The OSEL Taxonomy for the Classification of Learning Objects

Abstract

This project started from the necessity to create a taxonomic classification for the management of the Learning Objects (LO) repository used by the LCMS platforms. The classification obtained is now in use for the OSEL project (OSEL website -http://www.osel.it). The OSEL project is financed by the Statistics Department of the University of Bari. The aim is to analyze and to promote the introduction of blended elearning in the academic world. Many LCMSs Open-source platforms have been studied, tested and put at users' disposal. The support to the ADL/SCORM (see http://www.adlnet.org) given by all the platforms has allowed the integration in the OSEL web of the repository service, along with the services already in use (forum, newsletter, glossary, database). The aim is to gather and to catalogue the LO products proposed in the various courses and managed by the learners on the web. Starting from Wiley's (2000) and Redeker's (2003) taxonomies, the research group studied the OSEL Taxonomy and presented the project of a web application able to classify the LO and to place them in order into the repository.

An Integrated Model of Collaborative Knowledge Building

“…Placing this work in context of the studies conducted within the Informing Science framework, the paper addresses the need for designing theory informed and technology-enabled tutorial activities for students (Salas & Ellis, 2006), encouraging the development of virtual communities of practice (Dube, Bourhis, & Jacob, 2006), and understanding how collaboration supports knowledge building, which in turn supports the development of learning objects and technical scaffolds (Convertini et al, 2006). The model of the CKB process presented here needs to be further corroborated with data to develop a cohesive theory and model of CKB.…”

“…The study also explores the role of reflective thinking and collaborative reflective discourse in helping participants achieve shared understanding as part of the CKB process. The analysis adds to the existing body of knowledge relating to learning objects within the specific domain of collaboration of learners as identified in the life cycle of the e-learning process (Convertini, Albanese, Marengo, Marengo, & Scalera, 2006).…”

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

“…This emphasis on design has resulted in a model of learning that is dated and largely behavioristic-content is presented, students are asked questions, and then evaluated and rewarded based on the content they remember Krauss and Ally 2005;Nurmi and Jaakkola 2006b). For the past 20 years, though, research in cognitive science suggests that students need to construct knowledge and actively participate in the learning process (e.g., Albanese and Mitchell 1993;Bruner 1983Bruner , 1986Brown and Palinscar 1989;Chi and Bassock 1989;Collins et al 1989;Vygotsky 1978) and within the last five years, several learning object theorists have advocated the use of a more constructivist-based metric (Baser 2005;Convertini et al 2006;Gadanidis et al 2004).…”

Armagh Observatory – Historic Building Information Modelling for Virtual Learning in Building Conservation

“…LO elements are units which make up the content and the LO can be singular or a combination of elements. Interactivity allows the LO by the action of a user to refer to other internal or external elements (Cohen and Nycz, 2006;Convertini and M. Scalera 2006;Buzzetto-More and Pinhey, 2006 ). The IEEE Learning Object Metadata Standard (IEE) specifies the syntax and semantics of learning object metadata describing levels of detail (aggregation) and learning resource types.…”