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Towards a Global Component Architecture for Learning Objects: A Slide Presentation Framework
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, Katholieke Universiteit Leuven, Belgium ; , , University of Belgrade, Yugoslavia ; , , Katholieke Universiteit Leuven, Belgium

EdMedia + Innovate Learning, in Montreal, Canada ISBN 978-1-880094-56-3 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

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Abstract

This paper reports on the development of an ontology-based framework for content repurposing. In earlier work, we developed an ontology that formalizes structural aspects of learning objects. In this paper, we present a framework that uses this ontology and its underlying abstract content model to aggregate and disaggregate learning objects, more specifically slide presentations. The framework is a solid basis for an architecture that will enable on-the-fly access of learning object components and that will facilitate repurposing these components.

Citation

Verbert, K., Jovanovic, J., Gaševic, D., Duval, E. & Meire, M. (2005). Towards a Global Component Architecture for Learning Objects: A Slide Presentation Framework. In P. Kommers & G. Richards (Eds.), Proceedings of ED-MEDIA 2005--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1429-1436). Montreal, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved October 15, 2019 from .

© 2005 Association for the Advancement of Computing in Education (AACE)

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References

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Cited By

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  • Ontology-Based Learning Content Repurposing: The ALOCoM Framework

    Katrien Verbert, Dept. Computerwetenschappen, Katholieke Universiteit Leuven, Belgium; Jelena Jovanovic, FON-School of Business Administration, University of Belgrade, Yugoslavia; Erik Duval, Dept. Computerwetenschappen, Katholieke Universiteit Leuven, Belgium; Dragan Gasevic, School of Interactive Arts and Technology, Simon Fraser University Surrey, Canada; Michael Meire, Dept. Computerwetenschappen, Katholieke Universiteit Leuven, Belgium

    International Journal on E-Learning Vol. 5, No. 1 (2006) pp. 67–74

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