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Towards An Open Access Institutional Repository For Learning Objects: The University Of Colima Experience

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This paper presents an institutional proposal for the developing of a learning objects repository, based on the open access model. This repository will be a place for storage of the educational materials produced by academics and researches of the University of Colima in Mexico. Interoperability is one of the main issues in creating a learning objects repository; our project will work holistic with the other educational software platforms of our institution, as the libraries system (SIABUC) and the distance education platform (EDUC). In addition, the learning objects on the repository will be standardized in order to use them on courses with external Learning Management Systems (LMS).
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TOJET: The Turkish Online Journal of Educational Technology July 2015, Special Issue 2 for INTE 2015
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Copyright © The Turkish Online Journal of Educational Technology
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Towards An Open Access Institutional Repository For Learning Objects: The
University Of Colima Experience
Pedro C. Santana-Mancilla
University of Colima, Mexico
psantana@ucol.mx
Alberto P. Ceja-Mendoza
University of Colima, Mexico
apaul_cejam@ucol.mx
Martha A. Magaña-Echeverría
University of Colima, Mexico
mc2103@ucol.mx
Alma P. Salazar-Díaz
University of Colima, Mexico
alpats@ucol.mx
ABSTRACT
This paper presents an institutional proposal for the developing of a learning objects repository, based on the
open access model. This repository will be a place for storage of the educational materials produced by
academics and researches of the University of Colima in Mexico.
Interoperability is one of the main issues in creating a learning objects repository; our project will work holistic
with the other educational software platforms of our institution, as the libraries system (SIABUC) and the
distance education platform (EDUC). In addition, the learning objects on the repository will be standardized in
order to use them on courses with external Learning Management Systems (LMS).
Keywords:
INTRODUCTION
In this document, part of the experience of building a repository for learning objects (LO) in the University of
Colima is explained. The objective of the repository is to encourage the usage of learning objects by teachers and
students of high school and higher education in our institution. With this, it seeks to strengthen the involvement
of Information Technology and Communication in the process of teaching and learning by establishing a broader
number of alternatives through the potential of learning objects as didactic support.
A learning object can be defined as “a pedagogical mediator that has been intentionally design for a learning
purpose and serves actors in various educational modalities” (Nuevas formas de enseñar y aprender; Ministerio
de Educación Nacional, s/f), besides, it can be considered that this objects are constituted as a “digital or non-
digital entity that can be used, re-used or referred for the learning supported on technology” (Callejas,
Hernández, & Pinzón, 2011).
With the goal of optimization the reutilization of learning objects it is necessary to count with a space “destined
for its storage and classification to facilitate later maintenance, localization and, possibly, sharing the LO with
other systems in diverse applications” (López, 2005), the space that fulfills this objective is known as a
repository of learning objects.
METHODOLOGY
The results presented are derived of a progressive work that contributed to clarify the general characteristics, as
well as the procedure to follow for the elaboration of learning objects that considers the characteristics of our
institution.
Some of the moments that were part of the definition of such procedure were: the documental review of the
concept of learning objects, several repositories (national and international) of learning objects and the analysis
of processes and procedures in order to design the specific process for designing and making LO.
National repositories were reviewed: Technological Institute of Sonora (Instituto Tecnológico de Sonora, s/f),
the Center of Resources for Teaching and Learning (CREA for its acronym in Spanish) of the Center of
Economical Administrative Sciences of the University of Guadalajara (Universidad de Guadalajara, s/f); the
institutional repository of the Network of Digital Collections of the National Autonomous University of Mexico
TOJET: The Turkish Online Journal of Educational Technology July 2015, Special Issue 2 for INTE 2015
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Copyright © The Turkish Online Journal of Educational Technology
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(UNAM, s/f). In the international level we considered: Bdigital, institutional repository of the National
University of Colombia (UNAL, s/f); the Bank of Learning Objects and Information of the University of
Antioquia (UDEA, s/f); also the Multimedia Educational Resource for Learning and Online Teaching
(MERLOT, s/f) and finally AGREGA2 (Agrega, s/f).
The analysis of processes and procedures implied the review of a certified process and specific to the sub process
of Design and Development of Educational Solutions Based on IT, in function on the participation of key actors
that intervene in the development of learning objects.
FINDINGS
In order to define the appropriate procedure for the design and development of learning objects, an exercise in
integration of procedures was performed.
In order to develop this repository we are working with the General Direction of Educational Resources at the
University of Colima, they have an ISO-9001 certified process in the Management of Information Technology
and Communication, in the sub process of Design and Development of Educational Solutions Based on IT, so it
was decided to consider the requirements of this sub process and integrate the needs arising from the design,
construction and evaluation of learning objects to a new process.
The certified sub process considers three key actors:
a) The client,
b) The responsible for customer service and,
c) The personal dedicated to design and development.
Nevertheless, as part of the proposal for the elaboration of learning objects in our institution, it was considered
necessary the definition of the participation of teachers, educational counselors and advisers of the General
Coordination of Teaching that would be involved in the development of learning objects. At this new design,
these actors have specific functions:
Teachers: With the teacher begins the development of learning objects, as this is the person making the
request to register a new learning object, also is responsible of the didactical design that will support the
learning object. An essential task for the teacher is the development of thematic content because he is
who holds the domain of his discipline.
Pedagogical Advisor: The pedagogical advisor plays an support role in the didactical design of the object,
he is responsible for reviewing, giving feedback and approving the didactical design of the learning
object; therefore it belongs to him the first contact with the professor interested in the design of a new
object.
Academic Advisor: The academic advisor has two specific functions. First, he checks that the didactical
design complies with the established requirements, he is also who makes the application to the General
Direction of Educational Resources to start the development of the object corresponding to the
technological dimension.
General Direction of Educational Resources: Once the teacher, pedagogical advisor and CGD advisor
have worked in the pedagogical dimension, the General Direction of Educational Resources is the
responsible of the technological development which implies the development of the application,
verification of prototype, evaluation of the teacher’s satisfaction with the learning object, publication of
the object, and finally, perform the monitoring and evaluation of the learning object.
In Figure 1 can be observed the defined procedure, considering the requirements of the certified sub process and
the new needs related to the elaboration of the learning objects.
TOJET: The Turkish Online Journal of Educational Technology July 2015, Special Issue 2 for INTE 2015
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Copyright © The Turkish Online Journal of Educational Technology
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Figure 1: Flow for the development of a learning object.
By defining the above procedure, we seek to have multiple revisions of the learning object, prior to publication:
first, by the pedagogical advisor, with emphasis on the didactical design; the second, by the CGD advisor, that
will verify that all the requested elements have been considered for the development of the object; thirdly, the
design and development team will verify the object as well as support the validation made by the teacher. This
scheme is proposed to strengthen the quality of the learning objects that will be published in the institutional
repository.
DISCUSSION
The University of Colima aware of the importance of learning objects in the teaching-learning process has
developed through different stages of time, projects of this nature (Galeana, 2003), (Farias, Cruz, Ceja, Diaz, &
Macias, 2006) and (Enríquez, 2006). Besides of a number of developments to automate various teaching
processes, the most important are the libraries system (SIABUC) and the distance education platform (EDUC).
Our repository will work holistic with those software platforms, because the interoperability is one of the main
objectives in creating our learning objects repository. In addition, the learning objects on the repository will be
standardized in order to use them on courses with external Learning Management Systems (LMS).
To this end, cataloging and packaging standards are fundamental in the process of assembly and distribution of
existing instructional resources. The most representative in the field of e-Learning are the IEEE-LOM standard
and the ADL-SCORM specification.
The IEEE-LOM (Learning Object Metadata) standard (IEEE, 2002) defines the syntax and semantics of
Learning Object Metadata, which facilitates classification. It consists of over sixty descriptors grouped in a
conceptual scheme of nine categories: general, life cycle, metadata, technical, educational, rights, relation,
annotation and classification.
The ADL-SCORM (ADL, 2004) specification uses the IEEE-LOM standard for describing learning resources. It
provides oriented guidelines interoperability between different e-Learning solutions. It consists of content
packaging standards in order to create hierarchical structures that are interchangeable. Defines a protocol for
communication between the user and a LMS, like one for the record of the actions performed by the user.
CONCLUSIONS
This paper presents the proposed establishment of an institutional repository of learning objects for the
University of Colima, a platform that considers a group of interrelated services for the management of Learning
Objects, from platforms with instructional resources of the institution.
Schools!
Professors!
Pedagogical!
advisors!
Academic!
department!
Academic!
advisor!
Educa5onal!
resources!
Customer!
support!
Design!and!
development!
TOJET: The Turkish Online Journal of Educational Technology July 2015, Special Issue 2 for INTE 2015
! !
Copyright © The Turkish Online Journal of Educational Technology
711!
!
References
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... It is the most important public educational institution in the State of Colima. Universidad de Colima was a pioneer in the development of educational materials in the past decades, and it has always made efforts not just to be a consumer but also a producer of its own resources [17]- [19]. For some years it has been in charge of developing EDUC, a distance education platform for blearning and online courses, as well as EvPraxis, a platform for online exams. ...
... This form control has a blank label or title. 19. Use semantic markup like strong instead of using the CSS font-weight property. ...
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Agrega 2. Retrieved from http://www.agrega2 Objetos de aprendizaje; hacia la conformación de una red de repositorios
  • Agrega Enríquez
Agrega. (s/f). Agrega 2. Retrieved from http://www.agrega2.es/web/ Enríquez, L. (2006). Objetos de aprendizaje; hacia la conformación de una red de repositorios. CUDI.
La Plataforma de Gestión de objetos de aprendizaje . XII Encuentro Internacional de Educación a Distancia
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Galeana, L. (2003). La Plataforma de Gestión de objetos de aprendizaje. XII Encuentro Internacional de Educación a Distancia. Guadalajara.
Multimedia Education Resource for Learning and Online Teaching (MERLOT II) Retrieved from http://www.merlot.org/merlot/index.htm Ministerio de Educación Nacional. (s/f) Nuevas formas de enseñar y aprender. Retrieved from Colombia aprende Network of Digital Collections
  • Instituto Tecnológico De Sonora
Instituto Tecnológico de Sonora. (s/f). Repositorio de Objetos de Aprendizaje. Retrieved from http://biblioteca.itson.mx/oa/principal.htm MERLOT. (s/f). Multimedia Education Resource for Learning and Online Teaching (MERLOT II). Retrieved from http://www.merlot.org/merlot/index.htm Ministerio de Educación Nacional. (s/f). Nuevas formas de enseñar y aprender. Retrieved from Colombia aprende: http://www.colombiaaprende.edu.co/html/directivos/1598/article-88892.html#h2_1 UDEA. (s/f). Banco de Objetos de Aprendizje y de Información. Retrieved from http://aprendeenlinea.udea.edu.co/ova/ UNAL. (s/f). Bdigital. Retrieved from http://www.bdigital.unal.edu.co UNAM. (s/f). Network of Digital Collections. Retrieved from http://www.rad.unam.mx Universidad de Guadalajara. (s/f). Centro de Recursos para la Enseñanza y el Aprendizaje. Retrieved from http://www.crea.udg.mx/
Sharable Content Object Reference Model
ADL. (2004). Sharable Content Object Reference Model. ADL SCORM Specification.
Agrega 2 Retrieved from http Objetos de aprendizaje; hacia la conformación de una red de repositorios
  • L Agrega
Agrega. (s/f). Agrega 2. Retrieved from http://www.agrega2.es/web/ Enríquez, L. (2006). Objetos de aprendizaje; hacia la conformación de una red de repositorios. CUDI.