What are Educational Objects?

Friesen, Norm

doi:10.1076/ilee.9.3.219.3573

Cited by 61 publications

(44 citation statements)

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“…The literature contains many definitions of learning objects. These vary from anything digital or non-digital with pedagogical value that supports learning (Downes, 2003a;Friesen, 2001, IEEE, 2002, Quinn & Hobbs, 2000 to anything digital with pedagogical value that supports learning (Sosteric & Hesemeier, 2003;Wiley, 1999). In addition, the definitions vary in the use of terminology that describes learning objects.…”

Section: Editor: Eli Cohenmentioning

confidence: 99%

“…An instructor can use a Learning Content Management System (LCMS) to pull together specific and relevant learning objects from the repository to create a course. This paper goes beyond this scenario and takes into consideration that learning objects may be categorized in a variety of ways including those that are highly complex and thus are likely to be used extensively on an intra-contextual and an inter-contextual basis (Wiley, 2000) and that a learning object is anything digital or non-digital with pedagogical value that supports learning (Downes, 2003a;Friesen, 2001, IEEE, 2002, Quinn & Hobbs, 2000.…”

Section: Editor: Eli Cohenmentioning

confidence: 99%

“…In addition, the definitions vary in the use of terminology that describes learning objects. For instance, learning objects have referred to as content object (OASIS, 2003); educational object (Friesen, 2001); information object (Wiley, 1999); knowledge object (Merrill, 1999); learning resource (IMS Global Learning Consortium, 2000); media object (ADL, 2001); and reusable learning object (Cisco Systems, 2001). Wiley (2000) provides an extensive set of criteria regarding learning objects, especially that they are greatly impacted by their sheer size although it is their reusability that makes them so potentially valuable.…”

Section: Editor: Eli Cohenmentioning

confidence: 99%

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Discussion Board: A Learning Object

Harman

Koohang²

2005

IJELL

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This paper argues that a discussion board as an integral part of e-learning is a learning object worthy of scrutiny. It explores how current praxis and theory on learning objects can be used to improve the development and application of discussion boards. Implications for discussion board as learning objects are discussed. They include: (1) accessing learning objects via discussion boards, (2) using and sharing learning objects via discussion boards, (3) creating a cycle of composition and decomposition of learning objects via discussion boards, and (4) using computer agents to improve access and communication of the data archived in discussion boards. Recommendations for future research are made.

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Section: Editor: Eli Cohenmentioning

confidence: 99%

Section: Editor: Eli Cohenmentioning

confidence: 99%

Section: Editor: Eli Cohenmentioning

confidence: 99%

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Discussion Board: A Learning Object

Harman

Koohang²

2005

IJELL

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“…The reusability is given as a result of three features: interoperability, discoverability and modularity (Friesen, 2001). In Learning Objects approach, the use of metadata to describe the pedagogical content of the learning object gives discoverability.…”

Section: Intelligent Learning Objectsmentioning

confidence: 99%

“…A learning object must be modular, discoverable and interoperable, in order to be reused (Friesen, 2001). To achieve these features and improve the efficiency, efficacy and reusability of learning objects, many people have dedicated a great effort.…”

Section: Introductionmentioning

confidence: 99%

Improving Interoperability Among Learning Objects Using FIPA Agent Communication Framework

Silveira

Gomes

Vicari

Professional Practice in Artificial Intelligence

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Abstract. The reusability of learning material is based on three main features: modularity, discoverability and interoperability. Several researchers on Intelligent Learning Enviroimients have proposed the use of architectures based on agent societies. Learning systems based on Multi-Agent architectures support the development of more interactive and adaptable systems and the Learning Objects approach gives reusability. We proposed an approach where learning objects are built based on agent architectures. This paper discusses how the IntelUgent Learning Objects approach can be used to improve the interoperability between learning objects and pedagogical agents.

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Learning Objects Definition and Use in <E-Aula>

Sancho

Manero

Fernández‐Manjón

EduTech Computer-Aided Design Meets Computer-Aided Learning

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Abstract:This paper describes how learning objects are defined and treated in , a pilot e-learning system that aims to offer a personalized learning experience geared to individual student's needs. The term learning object (LO) has been on the educational agenda for several years now and has become the Holly Grail of content creation and aggregation in e-learning, promising smart learning environments, fantastic economies of scale and exciting learning experiences tailored to individual needs. Nevertheless, there are a number of aspects where more research is needed. First, there is a lack of conceptual clarity in the definition, standardization and use of LOs. Also, there has been limited emphasis on the need for introducing adaptable learning features within the LO construct. The objective of this paper is to contribute to the practical application of these concepts by presenting the learning objects and how the system handles personalization features to create an infrastructure for performing an individualized learning.

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What are Educational Objects?

Cited by 61 publications

References 1 publication

Discussion Board: A Learning Object

Discussion Board: A Learning Object

Improving Interoperability Among Learning Objects Using FIPA Agent Communication Framework

Learning Objects Definition and Use in <E-Aula>

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