur, 2003.…”

Section: H ταξινομία Bloom and Krathwohlmentioning

confidence: 99%

Σχεδιασμός Και Χρήση Μαθησιακών Αντικειμένων

Βορβυλάς¹

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Η παρούσα διδακτορική διατριβή προτείνει ένα εννοιολογικό πλαίσιο σχεδιασμού μαθησιακών αντικειμένων το οποίο εμφορείται από την Κοινωνική Σημειωτική και από τη Θεωρία της Ρητορικής Δομής. Προτείνεται μια θεώρηση των μαθησιακών αντικειμένων ως πολυτροπικών ψηφιακών κειμενικών μακρο-ειδών τα οποία αποτελούνται από ψηφιακά κειμενικά μικρο-είδη. Η οργάνωση του μαθησιακού περιεχομένου μοντελοποιείται μέσα από διάφορα συστημικά δίκτυα τα οποία αναπαριστούν τις σχεδιαστικές επιλογές του δημιουργού των μαθησιακών αντικειμένων. Με αυτό το σημειωτικό πλαίσιο στη διάθεσή του ένας δημιουργός μαθησιακών αντικειμένων μπορεί να εξοπλιστεί με τα εννοιολογικά εκείνα εργαλεία τα οποία θα του επιτρέψουν: α) να δημιουργήσει ή να χρησιμοποιήσει διάφορους τύπους κειμενικών μικρο-ειδών σύμφωνα με τις επικοινωνιακές λειτουργίες που αυτά εξυπηρετούν, β) να συνδέσει μεταξύ τους αυτούς τους τύπους μέσα από μια σειρά συζευκτικών σχέσεων και γ) να εκφράσει μέσα στο μαθησιακό περιεχόμενο τις επικοινωνιακές του προθέσεις απέναντι σε μια συγκεκριμένη ομάδα – στόχο χρηστών.

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“…Knight, Gašević & Richards, 2006. Rius, Sicillia & Gaia-Barriocanal, 2008 (Dunning et al, 2004Dunning et al, 2007. Kaur, 2003.…”

Section: H ταξινομία Bloom and Krathwohlmentioning

confidence: 99%

Σχεδιασμός Και Χρήση Μαθησιακών Αντικειμένων

Βορβυλάς¹

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Regaining the ‘Object’ of Learning Objects

Mogharreban

Guggenheim²

2009

InSITE Conference

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Learning objects were to bring a seismic shift to the field of computer-based instruction by introducing transportability and reusability. Supposedly outfitted with the concepts taken from object-oriented (OO) design, learning objects have long promised dramatic savings of time and money in course and curricula development. However, they have failed to deliver the return on investment that seems a natural extension of their existence, in large part because the conceptual mechanisms adopted by OO design for transportability and reusability are lacking in learning objects. Object-oriented software development, first discovered in the 1960s, had ushered in a new era of programmatic coding and design by the 1990s. Instead of thinking in terms of “verbs,” or the processes that act upon information, developers could directly conceive of “nouns,” or the objects that define the world around us, and provide these objects with real-world attributes. These transportable and reusable objects would then possess a library of ready-to-use actions that provide both a rich feature set as well as isolation for the user from implementation complexity. Software languages designed with support for such concepts as classes, methods, instantiation, overloading, overriding, inheritance, polymorphism, and encapsulation, achieved this tectonic shift in computer engineering and resulted in dramatic improvements in reliability, reusability, and cost.

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Learning Pod: A New Paradigm for Reusability of Learning Objects

Mogharreban¹,

Guggenheim²

2008

IJELL

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Learning objects have long promised dramatic savings of time and money in course and curriculum development, but they have failed to deliver the return on investment that seems a natural extension of their existence -reusability. Because a single hour of online instruction can take up to 300 hours to develop, reusability is the core value message offered by learning object promoters, from the earliest days to the present. Yet, after 12 years of successive evolution, learning objects are still primarily a collection of stand-alone modules that rarely interconnect outside of strictly controlled regimes, such as those imposed by corporate and military training guidelines. Among the contributing factors to this impediment are definition of a learning object, size of a learning object and aesthetics of a learning object.In response to this shortcoming, we propose to introduce a new entity -the learning pod. Engineered for reusability, the learning pod incorporates several modules that bring current technology to create an experientially seamless interconnection between disparate learning objects. These modules communicate with one another to build a consistent unit of instruction that uses several learning objects depending on the requirements. Several technologies including semantic web, XSL/XML and CSS are utilized to achieve presentation cohesiveness.

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Re-Purposeable Learning Objects Based on Teaching and Learning Styles

Cited by 3 publications

References 12 publications

Σχεδιασμός Και Χρήση Μαθησιακών Αντικειμένων

Σχεδιασμός Και Χρήση Μαθησιακών Αντικειμένων

Regaining the ‘Object’ of Learning Objects

Learning Pod: A New Paradigm for Reusability of Learning Objects

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