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Reusability on Learning Object Repository
Abstract
We propose a mechanism, as well as an implemented prototype system, that can be used to support searching and reusing of learning
objects. This paper discusses part of the Hard SCORM project developed in Taiwan to support asynchronized distance learning.
We developed a SCORM 2004 compliant authoring tool and a LMS. The authoring tool is associated with a metadata wizard to help
users to build metadata, which can be used while learning objects are searched and reused. The underlying repository to store
learning objects is constructed based on the architecture defined as CORDRA. We integrate the authoring tool, the LMS, and
the repository as a total solution to SCORM-based distance learning. The discussion has a focus on the analysis of metadata
wizard as well as the analysis of IEEE LOM. The MINE Registry serves as an instance of CORDRA-based repository is also discussed.
... The process has two perspectives – perspective of author who creates small basic learning resources called Content Assets [2] and perspective of teacher (tutor) who uses content assets to create smaller or bigger learning resources (Information Objects, Learning Objects or Learning Components [2]). Some parts of this process can be supported by technology; they can be services in SOA view. ...
... The process has two perspectives – perspective of author who creates small basic learning resources called Content Assets [2] and perspective of teacher (tutor) who uses content assets to create smaller or bigger learning resources (Information Objects, Learning Objects or Learning Components [2]). Some parts of this process can be supported by technology; they can be services in SOA view. ...
Creation of interactive multimedia study recourses used in e-learning courses is a demanding and time-consuming activity. However, so far there is no manual for the creators of these resources that would enable them to do it in the proper way. The teachers, who are usually the only creators of the materials, are forced to improvise. This contribution presents two approaches for study recourses creation. The first one is an original solution of the e- learning recourses design, created at University of Zilina in 2006. The methodology uses a scenario creation comes out from analogy of movie scenarios because the interactive multimedia study recourses are quasi movies. The second method is more systematic, it is based on looking at e-study resource design as at partial information system design. One way of systematic analyze of informatics systems design is to use the Service Oriented Architecture for it. Both methods endeavour to achieve interoperability of e-study resources, therefore there are used standards for resources saving and delivering.
... As [1] suggests, the ideal is to use a tree structure based on the resources hierarchy: in this way, LOs will be in a kinship. It is also possible to use the reusability [2] trees described by [3] to register as child nodes LOs obtained modifying others. Once the domain semantics is created, a weight to each object must be assigned. ...
... Various works such as Kärger et al. (2006), Lee et al. (2008) or Segura et al. (2010) show how a little power of expression in the retrieval of LOs in their LORs can provide suggestions for improvement by incorporating many semantic aspects in the expansion of consultative mechanisms. Several tools appears such as Shih et al. (2006) that has developed a metadata authoring tool to support the search and reuse of LOs. Or Lee et al. (2008) that proposes an architecture with an ontological approach for learning object retrieval by expanding the query algorithm with semantic aggregation, which is called Ontology Query Expansion Algorithm. ...
This paper presents a solution to the problem of the search and retrieval digital tagged content in heterogeneous learning object repositories through AIREH (Architecture for Intelligent Retrieval of Educational content in Heterogeneous Environments) framework. This Architecture unifies the search and retrieval of objects, thus facilitating the personalized learning search process by filtering and properly classifying learning objects retrieved for an approach for semantic-aware learning content retrieval based on abstraction layers between the repositories and the search clients. The use of federated databases techniques by using an organization of agents allows those agents to work in a coordinated manner to solve a common problem, allowing the agents to adapt to the constantly changing environment (users, content repositories, etc.). Combining a complete agent-based architecture that implements the concept of federated search along with IR technologies may help organizing and sorting search results in a meaningful way for educational content.
... Various works such as Kärger et al. (2006), Lee et al. (2008) or Segura et al. (2010) show how a little power of expression in the retrieval of LOs in their LORs can provide suggestions for improvement by incorporating many semantic aspects in the expansion of consultative mechanisms. Several tools appears such as Shih et al. (2006) that has developed a metadata authoring tool to support the search and reuse of LOs. Or Lee et al. (2008) that proposes an architecture with an ontological approach for learning object retrieval by expanding the query algorithm with semantic aggregation, which is called Ontology Query Expansion Algorithm. ...
This paper presents a solution to the problem of the search and retrieval digital tagged content in heterogeneous learning object repositories through architecture for intelligent retrieval of educational content in heterogeneous environments (AIREH) framework. This architecture unifies the search and retrieval of objects, thus facilitating the personalised learning search process by filtering and properly classifying learning objects retrieved for an approach for semantic-aware learning content retrieval based on abstraction layers between the repositories and the search clients. The use of federated databases techniques by using an organisation of agents allows those agents to work in a coordinated manner to solve a common problem, allowing the agents to adapt to the constantly changing environment (users, content repositories, etc.). Combining a complete agent-based architecture that implements the concept of federated search along with IR technologies may help organising and sorting search results in a meaningful way for educational content.
... In [7], we've constructed the reusability tree through the registration learning objects. The reusability tree will assist users in realizing the content of learning objects and the relations between them. ...
The use of learning objects is necessary in distance learning environment. Lots of repositories provide only search service for the users. Users have to sift and collect the learning objects they really need. In previous works, we have constructed the reusability tree based on CORDRA architecture for the repository users. In this paper, we further collect and record the citation numbers of learning objects and then propose a formula to calculate the weight for each learning object. The basic concept is based on the social network of Web 2.0 and takes Google Page Rank mechanism into consideration. After getting weight values, we also integrate the similarity mechanism into our formula and rank these learning objects.
... In order to provide the ambient-related information, the change of storage schema is necessary. Except the Learning Object database addressed in [24][25], we created the other two databases for storing and managing the geographicalrelated information and profile-related information. The fourth, to improve the efficiency of learning process, the two cloud service sets, Learning Management Cloud and Authoring Service Cloud, are proposed to provide basic functionalities and tools that may be needed. ...
Ubiquitous Learning (U-Learning), as an emerging learning paradigm, makes it possible for learners to carry out the learning activities at any places and at anytime. With the advantages of the devices, learners can obtain a variety of supplementary materials from the Internet. In the scope of distance learning, LOR (Learning Object Repository) stands for managing and sharing of learning related materials (known as learning objects). However, some challenges may raise while performing these activities. For instance, a huge amount of learning objects may appear while learners utilize the search service provided by LOR. Learners have to spend time on collecting relevant resources for specific purposes. This situation may discourage the reusability of learning objects especially in a ubiquitous environment. In this paper, based on systematic re-examination of reuse scenarios, an adaptive mechanism, as a resource discovery and search middleware, was proposed to assist learners in obtaining possible objects under ubiquitous environment. Achievement of the proposed mechanism can produce search results adaptive to specific situations in order of similarity degree based on the mixed information. We try to filter out some irrelevant results by using the past usage history, current geographical information and input query, so as to enhance the efficiency of learning objects retrieval in a ubiquitous environment. As a pilot test, Apple iPhone was utilized to be the major client testbed.
... And an open database that provides data storage, searching, delivery, and exchange functions is called a repository. A repository in distance learning not only provides a distributed storage mechanism but also emphasizes on the shareability and reusability of Learning Objects (LOs) [17], [35], [39]. Although the issues of common repository for online learning were addressed [18], [34], [40], representation of LOs is another key issue that affects the design of repository architecture [41], [45]. ...
In line with the popularity of the Internet and the development of search engine, users request information through web-based services. Although general-purpose searching such as one provided by Google is powerful, searching mechanism for specific purposes could rely on metadata. In distance learning (or e-learning), SCORM provides an efficient metadata definition for learning objects to be searched and shared. To facilitate searching in a federated repository, CORDRA provides a common architecture for discovering and sharing Learning Objects. We followed SCORM and CORDRA specifications to develop a registry system, called the MINE Registry, for storing and sharing 20,738 Learning Objects created in the past five years. As a contribution, we propose the concept of “Reusability Tree” to represent the relationships among relevant Learning Objects and enhance CORDRA. We further collect relevant information, while users are utilizing Learning Objects, such as citations and time period persisted. The feedbacks from the user community are also considered as critical elements for evaluating significance degree of Learning Objects. Through theses factors, we propose a mechanism to weight and rank Learning Objects in the MINE Registry, in addition to other external learning objects repositories. As a practical contribution, we provide a tool called “Search Guider” to assist users in finding relevant information in Learning Objects based on individual requirements.
The education sector is a major generator, consumer, and depositary of educational content. Thanks to technological advances, today’s educators and learners have ubiquitous and on-demand access to information. Technology has made it possible for us to communicate and share information effortlessly from anywhere in the world. However, the availability of vast amounts of heterogeneous educational content will not be useful unless we search, retrieve and integrate it, creating interoperable educational environments. The current challenges to integrating educational content arise from its distribution over several repositories. This research proposes AIREH (architecture for intelligent retrieval of educational content from heterogeneous environments), for the retrieval of digital content through agent-based virtual organizations. This flexible architecture facilitates the search for and integration of heterogeneous content through an information retrieval model that involves both case-based reasoning and federated search. Moreover, AIREH is based on an adaptive organization model for distributed planning, thanks to which, it manages open systems flexibly, dynamically, and effectively. The conducted case study gives very promising results and demonstrates the advantages of using agent-based virtual organizations in the retrieval of labeled digital content. The proposed model is flexible, customizable, comprehensive and efficient.
Intelligent Tutoring Systems (ITSs) have been drawing the attention of academics and practitioners since early 70's. There have been a number of recent positive reviews in support of the effectiveness of ITSs. However, it is very common that students become disengaged or bored during the learning process by using ITSs. To explicitly consider students' motivational aspects, researchers are increasingly interested in using gamification along with ITS. However, despite providing individualized tutoring to students and some kind of support for teachers, teachers have been not considered as first-class citizens in the development of these kinds of systems. In order to contribute to the actively and customized use of gamified ITS by teachers, three technical problems should be considered. First, designing ITS is very complex (i.e., take into account different theories, components, and staheholders) and including gamification may significantly increase such complexity and variability. Second, gamified ITS features can be used depending on several elements (e.g., educational level, knowledge domain, gamification and ITS theories, etc). Thus, it is imperative to take advantage of theories and practices from both topics to reduce the design space of these systems. Third, in order to effectively aid teachers to actively use such systems, it is needed to provide a simple and usable solution for them. To deal with these problems, the main objective of this thesis is to design an authoring computational solution to provide for teachers a way to customize gamified ITS features managing the high variability of these systems and considering gamification and ITS theories/practices. To achieve this objective, we identify the variability space and represent it using an ontology-based feature modeling approach (OntoSPL). We develop an integrated ontological model (Gamified tutoring ontology) that connects evidence-supported game design elements in the e-learning domain as well as gamification theories and frameworks to existing ITS concepts. Finally, we develop an authoring solution (named AGITS) that takes into account these ontologies to aid teachers in the customization of gamified ITS features. We evaluate our contributions by conducting four empirical studies: (1) we perform a controlled experiment to compare OntoSPL against a well-known ontology-based feature modeling approach. The results suggest that our approach is more flexible and requires less time to change; (2) we evaluate the ontological integrated model by using an ontology evaluation method (FOCA) with experts from academic and industrial settings. The results suggest that our ontologies are properly targeting the knowledge representation roles; (3) we evaluate non-interactive versions of the designed authoring solution with 59 participants. The results indicate a positive attitude towards the use of the designed authoring solutions, in which participants agreed that they are ease to use, usable, simple, aesthetically appealing, have a well-perceived system support and high credibility; and (4) we also evaluate interactive versions (scratch and template) of our authoring solution with 41 teachers. The results suggest that authoring by using template demands less time to author and the ease of use, usability, complexity, usefulness, attitude towards use, behavioral intention to use, perceived system support, and credibility of both versions are perceived in a similar and positive way by teachers. The representability, satisfaction, and utility of authored gamified ITS prototypes are also positively perceived by teachers.
This paper proposed a personalised metric to measure reusability of learning objects. The personalised reusability metric PRM is a hybrid of existing metrics based on learning object's properties and user's preference. The learning object's properties is calculated using the metadata of the learning object, whereas the user's preference is calculated using the past download records of the user. A prototype system is developed to measure PRM for a set of test learning objects and users. The results are compared against the reusability measures that are not personalised, which showed that PRM can produced a more personalised score for a learning object for different users.
This paper proposes a revised architecture for Service Oriented Architecture (SOA) e-learning system to enhance the reusability of the Learning Objects (LOs) by providing a personalized recommendation model (searching and ranking processes) which is having a shorter processing time, comparing with other approaches. The model counts the similarity degree between the learning objects and the search conditions given by users. The LOs with higher similarity degrees will then be ranked by referring to user's preference history records. Those LOs which are more closed with the user's preference record will be ranked higher in the search result list. The preference record is stored in database to record the details of LOs which are selected by user in the past. As the literature review, some different existing approaches based on recommendation models have been analyzed and compared with each other. Among those existing model, some approaches are focusing on personalized recommendation, while some approaches are focusing on improving the efficiency of the searching and ranking processes. Our contribution is to propose an idea of a recommendation model that is personalized and at the same time, the model should have a shorter processing time. Prototype system will be implemented in future to show the contribution.
In line with the popularity of Internet and the development of search engine, users request information through Web-based services. Although general purpose searching such as one provided by Google is powerful, searching mechanism for specific purposes could rely on metadata. We followed SCORM and CORDRA specifications to develop a registry system, called the MINE Registry, for storing and sharing 20,738 Learning Objects created in the past five years. As a contribution, we propose the concept of “Reusability Tree” to represent the relationships among relevant Learning Objects and to enhance CORDRA. We further collect relevant information while users are utilizing Learning Objects, such as citations and time period persisted. The feedbacks from community users are also considered as critical elements for evaluating significance degree of Learning Objects. Through these factors, we propose a mechanism to weight and rank Learning Objects in the MINE Registry, in addition to other external learning objects repositories.
This paper proposes a personalized recommendation model to enhance the reusability of the learning objects in a service oriented e-learning environment. The recommendation model is having five main parts. First of all, the model will search for the learning objects that are matched with the user inputted keywords and conditions. Then, the learning objects will be ranked. The model will extract the features of the metadata files of all learning objects in a set while the metadata files of the previous used learning objects into another set. Both sets are used to find out the user's preference. Then, the model will find the similar users by referring to the User Profile Database. The similar users' preference will be found out. Both user's preference and similar users' preference will be taken into the consideration of the final recommendation score. Ranking of the learning objects is sorted according to the recommendation scores. However, in case if the user does not have any past records in the system (for example new user), the recommendation will be based on the number of overall citation of the learning objects. The contribution of the research is to help users to select and reuse the “best-fit” learning objects. Prototype system will be implemented in future to show the contribution.
In this paper, we present a system LESSON for lecture notes searching and sharing, which is dedicated to both instructors and students for effectively supporting their Web-based teaching and learning activities. The LESSON system employs a metasearch engine for lecture notes searching from Web and a peer-to-peer (P2P) overlay network for lecture notes sharing among the users. A metasearch engine provides an unified access to multiple existing component search engines and has better performance than general-purpose search engines. With the help of a P2P overlay network, all computers used by instructors and students can be connected into a virtual society over the Internet and communicate directly with each other for lecture notes sharing, without any centralized server and manipulation. In order to merge results from multiple component search engines into a single ranked list, we design the RSF strategy that takes rank, similarity and features of lecture notes into account. To implement query routing decision for effectively supporting lecture notes sharing, we propose a novel query routing mechanism. Experimental results indicate that the LESSON system has better performance in lecture notes searching from Web than some popular general-purpose search engines and some existing metasearch schemes; while processing queries within the system, it outperforms some typical routing methods. Concretely, it can achieve relatively high query hit rate with low bandwidth consumption in different types of network topologies.
This paper points out relevant issues of object inheritance in the context of SCORM/CORDRA research communities. We propose a mechanism, as well as an implemented prototype system, that can be used to support searching and reusing of learning objects formed by a reusability tree in repositories. The underlying repository to store learning objects is constructed based on the architecture defined as CORDRA. We integrate the authoring tool, the LMS, and the repository as a total solution to SCORM-based distance learning. The proposed MINE registry served as an instance of CORDRA-based repository is also discussed.
The development of distance learning materials relies on good instructional design guidance as well as convenient authoring tools. Yet, reusing learning objects is feasible with advanced computer and network technologies. In addition to use a common representation of learning objects (e.g., SCORM, QTI, Common Cartridge), infrastructure and repository framework to store these objects are critical, not only to guarantee storage efficiency but to encourage material exchange. How to effectively search and find learning objects in the repository framework thus play an important role. This presentation addresses a few research issues, with partial solutions for repository construction with guided search. The talk will start from an introduction of a few de facto distance learning standards, with demonstration of related systems developed by the presenter. The discussion then continues with a repository framework called CORDRA, with newly proposed technologies for learning object retrieval. Interested readers are welcome to look at software demonstrations at http://www.mine.tku.edu.tw.
The SCORM (Sharable Content Object Reference Model) specification defines metadata of learning objects, which are used as
the elementary reusable components in distance learning. The CORDRA (Content Object Repository Discovery and Registration/Resolution
Architecture) specification provides a common architecture for the resolution, discovery, and sharing of these learning objects.
They define standardized ways in which learning objects can be discovered and reused by content designers. However, the current
CORDRA and the definition of objects in SCORM only allow an object to be copied, updated, and re-organized in a new content
aggregation, which is used as a delivery package to end users. This paper proposes a revised CORDRA architecture and a reusability
mechanism to make instruction design easier. We propose a structure called a reusability tree for tracking the history of
reuse of learning objects in CORDRA. This paper also defines the notions of similarity and diversity of learning objects to
make easier for users to precisely search for reusable learning objects, with additional meaningful information to support
instruction designs.
Recently, several standardization efforts for e-Learning technologies have given rise to various specifications for educational metadata, that is, data describing all the “entities” involved in an educational procedure. The internal details of systems that utilize these metadata are still an open issue since these efforts are primarily dealing with “what” and not “how.” In this chapter, under the light of these emerging standardization efforts, we present X-Device, an intelligent XML repository system for educational metadata. X-Device can be used as the intelligent back-end of aWWWportal on which “learning objects” are supplied by educational service providers and accessed by learners according to their individual profiles and educational needs. X-Device transforms the widely adopted XML binding for educational metadata into a flexible, object-oriented representation and uses intelligent second-order logic querying facilities to provide advanced, personalized functionality. Furthermore, a case study is presented in which learning object metadata and learner’s profile metadata are combined under certain X-Device rules in order to dynamically infer customized courses for the learner.
The interoperability between systems and the reusability of the stored and managed information is a key issue when designing an educational metadata management system. Converting from one data representation to another is time-consuming and labor-intensive, with few tools available to ease the task. In this paper we present a schema-mapping algorithm that is capable of transforming the metadata description of an educational object created using specific metadata specification to a representation of the same object using either another specification (for example from Dublin Core to IEEE LOM and vice versa), or the same specification in another language (for example mapping between different translations of the IEEE LOM standard). We show that using advanced conversion techniques such as the proposed algorithm can result in lower standardization efforts. Simulation results over a wide range of learning objects demonstrate that the proposed algorithm except from requiring less human intervention, can handle real case mapping problems between not only different metadata models but also between models that use different standards for data representation.
Educational metadata can significantly assist the effective retrieval of educational resources. Currently, there are a number of tools for educational metadata authoring, facilitating the manipulation of educational metadata files. We outline the requirements, and propose an architecture for the development of a compete LRM management system which go beyond metadata authoring, supporting the educational community in the full management of LRM through the management of interoperable learning object repositories.
The sharable content object reference model (SCORM) includes a representation of distance learning contents and a behavior definition of how users should interact with the contents. Usually, SCORM-compliant systems are developed based on Web browsers or Java program. We developed a system which allows users to read SCORM-compliant course materials on hardcopy papers while an OCR-like pen device is used as an interaction mechanism. A computer, a PDA, or a cellular phone can be used in conjunction with the pen device for multimedia presentations. Our project is called the hard SCORM. Therefore, users can read textbooks in a traditional manner while behavior of reading is incorporated with the SCORM specification.
The overall goal of the Stanford Digital Library project is to provide an infrastructure that affords interoperability among heterogeneous, autonomous digital library services. These services include both search services and remotely usable information processing facilities. In this paper, we survey and categorize the metadata required for a diverse set of Stanford Digital Library services that we have built. We then propose an extensible metadata architecture that meets these requirements. Our metadata architecture fits into our established infrastructure and promotes interoperability among existing and de-facto metadata standards. Several pieces of this architecture are implemented; others are under construction. The architecture includes attribute model proxies, attribute model translation services, metadata information facilities for search services, and local metadata repositories. In presenting and discussing the pieces of the architecture, we show how they address our motivating requirements. Together, these components provide, exchange, and describe metadata for information objects and metadata for information services. We also consider how our architecture relates to prior, relevant work on these two types of metadata.
Recently, several standardization efforts for e-learning technologies gave rise to various specifications for educational metadata, that is, data describing all the "entities" involved in an educational procedure. The internal details of systems that utilize these metadata are still an open issue since these efforts are primarily dealing with "what" and not "how". In this chapter, under the light of these emerging standardization efforts, we present X-DEVICE, an intelligent XML repository system for educational metadata. X-DEVICE can be used as the intelligent back-end of a WWW portal on which "learning objects" are supplied by educational service providers and accessed by learners according to their individual profiles and educational needs. X-DEVICE transforms the widely adopted XML binding for Part of the work presented in this chapter was partially financially supported by the European Commission under the IST No 12503 Project "KOD - Knowledge on Demand" through the Information Society Technologies Programme (IST).
Interoperability between digital libraries depends on effective sharing of metadata. Successful sharing of metadata requires common standards for metadata exchange. Previous efforts have focused on either defining a single metadata standard, such as Dublin Core, or building digital library middleware, such as Z39.50 or Stanford's Digital Library Interoperability Protocol. In this article, we propose a distributed architecture for managing metadata and metadata schema. Instead of normalizing all metadata and schema to a single format, we have focused on building a middleware framework that tolerates heterogeneity. By providing facilities for typing and dynamic conversion of metadata, our system permits continual introduction of new forms of metadata with minimal impact on compatibility.
The main topic addressed in this paper is how to help learners select some instructive hypermedia-based learning resources according to their learning contexts from the Web. Our approach is to provide a digital library for web-based learning called e-Learning Library, which includes learning resource repository, local indexing, and adaptive navigation support. This aims to promote their learning with diverse learning resources involving a certain topic.
Sharable Content Object Reference Model (SCORM) 2004 Documentation 1st Edition
- Adl Technical Team
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An Intelligent Educational Metadata Repository
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What We Mean When We Say "Repositories". The Academic ADL Co-Lab with support from The William and Flora Hewlett Foundation
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Content Object Repository Discovery and Registration/Resolution Architecture, ADL 1’st International Plugfest
- Adl Technical
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DOD Learning Repositories Use Cases Version 1
- Adl Technical
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