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Method to create Learning Objects in Content Development Tools

IP.com Disclosure Number: IPCOM000014951D
Original Publication Date: 2002-Nov-09
Included in the Prior Art Database: 2003-Jun-20
Document File: 1 page(s) / 39K

Publishing Venue

IBM

Abstract

In the e-Learning environment today, there is much work around developing 'Learning Objects' as a unit of training. There are many respected bodies proposing specifications and standards around Learning Objects from an instructional design point of view, a pedagogic point of view and a technology point of view. While the benefits of the concept of a Learning Object can be readily seen, the practical application of the specifications and standards can be difficult as there are complementary, competing, and contradictory definitions of what a Learning Object is and how it is described. There are basically three areas of importance when describing a Learning Object. First, there is the metadata that describes the Learning Object. This metadata can be used to find a Learning Object that meets a learning objective, is delivered through a particular technology, meets a maximum learner experience duration and/or belongs in a particular cognitive domain, etc. A second area of importance in describing a Learning Object is the run-time tracking interaction definition. This allows user interaction with the learning content to be tracked back to a Learning Management System. In this way, the learner's progress and evaluation or assessment data can be saved for building transcript information, tracking the learner's progress, determining the learner's level of understanding of the content, and generating completion notifications and/or certificates.

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Method to create Learning Objects in Content Development Tools

In the e-Learning environment today, there is much work around developing 'Learning Objects' as a unit of training. There are many respected bodies proposing specifications and standards around Learning Objects from an instructional design point of view, a pedagogic point of view and a technology point of view.

While the benefits of the concept of a Learning Object can be readily seen, the practical application of the specifications and standards can be difficult as there are complementary, competing, and contradictory definitions of what a Learning Object is and how it is described.

There are basically three areas of importance when describing a Learning Object. First, there is the metadata that describes the Learning Object. This metadata can be used to find a Learning Object that meets a learning objective, is delivered through a particular technology, meets a maximum learner experience duration and/or belongs in a particular cognitive domain, etc.

A second area of importance in describing a Learning Object is the run-time tracking interaction definition. This allows user interaction with the learning content to be tracked back to a Learning Management System. In this way, the learner's progress and evaluation or assessment data can be saved for building transcript information, tracking the learner's progress, determining the learner's level of understanding of the content, and generating completion notifications and/or certificates.

The third area of importance is regarding packaging of learning content. The packaging of content in standards compliant formats allows the content to be moved among different standards compliant systems including: content development and content object assembly tools, Learning Content Management Systems (LCMS), and Learning Management Systems (LMS).

The combination of all of these standards help to level...