You are here:

Learning Objects and E-Learning: an Informing Science Perspective
ARTICLE

, Informing Science Institute, United States ; , Wroclaw University of Economics, Poland

IJELLO Volume 2, Number 1, ISSN 1552-2237 Publisher: Informing Science Institute

Abstract

This papers provides an overview of e-learning from its fundamentals (what is knowledge, what is teaching) through how e-learning is being implemented using campus-wide Learning Content Management Systems (LCMS). While others, such as MacDonald et al. (2005), detail the transformation of education in light of changing technologies, this paper attempts from a variety of perspectives to make sense of the transformation. E-learning can be difficult to understand because different authors use the term differently. Still, beyond these apparent differences lies agreement on basics that this paper explores. E-learning can best be understood in the broader context of using technology to meet society’s needs for learning. It also requires us to understand that adult learners have psychological needs that e-learning must address. The Informing Science framework helps us understand that teaching in higher education involves a cast of roles that might best be performed by different specialists. One of the most important aspects of e-learning are Learning Objects and the various software tools that aid in their development, storage, use in teaching, and administration. This is because e- learning is often delivered using specialized software that assists teachers to create their courses, the student to use coursework, and the administrator to make previously developed coursework available for re-use. Learning Objects are the raw material of such systems. E-learning can be delivered by a sole teacher or as part of a campus-wide effort. Campus-wide LCMSs make it possible for technologists, content specialists, instructional specialists, and students to work seamlessly to create and refine e-learning.

Citation

Cohen, E. & Nycz, M. (2006). Learning Objects and E-Learning: an Informing Science Perspective. Interdisciplinary Journal of E-Learning and Learning Objects, 2(1), 23-34. Informing Science Institute. Retrieved March 23, 2019 from .

Keywords

View References & Citations Map

References

  1. Bahli. B., & Büyükkurt, M.D. (2004). Group performance in information systems project groups: An empirical study. Journal of Information Technology Education, 4, 97-113. Available at http://jite.org/documents/Vol4/v4p097-113Bahli22.pdf Bodendorf, F., Schertler, M., & Cohen, E. (2005). Producing reusable web-based multimedia presentations. Interdisciplinary Journal of Knowledge and Learning Objects, 1, 127-142. Available at http://ijklo.org/Volume1/v1p127-142Bodendorf.pdf
  2. Bruce, C., Buckingham, L., Hynd, J., McMahon, C., Roggenkamp, M., & Stoodley, I. (2004). Ways of experiencing the act of learning to program: A phenomenographic study of introductory programming students at university. Journal of Information Technology Education, 3, 143-160. Available at http://jite.org/documents/Vol3/v3p143-160-121.pdf
  3. Cohen, E.B. (2003). (2003). A modest proposal for the survival of our profession: Applying the informing science framework to higher education [Keynote Address]. Proceedings of the Australasian Society for Computers in Learning in Tertiary Education (ASCILITE), Adelaide, Australia, December 2003.
  4. Cohen, E.B. (2004). Applying the informing science framework to higher education: Knowledge development, management, and dissemination. Konferencja Pozyskiwanie wiedzy i zarządzanie wiedzą (Proceedings of the Knowledge Acquisition and Management Conference) May 13-15, 2004 Kule, Poland.
  5. Friesen, N. (2005). Interoperability and learning objects: An overview of e-learning standardization. Interdisciplinary Journal of Knowledge and Learning Objects, 1, 23-31. Available at http://ijklo.org/Volume1/v1p023-031Friesen.pdf Gackowski, Z.J. (2003). Case/real-life problem-based learning with information system projects. Journal of Information Technology Education, 2, 357-365. Available at http://jite.org/documents/Vol2/v2p357365-128.pdf
  6. Hayhoe, G.F. (1998). Evaluating distance learning in graduate programs: Ensuring rigorous, rewarding professional education. Paper presented at the International Professional Communication Conference 98 on 23 September 1998 in Québec City, PQ, Canada. Retrieved Dec. 24, 2005 from http://www.puw.pl/downloads/docs/evaluating.pdf Kaplan-Leiserson, E. (N.D.). Learning circuits glossary. American Society for Training& Development Retrieved from http://www.learningcircuits.org/glossary
  7. Knowles, M. (1984). Andragogy in action. San Francisco: Jossey-Bass.
  8. Koohang, A. & Harman, K. (2005). Open source: A metaphor for e-learning. Informing Science: The International Journal of an Emerging Transdiscipline, 8, 75-86. Available at http://inform.nu/Articles/Vol8/v8p075-086Kooh.pdf MacDonald, C.J., Stodel, E., Thompson, T.L., Muirhead, B., Hinton, C., Carson, B., & Banit, E. (2005). Addressing the e-learning contradiction: A collaborative approach for developing a conceptual framework learning object. Interdisciplinary Journal of Knowledge and Learning Objects, 1, 79-98. Available at http://ijklo.org/Volume1/v1p079-098McDonald.pdf
  9. Malaxa, V. & Douglas, I.. (2005). A framework for metadata creation tools. Interdisciplinary Journal of Knowledge and Learning Objects, 1, 151-162. Available at http://ijklo.org/Volume1/v1p151162Malaxa28.pdf
  10. Nash, S.S. (2005). Learning objects, learning object repositories, and learning theory: Preliminary best practices for online courses. Interdisciplinary Journal of Knowledge and Learning Objects, 1, 217-228.
  11. Nycz, M. & Smok, B. (2003). Distance education as a way to meet the challenges of the XXI Century. Proceedings of the SympoTIC’03 Joint 1st Workshop on Mobile Future& Symposium on Trends in Communications (pp. 26-28), IEEE CS Section, Bratislava, Slovakia, October 2003.
  12. Olenski, J. (1997). Standardy informacyjne w gospodarce. [Information standards in the economy.] Warsaw University Publishing House, Warsaw [in Polish].
  13. Recker, M., Dorward, J., Dawson, D., Mao, X., Liu, Y., Palmer, B., Halioris, S., & Park, J. (2005). Teaching, designing, and sharing: A context for learning objects. Interdisciplinary Journal of Knowledge and Learning Objects, 1, 197-216. Available at http://ijklo.org/Volume1/v1p197-216Recker.pdf
  14. Wiley, D.A. & Waters, S.H. (2005) Scoping and sequencing educational resources and speech acts: A unified design framework for learning objects and educational discourse. Interdisciplinary Journal of Knowledge and Learning Objects, 1, 143-150. Available at http://ijklo.org/Volume1/v1p143150Wiley.pdf

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.

View References & Citations Map

Cited By

  1. Different modes of digital learning object use in school settings: Do we design for individual or collaborative learning?

    Yavuz Akpinar, Boğaziçi University, Turkey

    International Journal of Education and Development using ICT Vol. 10, No. 3 (Aug 30, 2014)

  2. Developing Reusable Learning Objects (RLOs): The Importance of Social and Cultural Contexts

    Reem A. Alebaikan, King Saud University, Saudi Arabia

    EdMedia + Innovate Learning 2013 (Jun 24, 2013) pp. 1239–1245

  3. Inquiry-Directed Organization of E-Portfolio Artifacts for Reflection

    Shouhong Wang, University of Massachusetts Dartmouth, United States

    Interdisciplinary Journal of E-Learning and Learning Objects Vol. 5, No. 1 (Jan 01, 2009) pp. 419–433

  4. The OSEL Taxonomy for the Classification of Learning Objects

    Vito Convertini, Diego Albanese, Agostino Marengo, Vittorio Marengo & Michele Scalera, University of Bari, Italy

    Interdisciplinary Journal of E-Learning and Learning Objects Vol. 2, No. 1 (Jan 01, 2006) pp. 125–138

  5. Guidelines and Standards for the Development of Fully Online Learning Objects

    Nicole Buzzetto-More & Kaye Pinhey, University of Maryland Eastern Shore, United States

    Interdisciplinary Journal of E-Learning and Learning Objects Vol. 2, No. 1 (Jan 01, 2006) pp. 95–104

  6. A Cognitive and Logic Based Model for Building Glass-Box Learning Objects

    Philippe Fournier-Viger, University of Quebec at Montreal, Canada; Mehdi Najjar & Andre Mayers, University of Sherbrooke, Canada; Roger Nkambou, University of Quebec at Montreal, Canada

    Interdisciplinary Journal of E-Learning and Learning Objects Vol. 2, No. 1 (Jan 01, 2006) pp. 77–94

  7. The Present and Future of Standards for E-Learning Technologies

    Iraklis Varlamis, Athens University of Economics and Business, Greece; Ioannis Apostolakis, Technical University of Crete, Greece

    Interdisciplinary Journal of E-Learning and Learning Objects Vol. 2, No. 1 (Jan 01, 2006) pp. 59–76

  8. Reading in A Digital Age: e-Books Are Students Ready For This Learning Object?

    Nicole Buzzetto-More, University of Maryland Eastern Shore, United States; Retta Guy, Fayetteville State University, United States; Muna Elobaid, University of Maryland Eastern Shore, United States

    Interdisciplinary Journal of E-Learning and Learning Objects Vol. 3, No. 1 (Jan 01, 2007) pp. 239–250

  9. Adaptive Learning by Using SCOs Metadata

    Danijela Milosevic & Mirjana Brkovic, University of Kragujevac Technical Faculty Cacak, Serbia; Matjaz Debevc, University of Maribor Faculty of Elect. Engr. & Comp. Science, Slovenia; Radojka Krneta, University of Kragujevac Technical Faculty Cacak, Serbia

    Interdisciplinary Journal of E-Learning and Learning Objects Vol. 3, No. 1 (Jan 01, 2007) pp. 163–174

  10. Contextual Inquiry: A Systemic Support for Student Engagement through Reflection

    Peter Bednar, Lund University, Sweden; Roger Eglin & Christine Welch, University of Portsmouth, United Kingdom

    Interdisciplinary Journal of E-Learning and Learning Objects Vol. 3, No. 1 (Jan 01, 2007) pp. 45–55

  11. E-learning as a Strategy of Acquiring a Company’s Intellectual Capital

    Jerzy Kisielnicki & Olga Sobolewska, Warsaw University, Poland

    Interdisciplinary Journal of E-Learning and Learning Objects Vol. 6, No. 1 (Jan 01, 2010) pp. 153–174

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.

Also Read

Related Collections