Learning Objects: Standards, Metadata, Repositories, and LCMSKeith Harman, Alex Koohang Informing Science, 2007 - 395 páginas |
Términos y frases comunes
abstract model application profile approach architecture chapter complex components concepts content management systems course created data elements database DCMI defined definition described document domain Dublin Core Metadata e-learning e-portfolios educational resources encoding example federated searching Figure framework Friesen functions identify IEEE implementation IMS Global indexing instructional design interface interoperability jects keywords knowledge LCMS learner Learning Content Management Learning Management Systems learning material learning object metadata learning object repositories learning object systems Learning Technology LMML LOM elements LOM standard LOM XML Markup Language ments MERLOT meta metadata descriptions metadata elements metadata records ontology OpenCyc organizations pedagogical perspective portfolios properties query RDF Schema requirements Resource Description Framework Retrieved July reusability reuse schema SCORM search engines Semantic Semantic Web SLOR specific structure syntax taxonomy tion University users values vocabularies
Pasajes populares
Página 299 - It is the idea of having data on the Web defined and linked in a way that it can be used for more effective discovery, automation, integration, and reuse across various applications.
Página 359 - The Semantic Web is not a separate Web but an extension of the current one, in which information is given a well-defined meaning, thus better enabling computers and people to work in cooperation (Berners-Lee, Hendler, and Lassila 2001).
Página 353 - Objects are defined here as any entity, digital or non-digital, which can be used, re-used or referenced during technology supported learning.
Página 10 - Content Aggregation Model" and "Run-Time Environment" for learning objects. The SCORM is a collection of specifications adapted from multiple sources to provide a comprehensive suite of e-learning capabilities that enable interoperability, accessibility, and reusability of Web-based learning content.
Página 14 - The nice thing about standards is that there are so many of them to choose from.") In the rest of this appendix, we discuss four well-known organizations that publish de facto and de jure standards.
Página 88 - Berners-Lee, T., Hendler, J., & Lassila, O. (2001). The semantic Web.
Página 46 - The Annotation category provides comments on the educational use of the learning object, and provides information on when and by whom the comments were created. This category enables educators to share their assessments of learning objects and suggestions for use. For example the data elements entity (eg, people or organization that created the annotation) and description (the content of the annotation) belong to this category.
Página 81 - Learning Objects. • To enable the sharing and exchange of Learning Objects across any technology supported learning system. • To enable the development of learning objects in units that can be combined and decomposed in meaningful ways. • To enable computer agents to automatically and dynamically compose personalised lessons for an individual learner.
Página 223 - Polsani (2003) includes reuse in his definition of learning object as "an independent and self-standing unit of learning content that is predisposed to reuse in multiple instructional contexts...
Página 152 - A Spectrum of Interoperability: The Site for Science Prototype for the NSDL," D-Lib Magazine, 8(1), 2002, http://www.dlib.Org/dlib/january02/arms/0 1 arms.html.