Towards Contextual Metadata to Increase Learning Object Technology Effectiveness
Dejan Ljubojevic, John Cook, Tom Boyle, Learning Technology Research Institute, United Kingdom
EdMedia + Innovate Learning, in Lugano, Switzerland ISBN 978-1-880094-53-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This paper describes our approach to investigating the use of the Learning Object resource-pool to support task based learning on the introductory, undergraduate programming course. The framework we developed for interpreting the data generated from transcripts of tutor-learner interactions, and specially designed learning-support approximation model, was used to expose the patterns and discrepancies in the use of Learning Objects. The gap between the tutor-intended and learner-actualised use is present and the lower level tutor-learner negotiations exhibit potentially exploitable patterns. The findings are presently used to inform the design and taxonomy of Learning Objects and the derivation of the contextual metadata to increase the Learning Object technology effectiveness.
Ljubojevic, D., Cook, J. & Boyle, T. (2004). Towards Contextual Metadata to Increase Learning Object Technology Effectiveness. In L. Cantoni & C. McLoughlin (Eds.), Proceedings of ED-MEDIA 2004--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 96-101). Lugano, Switzerland: Association for the Advancement of Computing in Education (AACE).
© 2004 Association for the Advancement of Computing in Education (AACE)