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Knowledge management and e-learning management as a basis of the conceptualization of information for construction companies
Published in Manuel Martínez, Raimar Scherer, eWork and eBusiness in Architecture, Engineering and Construction, 2020
N. Forcada, M. Casals, M. Gangolells, X. Roca
Learning objects have to fulfill several purposes. – to be the basis for a consistent content generation by authors/users– to allow for a maximum of reusability of learning objects– to allow for a maximum of flexibility for the dynamic generation of online information and courses. Therefore in the system we will use three basic types of Learning Objects which will all use a selected subset of the Learning Object Metadata. The three types of learning objects (LO) are: Course Units (CU) are top level elements.This aims at having root learning objects.Learning Units (LU) aim at a combination of different learning activities and materials in a pedagogical frame.Learning Elements (LE) are the basic chunks of information. They always have one or several templates with a given pedagogical goal and should be highly reusable in the context of several Learning Units. Information units are arranged both: Linearly through a syllabus (a) and semantically through the concept index (b). See Figure 2.
A connected e-learning framework for engineering education
Published in Ataur Rahman, Vojislav Ilic, Blended Learning in Engineering Education, 2018
MERLOT (multimedia educational resource for learning and online teaching) is an online educational collaborative effort that started in 1997 at California State University intended to support the formation of online communities of learning for the creation and distribution of shared knowledge bases of learning resources. Strategically, MERLOT aims to support learning and teaching through a corpus of peer-reviewed educational resources that can be easily integrated into faculty learning activities. Structurally, MERLOT has only the learning object metadata (LOM) that allows access to educational resources hosted in the connected educational repositories.
The Generalized Intelligent Framework for tutoring (GIFT)
Published in Christopher Best, George Galanis, James Kerry, Robert Sottilare, Fundamental Issues in Defense Training and Simulation, 2013
Robert A. Sottilare, Keith W. Brawner, Benjamin S. Goldberg, Heather K. Holden
The purpose of the domain module is to define and structure domain knowledge (for example, instructional content, domain-relevant tasks, problem sets, common questions and common misconceptions). Several standards exist that represent domain knowledge: the Institute of Electrical and Electronics Engineers, Inc. (IEEE) Learning Object Metadata (LOM); Sharable Content Object Reference Model (SCORM); and Instrument and Measurement Society (IMS) content packaging (Boneu, 2011). GIFT is being designed to interface with any or all of these standards in order to gather domain-specific content.
Diffusion of innovation in an Australian engineering school
Published in Australasian Journal of Engineering Education, 2021
Glen Currie, Ariana Henderson, Ryan Hoult
Canvas offers a digital format and is a strong context for teaching innovation. Figure 1 shows participants confirmed they were now confident in their Canvas skills. This confidence was made possible because Canvas is structured as a ‘learning management system’ rather than a ‘learning object repository’. Another big advantage (and one of the key drivers for the shift) is its compatibility with mobile platforms. Staff asked to adopt an innovation must understand their need (Bourner, Cooper, and France 2000) and see the change as credible (Uys 2007). Our community of practice sympathetically trained their departmental staff and took account of their various perspectives.
Identifying organisational learning needs: an approach to the semi-automatic creation of course structures for software companies
Published in Behaviour & Information Technology, 2020
André Menolli, Huander Tirone, Sheila Reinehr, Andreia Malucelli
With the aim of reducing this dependency, this paper proposes an approach to help identify the learning needs of developers within organisations and at the same time create courses semi automatically, based on the Simplifying Conditions Method (SCM) (Reigeluth 1999) and Select, Organise, Integrate (SOI) (Mayer 1996) instructional design models, which are learning schema describing course structure. These schemas follow the structure defined in the Unit of Organisational Learning Ontology (UOLO) (Menolli et al. 2014), which is based on Learning Object Metadata (LOM) standards (IEEE 2002), IMS Learning Design (IMS 2003) and IMS Content Packaging (IMS 2004).
An instructional design for building energy simulation e-learning: an interdisciplinary approach
Published in Journal of Building Performance Simulation, 2019
The tree structure was implemented in Moodle as a learning object metadata and can be organized according to different educational objectives and diverse profiles of users interested in BES (undergraduate and graduate students and market professionals in the field of building energy performance).