Making learning objects available is critical to reuse learning resources. Making content transparently available and providing added value to different stakeholders is among the goals of the European Commission's eContentPlus programme. This article analyses standards and protocols relevant for making learning objects accessible in distributed data provider networks. Types of metadata associat...

This demonstration presents DIPSEIL Environment – its methodology, functionality, workflow model and its interface in an example. We start with the description of developed Learning Objects for Internet-based Performance Support Systems with Educational Elements – IPSS_EE_LOs. Then we present how IPSS_EE_LOs can be created and used in DIPSEIL for the development of “Telecommunication Systems” c...

Generation of learning object metadata • Understanding the issues related with the generation of learning object metadata. • Identifying the opportunities and drawbacks of using automatic techniques for generating learning object metadata. Validation of learning object metadata • Understanding the validation of learning object metadata. • Identifying the opportunities and drawbacks of automatic...

The first decade of the twenty first century is witnessing the convergence of three strands of development in e-learning which had relatively independent origins during the 1990s. The first strand is rise of e-learning technology as a recognized industry. This was fostered by the rise of the Internet and the widespread adoption of e-learning software and courses, especially Learning Management ...

Nowadays there is a huge demand for flexible, independent learning without the constraints of time and place. Various trends in the field of education and training are the bases for the development of new technologies for education. This article describes the development of a learning technology specification, which supports these new demands for learning challenging the new technological possi...

THE term “open educational resources” (OER) was first proposed at UNESCO’s 2002 Forum on the Impact of Open Courseware for Higher Education in Developing Countries. Open educational resources are learning content or tools that are offered free of charge under a copyright license granting permissions for users to engage in the “4R” activities: reuse, revise, remix, and redistribute. In essence, ...

JT03324920 Complete document available on OLIS in its original format This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. The last several years have seen a number of important developments in the use of indicators in safet...

In the last few years, the University of Aveiro, Portugal, has been offering several distance learning courses over the Web, using e-learning platforms. Experience showed that different editions of the same course, using the same contents and structure, and having similar target learners, had different success rates. What would be the reason for that? A hypothesis was considered: The level of s...

This study empirically evaluates the technology acceptance model drawn from Information Systems (IS) literature to investigate how user beliefs and attitudes influence learning-object use among higher education learners by evaluating the relationships between perceived usefulness, perceived ease of use, attitude, behavioural intentions and actual use. In the study, 601 potential learningobject ...

Knowledge management in organizations, the learning objects paradigm and the advent of a new Web generation, the “Semantic Web”, are major actual trends that reveal a new potential for a renewed distance learning pedagogy, but at a certain number of conditions. The first and foremost is the use of education modeling languages and instructional engineering methods to help decide how to assemble ...