Reusable Learning Objects Research Articles

Semantic Web, Reusable Learning Objects, Personal Learning Networks in Health: Key Pieces for Digital Health Literacy.

The knowledge existing in the World Wide Web is exponentially expanding, while continuous advancements in health sciences contribute to the creation of new knowledge. There are a lot of efforts trying to identify how the social connectivity can endorse patients' empowerment, while other studies look at the identification and the quality of online materials. However, emphasis has not been put on the big picture of connecting the existing resources with the patients "new habits" of learning through their own Personal Learning Networks. In this paper we propose a framework for empowering patients' digital health literacy adjusted to patients' currents needs by utilizing the contemporary way of learning through Personal Learning Networks, existing high quality learning resources and semantics technologies for interconnecting knowledge pieces. The framework based on the concept of knowledge maps for health as defined in this paper. Health Digital Literacy needs definitely further enhancement and the use of the proposed concept might lead to useful tools which enable use of understandable health trusted resources tailored to each person needs.

The Use of Reusable Learning Objects to Enhance the Delivery of Veterinary Education

The increased demand from learners in higher education to access resources flexibly has resulted in considerable development in the use of Reusable Learning Objects (RLO) via a blended learning format across the sector. This critical review sets out to identify what is currently known about RLO and how those concepts can be applied to veterinary-related degree courses. The review provides an insight into an aspect of blended learning which is currently limited in terms of published research. The effect of computer confidence, students' choice to use and the impact on student performance are some of the variables which have been measured to date. The approach to RLO by students from different courses may vary, but prior experience of technology, alignment of content and availability of technical support are some of the key drivers for usage and reuse. A positive effect is likely to occur following RLO use because those students have adopted a process of active engagement, which the authors know can bring about a deeper approach to learning.

Designing and integrating reusable learning objects for meaningful learning: Cases from a graduate programme

E-learning quality depends on sound pedagogical integration between the content resources and lesson activities within an e-learning system. This study proposes that a meaningful learning with technology framework can be used to guide the design and integration of content resources with e-learning activities in ways that promote learning experiences, characterised by five dimensions: active, constructive, intentional, authentic, and collaborative. The pedagogical uses of these meaningful learning dimensions to support the design and integration of reusable learning objects as content resources will be explicated and exemplified through three cases related to the instruction of theories, principles, and professional skills respectively in a graduate programme. Design notes and surveys of students’ perception of learning experiences are used as data sources to understand how the five meaningful learning dimensions are being implemented by instructors and perceived by students. The strategies for supporting meaningful learning with reusable learning objects in higher education contexts are discussed.

An easy to use open source authoring tool to create effective and reusable learning objects

ABSTRACTAuthoring tools play a crucial role in the development of learning content facilitating the creation of Learning Objects. However, not much work has been done in order to determine if educators actually can use these tools to create effective and reusable Learning Objects in an easy way. This paper address this issue by presenting and evaluating an open source authoring tool called ViSH Editor. Three factors were evaluated: the usability and user acceptance of the authoring tool, the quality and learning effectiveness of the created Learning Objects, and the reusability of these resources. Usability was evaluated through a lab test and the user acceptance with a survey among 180 users. Quality evaluation was conducted using LORI (Learning Object Review Instrument). The learning effectiveness was evaluated through learner surveys and test scores. Finally, reusability was evaluated by using the LORI instrument, by measuring metadata quality using a set of metrics, and by a quantitative analysis of reuse. Results show that ViSH Editor is an authoring tool capable of allowing educators to create effective and reusable Learning Objects in an easy way. © 2017 Wiley Periodicals, Inc. Comput Appl Eng Educ 25:188–199, 2017; View this article online at wileyonlinelibrary.com/journal/cae; DOI 10.1002/cae.21789

Exploring the Influence of an E-Learning Sensory Processing-Based Module for Graduate Level Occupational Therapy Students on Clinical Reasoning: A Pilot Study.

The purpose of this study was to explore the effectiveness of a series of online, module-based instructional reusable learning objects (RLOs) targeted at entry-level, 1st year, Master of Occupational Therapy students. The content of the RLOs addressed knowledge and implementation of A SECRET, a parental reasoning approach for children with a sensory processing disorder, specifically sensory over responsiveness. Nine RLOs were developed and embedded within a commonly used learning management system. Participants (n = 8) were evaluated regarding their ability to discriminate between appropriate and inappropriate A SECRET strategies using a selected-response assessment. The participants' overall average score was 68%, a positive finding given the novelty of the instruction, assessment, and the content.

Quality Assurance for Reusable Learning Objects on a Peer-To-Peer Network

In this research, improving on the quality of Reusable Learning Objects (RLOs) on a Peer-To-Peer (P2P) network is considered. The RLO was first redesigned to have a fundamentally inherent pedagogical structure, which gave it an immediate foundational level of quality in terms of opportunities related to reusability. Applying the Learning Object Review Instrument 1.5 (LORI 1.5) demonstrated that some of the elements are inherent in this new RLO design, so there was no need to constantly have such features evaluated with LORI. A modified LORI was therefore developed in order to evaluate the remaining features of the RLO. The research identified these remaining elements to produce a Review Rubric for scoring the RLO’s quality. In addition, an algorithm is given which considers one or more subject-matter experts as part of a review process. Utilizing the subject-matter experts in a P2P network involved the creation of special nodes to ensure data integrity and post-availability of the review scores for RLOs. The research concludes that the redesigned RLOs along with the corresponding Review Rubric and scoring algorithm produces a system suitable for a P2P network, where for the first time, RLOs can be shared of assured quality to promote eLearning within P2P networks.

Internet Competency Predicts Practical Hearing Aid Knowledge and Skills in First-Time Hearing Aid Users.

The purpose of the study was to assess whether Internet competency predicted practical hearing aid knowledge and handling skills in first-time hearing aid users. The design was a prospective, randomized controlled trial of a multimedia educational intervention consisting of interactive video tutorials (or reusable learning objects [RLOs]). RLOs were delivered through DVD for TV or PC, and online. Internet competency was measured at the hearing aid fitting appointment, whereas hearing aid knowledge and practical handling skills were assessed 6 weeks postfitting. Internet competency predicted practical hearing aid knowledge and handling skills, controlling for age, hearing sensitivity, educational status, and gender for the group that received the RLOs. Internet competency was inversely related to the number of times the RLOs were watched. Associations between Internet competency and practical hearing aid knowledge, handling skills, and watching the RLOs fewer times may have arisen because of improved self-efficacy. Therefore, first-time hearing aid users who are more competent Internet users may be better equipped to apply newly learned information to effectively manage their hearing loss.

The Use of Reusable Learning Objects for Integration of Research

The Use of Reusable Learning Objects for Integration of Research

Hizmet-içi Öğretmenlerin Bakış Açısından Bir Öğrenme Nesnesinin Tanımı

Learning objects, as a relatively new technological concept, have drawn much attention from educators because these dijital resources are easily accessible, relatively easy to use due to their limited size and focus, interactive, and adaptable to many different educational contexts. Despite the fact that learning objects have the great potential to improve teaching and learning experiences by providing teachers reusable learning materials and reducing costs, the lack of a “working and clear” definition of these materials has restricted their effective and efficient use. This study aimed to explore elementary school teacher perceptions of their use of learning objects from a qualitative research paradigm in order to reveal the extent to which teachers understand concept of learning object and its instruction approach. The method of the study was based on descriptive phenomenology. Data were collected using multiple methods, including the semi-structured interview, field observation reports, and photos from nine in-service elementary school teachers from different departments in Duzce, Turkey. Methods of data analysis were based on Giorgi’s method of descriptive phenomenology including four stages of content analysis: data coding, developing themes, organizing code and themes, describing findings. Overall findings of the study indicate that teachers use learning objects in their lesson activities without explicit recognition; however they generally fail to understand the exact meaning of a learning object approach and its applications in the classroom. Participants understood different properties of learning objects. Almost all participants perceive objectivity as the most important characteristic of the learning object. In addition, a majority of the teachers recognized the value of a learning object’s reusability. In-service teachers’ vague perceptions of the definition and usage of learning objects indicated that they used these materials without clear directions and explanations on what a learning object is, and how these materials can be used in an efficient way. Implications for teacher education and development of curriculum materials related to reusable learning objects were discussed. Keywords: Learning objects, teacher education, elementary school teachers

Extension of IEEE LOM Standard for Describing Educational Interactive Application: An Accessibility approach

This work focuses on the use of Interactive Applications (IA) as an educational resources applied in the context of inclusive education. The Learning Object Metadata standard (LOM) is often used to facilitate the share and reuse of Learning Objects (LO). This standard suggests a wide set of metadata to describe a LO from the general, educational or even technical points of view. However this standard is not enough to describe overall the accessibility aspects and proper considerations of the Educational Interactive Applications. Therefore, this work presents a proposal to extend the LOM standard for the purpose to get extensive descriptions on the use of interactive applications as educational resources in inclusive education.

La calidad de los contenidos educativos reutilizables: diseño, usabilidad y prácticas de uso

The aim of this paper is to discuss the question of reusable learning objects’quality. We depart from a socio-constructivist instructional framework. It is proposed that, when analyzing the quality of learning objects, we must take into account several related dimensions: on the one hand, the technological and pedagogical design of the learning environments in which learning objects are included; on the other hand, the actual uses of these objects by the participants in the teaching-learning process.

Secuenciación de contenidos y objetos de aprendizaje

This article presents in the first place a standpoint of content sequencing and selecting in curricular design, according to the constructivist view. In open and distance learning supported by networks, due to the urgent need to have data exchange format standards, it is very important to have tools and criteria curricularly based guiding this process instead of those coming from the technological tools used. This approach is very much needed in e-learning in general, but also in corporate elearning and in e-learning in higher education. In the second place, this article stresses the need, articulated by the business of elearning, of learning objects instructional design, and considers it as a priority and a challenge. Thirdly, we review the theories and procedures of content sequencing, their basic assumptions, and the sequencing techniques, in particular Content Analysis Technique, Task Analysis Technique, and Elaboration Theory. Finally, as a conclusion, we will address several questions: The reusable learning object concept is it compatible with the interdependence requisites of learning contents? And if so, which are the requisites that the RLOs must meet?

Examining the Use of Web-Based Reusable Learning Objects by Animal and Veterinary Nursing Students

This intervention study examined the interaction of animal- and veterinary nursing students with reusable learning objects (RLO) in the context of preparing for summative assessment. Data was collected from 199 undergraduates using quantitative and qualitative methods. Students accessed RLO via personal devices in order to reinforce taught sessions. Interviewees reported that the RLO helped them meet the requirements of the curriculum. Quantitative data supported two valid points; the lack of engagement of students when given a free-choice and reluctance for self-assessment. The practical significance of the qualitative outcomes lies with how first year undergraduates on animal and veterinary nursing-related courses use RLO designed to address equine management and health topics, where the students have mixed equine experience.

Pedagogy for Conceptual Thinking in the Digital Age: Enhancing Learning Outcomes with Meaning Equivalence Reusable Learning Objects (MERLO) Formative Assessments

The research presented in this paper is the fruit of an ongoing international collaboration with the goal of enhancing students learning outcomes by implementing and sharing a novel pedagogy for conceptual thinking, and use of an innovative didactical and methodological tool: Meaning Equivalence Reusable Learning Objects ( MERLO ) that provide student-centered, weekly formative assessments for exploring and discussing conceptual situations in small groups. It was developed, tested, and implemented in Canada at University of Toronto and Ryerson University , as well as in Israel, Italy, Russia, and Australia, in different knowledge domains, including: physics; biology; mathematics; mathematics teacher education; teacher training; developmental psychology; English as a second language; architecture; management; business; project management. Statistical analysis of MERLO data collected since 2002, shows that conceptual thinking enhance learning outcomes and deepens students’ comprehension of the conceptual content of learned material. Conceptual thinking is learnable, and provide metrics to document continuous increase in higher-order thinking skills such as critical conceptual thinking, transfer of knowledge, and problem solving. Pedagogy for conceptual thinking is currently implemented with Brightspace (http://www.brightspace.com/), Integrated Learning Platform (ILP) offered by D2L (http://www.d2l.com/) that supports customizable online pedagogy.

ELSE: an ontology-based system integrating semantic search and e-learning technologies

ABSTRACTELSE (E-Learning for the Semantic ECM) is an ontology-based system which integrates semantic search methodologies and e-learning technologies. It has been developed within a project of the CME (Continuing Medical Education) program – ECM (Educazione Continua nella Medicina) for Italian participants. ELSE allows the creation of e-learning courses which are customized according to the needs and learning preferences of the user. It relies on a reference domain ontology and teaching multimedial interactive modules, referred to as Reusable Learning Objects (RLOs), which are annotated according to the concepts of the ontology. The SemSim semantic search method allows the selection of the set of RLOs that satisfy the user request at best in efficient way. This set is successively reorganized according to the learning preferences of the user. ELSE has been validated and experimented in the domain of osteoporosis, and the overall judgment about it is very positive, both in terms of usability and effectiveness of customization.

A comparison of teaching three common ear, nose, and throat conditions to medical students through video podcasts and written handouts: a pilot study

BackgroundThis pilot study conducted at the Peninsula Medical School is one of very few studies to compare the use of video podcasts to traditional learning resources for medical students.MethodsWe developed written handouts and video podcasts for three common ear, nose, and throat conditions; epistaxis, otitis media, and tonsillitis. Forty-one second-year students were recruited via email. Students completed a 60-item true or false statement test written by the senior author (20 questions per subject). Students were subsequently randomized to podcast or handouts. Students were able to access their resource via their unique university login on the university homepage and were given 3 weeks to use their resource. They then completed the same 60-item test.ResultsBoth podcasts and handouts demonstrated a statistically significant increase in student scores (podcasts mean increase in scores 4.7, P=0.004, 95% confidence interval =0.07). Handout mean increase in scores 5.3, P=0.015, 95% confidence interval =0.11). However, there was no significant difference (P=0.07) between the two, with the handout group scoring fractionally higher (podcasts average post-exposure score =37.3 vs handout 37.8) with a larger average improvement. A 5-point Likert scale questionnaire demonstrated that medical students enjoy using reusable learning objects such as podcasts and feel that they should be used more in their curriculum.ConclusionPodcasts are as good as traditional handouts in teaching second-year medical students three core ear, nose, and throat conditions and enhance their learning experience.

An Adaptive Reusable Learning Object For E-Learning Using Cognitive Architecture

Nowadays, a huge amount of ambiguous e-learning materials are available in World Wide Web irrespective of various objectives. These digital educational resources can be reused and shared from centralized online repository and it will avoid the redundant learning material. The main goal is to design consistent adaptable e-learning course material for web-based education system with emphasis on the quality of learning. This can be done by organizing learning object in a prescribed manner and it can be reused in feature. Such reusable learning objects are enhanced further to become adaptive reusable learning objects that are virtually cognitive and responsive towards the specific needs of the user/customer. This paper proposes the cognitive architecture to offer an adaptive reusable objects (RLO) based on individual profile of e-learner besides their cognitive behaviour while learning.

A Randomized Controlled Trial to Evaluate the Benefits of a Multimedia Educational Program for First-Time Hearing Aid Users.

Objectives:The aims of this study were to (1) develop a series of short interactive videos (or reusable learning objects [RLOs]) covering a broad range of practical and psychosocial issues relevant to the auditory rehabilitation for first-time hearing aid users; (2) establish the accessibility, take-up, acceptability and adherence of the RLOs; and (3) assess the benefits and cost-effectiveness of the RLOs.Design:The study was a single-center, prospective, randomized controlled trial with two arms. The intervention group (RLO+, n = 103) received the RLOs plus standard clinical service including hearing aid(s) and counseling, and the waitlist control group (RLO−, n = 100) received standard clinical service only. The effectiveness of the RLOs was assessed 6-weeks posthearing aid fitting. Seven RLOs (total duration 1 hr) were developed using a participatory, community of practice approach involving hearing aid users and audiologists. RLOs included video clips, illustrations, animations, photos, sounds and testimonials, and all were subtitled. RLOs were delivered through DVD for TV (50.6%) and PC (15.2%), or via the internet (32.9%).Results:RLO take-up was 78%. Adherence overall was at least 67%, and 97% in those who attended the 6-week follow-up. Half the participants watched the RLOs two or more times, suggesting self-management of their hearing loss, hearing aids, and communication. The RLOs were rated as highly useful and the majority of participants agreed the RLOs were enjoyable, improved their confidence and were preferable to written information. Postfitting, there was no significant between-group difference in the primary outcome measure, overall hearing aid use. However, there was significantly greater hearing aid use in the RLO+ group for suboptimal users. Furthermore, the RLO+ group had significantly better knowledge of practical and psychosocial issues, and significantly better practical hearing aid skills than the RLO− group.Conclusions:The RLOs were shown to be beneficial to first-time hearing aid users across a range of quantitative and qualitative measures. This study provides evidence to suggest that the RLOs may provide valuable learning and educational support for first-time hearing aid users and could be used to supplement clinical rehabilitation practice.

Challenges of Transitioning to e-learning System with Learning Objects Capabilities

<p>In order for higher education institutions, which implements blended and/or online learning to remain competitive and innovative it needs to keep up with the cutting edge technological and educational advances. This task is usually very difficult, keeping in mind the budget constraints that many institutions have. This usually implies that existing open source solutions have to be used and adapted to individual needs of each institution. Keeping up with the current technological advances often brings not only financial challenges, but also transitional challenges that may put at risk learning quality and reputation of the institution, as well as performance of students. This work describes the features of the system, results and challenges of transitioning to e-learning system that displays learning materials through sequence of reusable learning objects (LOs) from the system that does not have these capabilities. The goal of such system is to increase reusability of learning content, and moreover, to increase online interactivity and communication between the instructor and students. Findings of this work reveal advantages, disadvantages and potential obstacle of implementation e-learning system with LOs and give an overview of suggestions for implementation improvements. These suggestions are given based on evaluation of implementation of new e-learning system with LOs, after the transition from the traditional e-learning system. Furthermore, based on the research of existing methodologies in the field of information systems, and the results of this research, this work proposes methodology for transferring into e-learning system with LOs. </p>

Evidence Based Informed Consent for Caesarean Section Using MERLO - Meaning Equivalence Reusable Learning Objects

Evidence Based Informed Consent for Caesarean Section Using MERLO - Meaning Equivalence Reusable Learning Objects