Learning objects and metadata - From instructional design to a cognitive tool
Rachel Or-Bach, Emek Yezreel College, Israel
EdMedia + Innovate Learning, in Lugano, Switzerland ISBN 978-1-880094-53-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
In the past years there have been considerable efforts in the computer-mediated learning field towards standardization of metadata elements to facilitate a common method for identifying, searching and retrieving learning objects. There are ongoing debates regarding the issues of granularity of learning objects and the vocabulary in learning object metadata schemas. Going away from the instructional design perspective, we suggest learning activities that relate to students' creation of metadata for given learning objects. We expect educational benefits in the subject matter as well as in the development of higher order skills that such categorization activity requires. We describe the rational, the context where we tried this idea, and some preliminary observations. The learning objects in our first study relate to computer programming examples that students use and reuse in different ways throughout the course.
Or-Bach, R. (2004). Learning objects and metadata - From instructional design to a cognitive tool. In L. Cantoni & C. McLoughlin (Eds.), Proceedings of ED-MEDIA 2004--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2260-2263). Lugano, Switzerland: Association for the Advancement of Computing in Education (AACE).
© 2004 Association for the Advancement of Computing in Education (AACE)
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Dorian Stoilescu, OISE/University of Toronto, Canada
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2007 (Oct 15, 2007) pp. 7402–7410
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