Strijker, A. (2005, Juni 26). Workshop Thales Ontwikkelen Van En Werken Met Leer Objecten

Workshop “OntwikkelenWorkshop “Ontwikkelen
van en Werken met Leervan en Werken met Leer
Objecten”Objecten”
Allard Strijker, 27 juni 2005 UniversiteitAllard Strijker, 27 juni 2005 Universiteit
Twente voor Thales Training enTwente voor Thales Training en
developmentdevelopment

Deelnemers van de WorkshopDeelnemers van de Workshop
IntroductieIntroductie

Taal (Engels of Nederlands)Taal (Engels of Nederlands)

Wie is wieWie is wie
OrganisatieOrganisatie
VerwachtingVerwachting

Wat wel en wat niet?Wat wel en wat niet?
VragenVragen

Doelgroep en locatieDoelgroep en locatie
De workshop is bedoeld voorDe workshop is bedoeld voor
onderwijskundig ondersteuners enonderwijskundig ondersteuners en
ontwikkelaars van cursusmateriaalontwikkelaars van cursusmateriaal
De workshop vindt plaats op 27 juni 2005De workshop vindt plaats op 27 juni 2005
van 9.00 tot 12.00 uur op de Universiteitvan 9.00 tot 12.00 uur op de Universiteit
TwenteTwente

Inhoud WorkshopInhoud Workshop
De workshop gaat in op:De workshop gaat in op:

De definitie en granulariteit van leerobjecten.De definitie en granulariteit van leerobjecten.

Ontwikkelen van templates voor leerobjectenOntwikkelen van templates voor leerobjecten

Hoe worden binnen Learn eXact LeerobjectenHoe worden binnen Learn eXact Leerobjecten
toegepast?toegepast?

Relatie van Lex met een learner portal.Relatie van Lex met een learner portal.

Leerdoelen WorkshopLeerdoelen Workshop
Na afloop van de workshop is de deelnemer inNa afloop van de workshop is de deelnemer in
staat om:staat om:

de granulariteit van leerobjecten weer te gevende granulariteit van leerobjecten weer te geven

verschillende voorbeelden van het gebruik van hetverschillende voorbeelden van het gebruik van het
LCMS deel (de Packager) van Learn eXact teLCMS deel (de Packager) van Learn eXact te
beschrijvenbeschrijven

de verschillende mogelijkheden van het gebruik vande verschillende mogelijkheden van het gebruik van
templates met Learn Exact te beschrijventemplates met Learn Exact te beschrijven

het concept van een learner portal te beschrijvenhet concept van een learner portal te beschrijven

Learning Objects HumanLearning Objects Human
PerspectivePerspective
In the corporate context, learning objects are generallyIn the corporate context, learning objects are generally
defined in the terminology of the vendor supplying a LMSdefined in the terminology of the vendor supplying a LMS
or LCMS. Chapman and Hall (2001), note that in thisor LCMS. Chapman and Hall (2001), note that in this
context that there is no consistent definition of a learningcontext that there is no consistent definition of a learning
object; "…each of the companies using the learningobject; "…each of the companies using the learning
object metaphor has their own defined relationship andobject metaphor has their own defined relationship and
characteristics for what constitutes a learning object" (p.characteristics for what constitutes a learning object" (p.
9). In their review of LCMSs, they identify definitions as9). In their review of LCMSs, they identify definitions as
varying asvarying as

"a structured, reusable learning event" (p. 52) and"a structured, reusable learning event" (p. 52) and

"a single page or a group of pages, typically they should not"a single page or a group of pages, typically they should not
exceed about 20-25 pages" (p. 81). Althoughexceed about 20-25 pages" (p. 81). Although

"typically they should be five to 15 minutes in length (seat time)”"typically they should be five to 15 minutes in length (seat time)”
(p. 9),(p. 9),

they may also be objects such as a single image.they may also be objects such as a single image.

Learning Objects HumanLearning Objects Human
Mortimer (2001) shares this impression of confusionMortimer (2001) shares this impression of confusion
within the corporate setting:within the corporate setting:
““Learning object. Reusable learning object. ReusableLearning object. Reusable learning object. Reusable
information object. Shareable content object. Modularinformation object. Shareable content object. Modular
building block. Chunk. Nugget. Lego. Whatever. The listbuilding block. Chunk. Nugget. Lego. Whatever. The list
goes on…no single learning object definitiongoes on…no single learning object definition
exists...there seem to be as many definitions as thereexists...there seem to be as many definitions as there
are people to ask.”are people to ask.”
Chapman and Hall conclude their review by saying "WeChapman and Hall conclude their review by saying "We
hope to see better definitions and common standards forhope to see better definitions and common standards for
learning objects in the future" (p. 9).learning objects in the future" (p. 9).

Learning Objects from a TechnicalLearning Objects from a Technical
Oracle introduced the Oracle Learning Architecture (OLA), an earlyOracle introduced the Oracle Learning Architecture (OLA), an early
attempt at an authoring environment using learning objectsattempt at an authoring environment using learning objects
(Wagner, 2002). (Oracle later stopped the development of OLA(Wagner, 2002). (Oracle later stopped the development of OLA
because of the fast changes in specifications in the Microsoftbecause of the fast changes in specifications in the Microsoft
Windows platforms.) The definition used for learning objects byWindows platforms.) The definition used for learning objects by
Oracle was the following:Oracle was the following:
A Learning Object can be defined as a distinct, stand-alone piece ofA Learning Object can be defined as a distinct, stand-alone piece of
education. It can be taken in isolation or as part of a larger course.education. It can be taken in isolation or as part of a larger course.
This is exactly the same principle behind Programming Objects,This is exactly the same principle behind Programming Objects,
where stand-alone components are reused in different ways forwhere stand-alone components are reused in different ways for
different applications. When Learning Objects are fully implemented,different applications. When Learning Objects are fully implemented,
it is possible for every user to define their own unique educationalit is possible for every user to define their own unique educational
experience (Ellwood, 1997).experience (Ellwood, 1997).

Barritt who worked on the development of OLA continued theseBarritt who worked on the development of OLA continued these
efforts for Cisco Systems (Barritt, Lewis, & Wieseler, 1999) and thisefforts for Cisco Systems (Barritt, Lewis, & Wieseler, 1999) and this
resulted in a release of Cisco’s white paper on Reusable Learningresulted in a release of Cisco’s white paper on Reusable Learning
Objects in 1998. In this white paper Cisco defines two sorts ofObjects in 1998. In this white paper Cisco defines two sorts of
learning objects, RIOs and RLOs. At its core is the RIO, a learninglearning objects, RIOs and RLOs. At its core is the RIO, a learning
nugget that contains content, practice, and assessmentnugget that contains content, practice, and assessment
components. Each RIO is defined as a concept, fact, process,components. Each RIO is defined as a concept, fact, process,
principle, or procedure, and tagged appropriately. Several RIOs, asprinciple, or procedure, and tagged appropriately. Several RIOs, as
few as five and as many as nine, are combined together to create afew as five and as many as nine, are combined together to create a
Reusable Learning Object (RLO). If a RIO can be equated with anReusable Learning Object (RLO). If a RIO can be equated with an
individual component of a learning objective, an RLO is the sum ofindividual component of a learning objective, an RLO is the sum of
RIOs needed to fulfill that objective. Each RLO, which also includesRIOs needed to fulfill that objective. Each RLO, which also includes
introduction, summary, and assessment items, is designed to meetintroduction, summary, and assessment items, is designed to meet
a learning objective derived from a specific job task (Barritt, Lewis &a learning objective derived from a specific job task (Barritt, Lewis &
Wieseler, 1999). A more holistic definition comes from Wiley (2000b)Wieseler, 1999). A more holistic definition comes from Wiley (2000b)
who worked closely with Merrill and defined learning objects as:who worked closely with Merrill and defined learning objects as:
Any digital resource that can be reused to support learning.Any digital resource that can be reused to support learning.

Working together does not mean that definitions usedWorking together does not mean that definitions used
are the same. This broad definition of Wiley somewhatare the same. This broad definition of Wiley somewhat
contradicts the strict definition of knowledge objects usedcontradicts the strict definition of knowledge objects used
by Merrill (2000):by Merrill (2000):

A knowledge object consists of a set of fields (containers) for theA knowledge object consists of a set of fields (containers) for the
components of knowledge required to implement a variety ofcomponents of knowledge required to implement a variety of
instructional strategies. These components include: the name,instructional strategies. These components include: the name,
information about, and the portrayal for some entity; the name,information about, and the portrayal for some entity; the name,
information about, and the portrayal for parts of the entity; theinformation about, and the portrayal for parts of the entity; the
name, information about, values, and corresponding portrayalsname, information about, values, and corresponding portrayals
for properties of the entity; the name, and information aboutfor properties of the entity; the name, and information about
activities associated with the entity; and the name andactivities associated with the entity; and the name and
information about processes associated with the entity.information about processes associated with the entity.

Knowledge objects can also been seen as learningKnowledge objects can also been seen as learning
objects in terms of reusability and also can be comparedobjects in terms of reusability and also can be compared
with the definition of Barritt, Lewis, and Wieseler, (1999)with the definition of Barritt, Lewis, and Wieseler, (1999)
who identified: Educational learning objects, Contentwho identified: Educational learning objects, Content
objects, Training components, Nuggets, and Chunks asobjects, Training components, Nuggets, and Chunks as
terms used in the industry. This broader set of industrialterms used in the industry. This broader set of industrial
terms includes even a broader pool of definitions. Forterms includes even a broader pool of definitions. For
example from Robson (2001):example from Robson (2001):

The Learning objects are the core concept in an approach toThe Learning objects are the core concept in an approach to
learning content in which content is broken down into "bite size"learning content in which content is broken down into "bite size"
chunks. These chunks can be reused, independently created,chunks. These chunks can be reused, independently created,
and maintained, and pulled apart and stuck together like soand maintained, and pulled apart and stuck together like so
many legos.many legos.

The definition used in this research will beThe definition used in this research will be
adapted from that of the IEEEadapted from that of the IEEE
Standardisation Body (2003) which in turnStandardisation Body (2003) which in turn
was adapted from the Learning Objectwas adapted from the Learning Object
Metadata (LOM) (LTSC, 2002) definitionMetadata (LOM) (LTSC, 2002) definition
that defines an object as:that defines an object as:

A learning object is any entity, digital or non-A learning object is any entity, digital or non-
digital, that may be used for learning,digital, that may be used for learning,
education or training.education or training.

Aggregation levels andAggregation levels and
granularitygranularity
The definition of learning objects does notThe definition of learning objects does not
prescribe the size of learning objects, Robsonprescribe the size of learning objects, Robson
(2001) notes that:(2001) notes that:

There is no standard for the size (or granularity) of aThere is no standard for the size (or granularity) of a
learning object. Larger learning objects are typicallylearning object. Larger learning objects are typically
harder to reuse, and smaller learner objects save lessharder to reuse, and smaller learner objects save less
work for those who are reuse them. Per the literaturework for those who are reuse them. Per the literature
of pedagogy, the happy medium has been estimatedof pedagogy, the happy medium has been estimated
as between five and fifteen minutes of learningas between five and fifteen minutes of learning
material.material.

Also Hodgins (2000b) suggests that:Also Hodgins (2000b) suggests that:

There is no set absolute size to a learning object,There is no set absolute size to a learning object,
since the size of the object will be relative to thesince the size of the object will be relative to the
needs of learners and the requirements.needs of learners and the requirements.
This corresponds with the white paper of CiscoThis corresponds with the white paper of Cisco
(Barritt, 2001) that starts with a comment about(Barritt, 2001) that starts with a comment about
the size of an object:the size of an object:

The size and shape of an "object" is open to eachThe size and shape of an "object" is open to each
organisation to define. This decision is based uponorganisation to define. This decision is based upon
the needs, tools, processes, and business goals ofthe needs, tools, processes, and business goals of
the organisation.the organisation.

To deal with the different approaches of defining the size of learningTo deal with the different approaches of defining the size of learning
objects and granularity within the research there is no size orobjects and granularity within the research there is no size or
content structure of objects defined according to the definition ofcontent structure of objects defined according to the definition of
learning objects.learning objects.
However to deal with granularity aspects, within the LOMHowever to deal with granularity aspects, within the LOM
vocabulary (LTSC, 2002) four levels of granularity are defined.vocabulary (LTSC, 2002) four levels of granularity are defined.
These four levels are used within the research to identify the level ofThese four levels are used within the research to identify the level of
aggregation:aggregation:
1.1. The smallest level of aggregation, such as raw media data or fragmentsThe smallest level of aggregation, such as raw media data or fragments
(pictures, plain text, Word document, PowerPoint files, attachments in a(pictures, plain text, Word document, PowerPoint files, attachments in a
course-management system)course-management system)
2.2. A collection of atoms, such as an HTML document with some embeddedA collection of atoms, such as an HTML document with some embedded
pictures or a lesson (a webpage, a archive item in a coursepictures or a lesson (a webpage, a archive item in a course
management system)management system)
3.3. A collection of Level 2 learning resources, such as a web of HTMLA collection of Level 2 learning resources, such as a web of HTML
documents with an index page that links the pages together or a coursedocuments with an index page that links the pages together or a course
(a course within a course-management system)(a course within a course-management system)
4.4. The largest level of granularity, such as a set of courses that lead to aThe largest level of granularity, such as a set of courses that lead to a
certificate (a set of competences that lead to a profile set of courses).certificate (a set of competences that lead to a profile set of courses).

As another example of granularity within learningAs another example of granularity within learning
objects, Wiley (2000a) identified five types of learningobjects, Wiley (2000a) identified five types of learning
object types that vary in:object types that vary in:

number of elements, type of objects contained, reusablenumber of elements, type of objects contained, reusable
component objects, common function, extra-object dependence,component objects, common function, extra-object dependence,
type of login contained in the object, potential for inter-contextualtype of login contained in the object, potential for inter-contextual
reuse, and potential for intra-contextual reuse. The differentreuse, and potential for intra-contextual reuse. The different
types of learning objects vary in behaviour, complexity, content,types of learning objects vary in behaviour, complexity, content,
and functionality.and functionality.
This means that also the technology has to cover theThis means that also the technology has to cover the
differences in the types of learning objects. Authoringdifferences in the types of learning objects. Authoring
tools should provide the support to deal with differenttools should provide the support to deal with different
types of learning objects and variances in granularity.types of learning objects and variances in granularity.

LeerobjectenLeerobjecten
Links en verwijzingenLinks en verwijzingen
HergebruikHergebruik
MetadataMetadata
Inhoud en structuurInhoud en structuur
GranulariteitGranulariteit

Templates for learning ObjectsTemplates for learning Objects
Opdracht:Opdracht:

Ontwerp een sjabloon voor een leerobject!Ontwerp een sjabloon voor een leerobject!

Learning Content ManagementLearning Content Management
SystemsSystems
DatabasesDatabases
Gestructureerde dataGestructureerde data
Sjablonen / TemplatesSjablonen / Templates
Data en OpmaakData en Opmaak

Onderwijs en trainingOnderwijs en training
Onderwijsscenario’s / OnderwijskundigeOnderwijsscenario’s / Onderwijskundige
benaderingenbenaderingen

Task based LearningTask based Learning

Problem based learningProblem based learning

Workplace learningWorkplace learning

Study landscapeStudy landscape
DeliveryDelivery

Face to faceFace to face

OnlineOnline

Blended LearningBlended Learning

Templates in Learn ExactTemplates in Learn Exact
De ongewenste vrijheidDe ongewenste vrijheid
De techniek staat voor nietsDe techniek staat voor niets
Beheer en de toekomstBeheer en de toekomst
Less is moreLess is more
Simpel is moeilijkSimpel is moeilijk
Moeilijk is makkelijkMoeilijk is makkelijk

Voorbeelden van TemplatesVoorbeelden van Templates
TeletopTeletop
WebquestsWebquests
Taakgebaseerd lerenTaakgebaseerd leren
Learning DesignLearning Design
LexLex

Learner PortalsLearner Portals
Authoring ToolsAuthoring Tools
Learning Content Management SystemsLearning Content Management Systems
Learning Management SystemsLearning Management Systems
ELO Course Management SystemsELO Course Management Systems
PortalsPortals
Content Management SystemsContent Management Systems

SamenvattingSamenvatting
VragenVragen
DiscussieDiscussie

Strijker, A. (2005, Juni 26). Workshop Thales Ontwikkelen Van En Werken Met Leer Objecten

Recomendados

Recomendados

Mais conteúdo relacionado

Destaque

Destaque (20)

Semelhante a Strijker, A. (2005, Juni 26). Workshop Thales Ontwikkelen Van En Werken Met Leer Objecten

Semelhante a Strijker, A. (2005, Juni 26). Workshop Thales Ontwikkelen Van En Werken Met Leer Objecten (20)

Mais de Saxion

Mais de Saxion (20)

Último

Último (20)

Strijker, A. (2005, Juni 26). Workshop Thales Ontwikkelen Van En Werken Met Leer Objecten