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2nd International Workshop on learning and Education with the Web of Data, LiLe 2012 at WWW 2012

作者： Vidal, Juan Ignacio Fernández, Alejandro Díaz, Alicia Lifia Facultad de Informática UNLP 50 y 120 1900 La Plata Argentina Facultad de Ciencias Exactas e Ingeniería UCALP Argentina

Wikis have been extensively adopted in educational contexts becoming repositories of potentially reusable, self-contained learning units (commonly known as learning objects). Unfortunately, wikis lack of the packaging and metadata facilities that are needed to enable effective reuse of these units. In this article we propose an approach to use semantic wikis as learning object repositories, we discuss its challenges and its potential, and we present a conceptual model and its implementation based on the Semantic MediaWiki engine.

关键词： learning object repositories learning objects Semantic Wikis

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Exploring user-based recommender results in large learning object repositories: the case of MERLOT

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Procedia Computer Science 2010年第2期1卷 2859-2864页

作者： Miguel-Ángel Sicilia Elena García-Barriocanal Salvador Sánchez-Alonso Cristian Cechinel Computer Science Department University of Alcal Ctra. Barcelona km. 33.6 Alcalá de Henares 28871 Spain Computer Engineering Course Federal University of Pampa Caixa Postal 07 Bagé 96400-970 Brazil

Collaborative filtering (CF) techniques have proved to be effective in their application to e-commerce and other application domains. However, their applicability to the recommendation of learning resources deserve separate attention as seeking learning resources can be hypothesized to be substantially different from selecting information resources or products for purchase. To date there are only a few scattered studies reporting on the application of well known user-based CF algorithms to learning object repositories. This paper reports an empirical study carried out by using MERLOT data and existing user-based CF algorithms. The aim of this preliminary study was that of finding evidence on accuracy measures of existing CF algorithms, and the relation of the items recommended with other elements of the repository. The results can be used as a starting point for future studies that account for the specific context of learning object repositories and the different aspects of preference in learning resource selection.

关键词： Collaborative filtering learning objects learning object repositories Recommender systems MERLOT

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Factors affecting faculty use of learning object repositories

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ELECTRONIC LIBRARY 2015年第6期33卷 1065-1078页

作者： Xu, Hong Texas A&M Univ Dept Res Commercializat & Outreach Corpus Christi TX USA

Purpose - The purpose of this study was to identify factors that motivate or impede faculty use of learning object repositories (LORs). The unified theory of acceptance and use of technology (UTAUT) served as the theoretical framework for this study. Design/methodology/approach - The study used both quantitative and qualitative approaches to explore two research questions relating to factors affecting faculty use of LORs. Research subjects were faculty users in two-or four-year colleges or universities from two LORs: Orange Grove and Wisconsin Online Resource Center (Wise-Online). Two phases of the study were conducted. Phase I of the study collected data by semi-structured interviews, and data were analyzed by a content analysis method. Based on the results of Phase I, Phase II collected data by a survey instrument, and data were analyzed by descriptive statistics and analysis of variance. Findings - The study identified 22 factors as motivators for faculty use of LORs and 13 factors as barriers for faculty use of LORs. Research limitations/implications - The research policies of Orange Grove and Wise-Online limited the selection of study participants. Lack of a random sample and a small sample size limited the generalizability of the results and findings of the study. However, as an exploratory research, the results and findings of the study are still valuable for LOR builders and managers to get a better understanding of factors affecting faculty use of LORs, and to develop strategies to recruit more faculty members to use LORs. Practical implications - The findings and results of the study can inform designers and of LORs about what positively or negatively influences faculty use of LORs, and serve as a basis to develop strategies to recruit faculty members to use LORs. Originality/value - First, this study identified the factors that motivate or impede faculty use of LORs from actual faculty users' perspectives, so these factors more accurately reflect LORs' va

关键词： Digital libraries Course design learning object repositories learning object

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The Ariadne Infrastructure for Managing and Storing Metadata

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IEEE INTERNET COMPUTING 2009年第4期13卷 18-25页

作者： Ternier, Stefaan Verbert, Katrien Parra, Gonzalo Vandeputte, Bram Klerkx, Joris Duval, Erik Ordonez, Vicente Ochoa, Xavier Katholieke Univ Leuven Dept Comp Sci Louvain Belgium

Reusing digital resources for learning has been a goal for several decades, driven by potential time savings and quality enhancements. Although the rapid development of Web-based learning has increased opportunities for reuse significantly, managing learning objects and making them accessible still entails many. challenges. This article presents and analyzes the standards-based Ariadne infrastructure for managing learning objects in an open and scalable architecture. The architecture supports the integration of learning objects in multiple, distributed repository networks. The authors capture lessons learned in four architectural patterns.

关键词： learning object Metadata learning object repositories Federated Search Harvesting Internet E learning Emerging E learning Technologies

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The HumBox: Changing educational practice around a learning resource repository

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COMPUTERS & EDUCATION 2013年第Nov.期69卷 287-302页

作者： Millard, David E. Borthwick, Kate Howard, Yvonne McSweeney, Patrick Hargood, Charlie Univ Southampton Sch ECS Southampton SO17 1BJ Hants England Univ Southampton LLAS Southampton SO17 1BJ Hants England

The HumBox is a learning resource repository for the Humanities educational community in the UK. Over the last three years the challenge for HumBox has been to act as not only a shared library for its community, but also to change the working practices of individuals in that community by encouraging them to work in a more open way and to actively share their materials and ideas with others. Getting users to engage with and adopt innovative systems is a well-known problem;with the HumBox our approach was to focus on user-experience (UX) design through agile development and ongoing participatory and co-design activities. In this paper we present a mixed-methods evaluation of the success of this engagement over the past three years, focusing especially on the way that users have appropriated the system and its services in order to solve real problems. Our evaluation reveals that for many HumBox users we have been successful in creating a technology that is invisible (meaning beneath the level of notice and concern) and that the result of this is less micro-appropriation (users adopting and using specific features in new ways) and more macro-appropriation (users adopting and adapting the site as a whole). We conclude that in the case of HumBox invisible technology coupled with the social framework of co-design and user engagement activities, has allowed a diffusion of ownership, and created a safe social and technical environment where the community can debate high-level issues, and that this has led to changes in both professional and pedagogical practice. (C) 2013 Elsevier Ltd. All rights reserved.

关键词： Human-computer interface learning communities Open educational resources learning object repositories

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Herding Linked Data: Semantic Search and Navigation Among Scholarly Datasets

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INTERNATIONAL JOURNAL OF SEMANTIC COMPUTING 2015年第4期9卷 459-482页

作者： Koutsomitropoulos, Dimitrios A. Solomou, Georgia D. Kalou, Aikaterini K. Univ Patras Comp Engn & Informat Dept High Performance Informat Syst Lab HPCLab Patras 26500 Greece

Linked Data seem to play a seminal role in the establishment of the Semantic Web as the next-generation Web. This is even more important for digital object collections and educational institutions that aim not only at promoting and disseminating their content but also at aiding its discoverability and contextualization. In this paper we show how repository metadata can be exposed as Linked Data, thus enhancing their machine understandability and contributing to the LOD cloud. We use a popular digital repository system, namely DSpace, as our deployment platform. Without requiring additional annotations that would harden the curation task, educational resources are semantically enhanced by reusing and transforming existing metadata values. Our effort comes complete with an updated UI that allows for reasoning-based search and navigation between linked resources within and outside the scope of the digital repository. Therefore ontological descriptions of resources can now be accessed from within the repository's core context, linked from outside datasets, link to external datasets and get discovered by semantic search.

关键词： LOD ontologies entity extraction reasoning learning object repositories

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Sharing Resources in Educational Communities

INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING

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INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN learning 2010年第2期5卷 25-30页

作者： Littlejohn, Allison Margaryan, Anoush Glasgow Caledonian Univ Learning Technol Glasgow Lanark Scotland Glasgow Caledonian Univ Caledonian Acad Glasgow Lanark Scotland Glasgow Caledonian Univ Caledonian Acad Learning Technol Glasgow Lanark Scotland

This study explores individuals' strategies for sharing and reusing educational resources within localised and distributed communities. Individual behaviours and preferences can determine the overall effectiveness of a community, therefore the study examined individuals' resource sharing strategies within either localised or distributed communities. Results suggest that individuals in both localised and distributed communities share educational resources and communicate with colleagues in surprisingly similar ways, though localised groups favour face-to-face communication. Overall, the distribution of the community seems to have surprisingly little impact on individuals' strategies for resource management. The survey results demonstrate that there are few major differences in the ways in which individuals within the localised and distributed communities share and collaborate around educational resources. The study concludes with scenarios for future sharing, based around two meta-trends arising from the literature: the trend towards open sharing in distributed communities.

关键词： learning communities learning object repositories mobility knowledge sharing

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Faculty use of a learning object repository in higher education

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VINE JOURNAL OF INFORMATION AND KNOWLEDGE MANAGEMENT SYSTEMS 2016年第4期46卷 469-478页

作者： Xu, Hong Texas A&M Univ Div Res Commercializat & Outreach Corpus Christi TX 78412 USA

Purpose - The purpose of this study was to learn faculty's usage behavior in learning object repositories (LORs). Design/methodology/approach - This paper is a case study. Research subjects were the faculty users from an LOR: Wisconsin Online Resource Center. The study used a survey instrument to collect data from 92 respondents, and data were analyzed by descriptive statistics and a Fisher exact test. Findings - The study found four important channels by which the faculty learn about a LOR, six ways in which the faculty often use a LOR and an important factor affecting the faculty visiting a LOR. Research limitations/implications - Research subjects were from one LOR and non-probability sampling was used;thus, the generalization of findings may be limited. Practical implications - This study implemented advancing of the service and design of LORs from the perspectives of promotion, content development, connection to learning management systems and technology assistant. Social implications - The findings and results may be applied in practice to draw more faculty users toward learning object repository. Originality/value - The results and findings of the study contribute to understanding the faculty's needs for and usage patterns of using LORs, and provide foundations for designing strategies to increase faculty use of LORs.

关键词： Higher education Digital libraries E-learning learning object repositories learning objects Open education

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Open educational resources repositories literature review - Towards a comprehensive quality approaches framework

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COMPUTERS IN HUMAN BEHAVIOR 2015年第PartB期51卷 1098-1106页

作者： Clements, Kati Pawlowski, Jan Manouselis, Nikos Univ Jyvaskyla Jyvaskyla 40014 Finland Ruhr West Univ Appl Sci Inst Informat Mulheim Germany Agroknow Athens 15235 Greece

Today, Open Educational Resources (OER) are commonly stored, used, adapted, remixed and shared within learning object repositories (LORs) which have recently started expanding their design to support collaborative teaching and learning. As numbers of OER available freely keep on growing, many LORs struggle to find sustainable business models and get the users' attention. Previous studies have shown that Quality assurance of the LORs is a significant factor when predicting the success of the repository. Within the study, we analysed technology enhanced learning literature systematically regarding LORs' quality approaches and specific collaborative instruments. This paper's theoretical contribution is a comprehensive framework of LOR quality approaches (LORQAF) that demonstrates the wide spectrum of possible approaches taken and classifies them. The purpose of this study is to assist LOR developers in designing sustainable quality assurance approaches utilizing full the potential of collaborative quality assurance tools. (C) 2015 Elsevier Ltd. All rights reserved.

关键词： Open educational resources Collaborative learning environments Computer supported collaborative learning learning object repositories Quality assurance Literature review

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The use of ontologies to structure and support interactions in LOR

The use of ontologies to structure and support interactions ...

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9th International Conference on Intelligent Tutoring Systems

作者： Dufresne, Aude Rouatbi, Mohamed Guerdelli, Fethi Univ Montreal Dept Commun Montreal PQ H3C 3J7 Canada Univ Montreal Dept Informat Rech Operat Montreal PQ Canada

ISBN: (纸本)9783540691303

Actors using learning object repositories are faced to a diversity of components created for specific situations. This research focused on creating a generic solution to integrate various applications and scenarios representation in the context of help to actors using LOR. The ODIS framework was developed and tested to interlink applications written in different programming languages, using shared OWL models: Explor@Graph, a Computer Supported Experimentation System, a scenario Editor and a learning object Repository. Models and instances are stored in a Sesame RDF database, offering many services such as import, export and query. Ontologies are used to standardize representations and models, so information can be exchanged and also to organize feedback and help in the environment. We will present how ODIS uses ontologies to transpose learning scenarios representations, to enrich them with user models and to define help.

关键词： ontologies help learning object repositories learning environment authoring tools eLeaming collaborative system

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