Towards A Comprehensive Learning Object Metadata: Incorporation of Context to Stipulate Meaningful Learning and Enhance Learning Object Reusability

Abstract

In recent years, the learning object (LO) concept has been introduced to allow sharing of smaller and portable learning materials on the Internet. Its features, concept, components, and other related matters have been fairly debated among researchers and practitioners. Attempts have been made to derive definition, model, and its working application. However, the failure to embed learning context and pedagogical instructional role within metadata has contributed to the significance of LO educational values. Despite the efforts taken by various research groups and researchers to propose metadata that exhibit the LO pedagogical role, the accomplishment of these works is geared towards specific education environments or institutions. Therefore, it is desirable to attain new metadata elements that will capture the LO context and pedagogical aspects and increase the reusability features applicable to any education setting or environment. It is the intention of this paper to describe the work done in providing a new metadata element based on theoretical analysis.

Developing a Specific Knowledge Transfer Framework for Creating Knowledge Resources in the Area of Special Education

“…Furthermore, a case can be improved or enriched by adding additional materials such as re°ection questions and learning exercises to enhance the case-based learning in the knowledge repositories. Metadata can be used to enable the e±cient search and browsing of cases in the knowledge repositories (Richards et al, 2002;Yahya and Yuso®, 2008). Both in-service teachers and pre-service teachers as knowledge users can search the knowledge repositories to¯nd cases that meet their needs and special contexts.…”

Identifying Learning Object Pedagogical Features to Decide Instructional Setting

“…But it has proved to be inadequate [29]. Many researchers have suggested additions to pedagogical metadata fields like adaptivity [29,30], Bloom's taxonomy of learning objectives and assessment questions, knowledge type [31]. Researchers have built customized LO Metadata Application Profiles [31,32] to address specific educational needs.…”

“…The widely adopted IEEE LOM standard does accommodate pedagogy concerns in metadata with 11 'Educational' category items [28]. But it has proved to be inadequate [29]. Many researchers have suggested additions to pedagogical metadata fields like adaptivity [29,30], Bloom's taxonomy of learning objectives and assessment questions, knowledge type [31].…”

Learning videos - do they work?

“…The proliferation of digital Learning Objects over the last fifteen years has prompted a wave of pedagogic research, seeking to review them in the light of constructivist learning. Some review articles, voicing critical views of LOs, state that they "…do not cause learning, but provide availability", owing to the lack of sound pedagogic approaches in their design and to their poor searching capacity (Yahya and Yusoff, 2008). Other critics of the LOs suggest that their structures offer rather prescribed pathways within the learning processes, limiting learners' active participation (Bannan-Ritland et al, 2000).…”

“…Ritzhaupt (2010) defines several groups of LOs stakeholders, representing a new economy of educational content development: the learners, the authors and instructional designers and the LO developers. Furthermore, Yahya and Yusoff (2008) also discuss the need to use experts' feedback on the LOs' past usage when planning new LOs with high potential reusability. This study aimed to collect information from representatives of all stakeholders' groups, thus hoping to improve the educational and internal organisational effectiveness of the process of video creation and integration in the learning experience.…”