面向学习对象课程群模型的构建

为了开发<信息安全>课程群智能辅助教学系统和满足网络环境下的多元化教学要求,提高学习效率,在研究学习对象及其相关标准的基础上,设计了一种基于集教学内容、教学设计和教学活动于一体的学习对象的课程群构建模型.首先根据岗位能力需要把课程群递归定义成课程群、岗位能力和知识点三个层次的学习对象,知识点为最小学习对象;然后结合学习对象元数据、学习设计和内容包装规范对各层次学习对象的定义内容包装;最后采用领域本体技术对课程群建模,定义领域内的概念及其相互关系与实际的课程群资源间的映射,并基于XML技术绑定.该模型中每层学习对象内部均含有描述学习活动的教学设计,这使学习对象增加了教师特性,并能同时为多个学习者分别创建学习情境、提供个别指导.     

基于学习对象的内容包装交换模型构建研究

随着现代教育技术的迅猛发展和构建学习型社会需求的不断提高,远程教育为学习者构建了一个适合接受终身教育的学习环境。但是,当前网络学习资源的共享性、可重用性,以及对自适应学习的支持上还尚存众多的问题,这已严重地制约了网络教育快速发展。基于此,该文采用SCORM标准,以学习对象为学习内容组织单位,将学习资源划分为数字资源对象、可共享内容对象和应用数字对象三种组件,对学习资源模型进行封装,为其构建元数据文件、内容清单文件和包交换文件,实现学习内容在不同网络教学系统间的共享和重用,以及可以根据学习者特征、学习需求与学习目的对学习内容和学习路径进行动态调整,从而实现网络自适应学习,提高远程教育的服务质量和学习者的满意度。     

基于构件的学习资源聚合模型研究与实现

本文参考SCORM内容模型提出了学习资源聚合模型。学习资源聚合模型以原子型学习对象和复合型学习对象两种资源构件对网络课程进行封装和组织,实现课程资源的共享与重用。     

学习资源的标准化模型研究

针对我国网络教育的特点,为懈决学习资源共享的问题,结合CELTS的学习对象元数据标准(LOM)和内容包装规范标准(CP),设计了学习资源的标准化模型,并对学习资源标准化的接口进行了设计;最后,采用标准化模型实现的学习资源包,并分析了其描述信息.该标准化模型促进网络教育资源标准化,有利于提高我国网络教育信息基础设施的质量,为网络教育教学系统、教育管理系统以及教学支撑工具的实现,提供了必要的信息基础和技术保障.     

基于学习对象的数字化学习资源库的开发

学习对象已成为国际上流行的学习资源组织形式。使用元数据描述的数字化学习资源可方便实现管理和复用,提高资源管理的效率。本研究重点讨论学习对象的概念及其显著特征,以及设计策略,如聚合度和组合问题,最后探讨资源库开发过程中涉及到的几个问题,如技术上的具体实现方式,并给出层次结构模型。     

基于学习对象的数字化学习资源库的开发

学习对象已成为国际上流行的学习资源组织形式。使用元数据描述的数字化学习资源可方便实现管理和复用,提高资源管理的效率。本研究重点讨论学习对象的概念及其显著特征,以及设计策略,如聚合度和组合问题,最后探讨资源库开发过程中涉及到的几个问题,如技术上的具体实现方式,并给出层次结构模型。     

学习资源的标准化模型研究

针对我国网络教育的特点,为解决学习资源共享的问题,结合CELTS的学习对象元数据标准（LOM）和内容包装规范标准（CP）,设计了学习资源的标准化模型,并对学习资源标准化的接口进行了设计;最后,采用标准化模型实现的学习资源包,并分析了其描述信息。该标准化模型促进网络教育资源标准化,有利于提高我国网络教育信息基础设施的质量,为网络教育教学系统、教育管理系统以及教学支撑工具的实现,提供了必要的信息基础和技术保障。     

利用解释结构模型构建网络学习对象模型

随着网络信息化的发展,网络学习方式以其方便、快捷、资源丰富等特性,越来越受到学习者的青睐。本文利用解释结构模型厚理,构建多层次结构化的网络学习对象模型,便于合理组织网络学习对象,从而对学习者的网络学习行为进行个性化推荐。     

基于JXTA技术的网络教育资源和学习模式的研究

分析当前网络教育资源浩繁、无描述、查找和使用困难，且不利于学习者有目标及自主性学习的现状，提出了利用基于JXTA技术的对等组概念实现网络教育资源分布式共享，并采用国家标准学习对象元数据LOM和内容包装CP规范及XML信息描述方式描述网络教育资源的内容、特点及结构，实现网络教育资源的描述、组织、发布、查找、浏览、下载，以达到网络学习的分布式、共享性、自主性和个性化目标的完整方案。     

网络课件编辑制作系统的模型设计与功能实现

本文探讨了网络课件编辑制作系统的设计方法和体系结构。针对目前网络课件共享性差,且制作过程复杂等问题,本文提出了基于XML的网络课件的元数据著录模型和内容包装模型,实现了对远程教育标准的支持,解决了资源共享和数据交换的问题;同时采用基于时间线的多轨道的信息组织方式,使视频、音频、幻灯片、讲稿和目录等内容能够一次性同步合成,简化了课件制作过程,提高了制作效率。     

一个基于智能Agent的学习内容物件搜索引擎

随着数字化学习的国际标准SCORM规范被越来越多的组织机构所接受,越来越多的符合SCORM规范的学习内容物件涌现出来,如何在学习者的需求和特定的学习内容物件之间进行匹配将成为越来越重要的问题。文中对SCORM规范及其描述学习素材的LOM标准进行了深入研究,并引入智能代理Agent技术,利用智能Agent技术,对学习内容物件的元数据进行分析,从而获得每个学习内容物件对于学习者需求的满足程度,为解决这个问题作出了有益的尝试。最后,通过一个应用实例给出了该模型的工作原理。     

A practical ontology query expansion algorithm for semantic-aware learning objects retrieval

Following the rapid development of Internet, particularly web page interaction technology, distant e-learning has become increasingly realistic and popular. To solve the problems associated with sharing and reusing teaching materials in different e-learning systems, several standard formats, including SCORM, IMS, LOM, and AICC, etc., recently have been proposed by several different international organizations. SCORM LOM, namely learning object metadata, facilitates the indexing and searching of learning objects in a learning object repository through extended sharing and searching features. However, LOM suffers a weakness in terms of semantic-awareness capability. Most information retrieval systems assume that users have cognitive ability regarding their needs. However, in e-learning systems, users may have no idea of what they are looking for and the learning object metadata. This study presents an ontological approach for semantic-aware learning object retrieval. This approach has two significant novel features: a fully automatic ontology-based query expansion algorithm for inferring and aggregating user intention based on their original short query, and another “ambiguity removal” procedure for correcting inappropriate user query terms. This approach is sufficiently generic to be embedded to other LOM-based search mechanisms for semantic-aware learning object retrieval.Focused on digital learning material and contrasted to other traditional keyword-based search technologies, the proposed approach has experimentally demonstrated significantly improved retrieval precision and recall rate.     

基于LOM的网络教学资源管理系统研究

当前网络教育虽然拥有丰富的教学资源，但是由于资源格式的复杂多样，资源建设缺乏规范化，使得用户无法获取、重用这些网上的丰富资源。针对这种状况，设计了一种基于学习对象元数据的资源管理模型，通过对资源元数据库的管理，而实现对各类教学资源的管理，为用户查询、获取资源提供了有效途径。     

Creating the first SCORM object

The creation of the first SCORM (Shareable Content Object Reference Model) object offers some challenges and difficulties which go beyond the facilities offered by content generation applications. In particular, the creation of really reusable, searchable learning objects requires a detailed consideration of metadata, where some institutional aspects may be unclear or not available. This work describes creation of a first learning object, from software tools installation to final packaging. It aims at a wider perspective than that offered by handbooks or user guides for content generation tools, generally poor or altogether deprived of suggestions on how to go about to achieve reusability, interoperability, durability and accessibility as conceived by the SCORM standard. Only free software and Internet publications are used as references. The creation of a simple SCORM package with the Reload Editor is described step by step, and the package created is then tested using Reload SCORM Player, allowing for the detection of some difficulties and alternatives of solution. Help available and some commented references are afterwards indicated. A list of suggestions finally emerges, to the purpose of solving beforehand most of the uncertainties, defining a consistent learning object creation scheme and reducing training time to master tools and metadata generation. As a conclusion, some limitations found along the work are pointed out, in particular the necessity of adopting or defining a LOM (Learning Object Metadata) application profile together with an institutional strategy to face metadata creation efficiently.     

Designing a mobile language learning system based on lightweight learning objects

This paper investigates the possibilities in the area of application of mobile technologies for language learning. The primary goal is to design a mobile system for learning of the Japanese language with a clear separation of content and presentation, and to leverage the learners’ interest in the Japanese language. Both the technical and the language learning perspectives are discussed. A reusable, lightweight model of learning objects with compact content and a reduced metadata set is presented. These objects are stored in a simple learning object repository that can deliver them to any client over the Internet. A mobile application is designed to use the learning object repository as its content provider, while defining its own method of presentation suitable for smaller screens of mobile devices. For the purpose of evaluation, an experiment was conducted within the e-learning system at the Faculty of Organizational Sciences, University of Belgrade. Research findings have indicated that the developed mobile application has a positive effect on the students’ interest in the subject matter.     

基于概念图的网络课件与资源库集成

网络课件和资源库已成为远程教育中重要的学习资源,但它们是异构的和相互独立的。文章〖BP）〗利用概念图进行网络课件与资源库的同构化,提出了“资源库-概念图-网络课件”模型,并结合该模型,研究网络课件和资源库的集成,以充分发挥两者的优势,提高学生使用资源的学习效率。     

Collaborative e-learning systems using semantic data interoperability

In a collaborative e-learning content management environment, the heterogeneity of data in different learning management systems presents many difficulties for data sharing; some of these difficulties are how to integrate data, produce results for user queries, and find the correct data from heterogeneous learning management systems. Over the last few years, numerous e-learning system architectures have been proposed; however, issues related to sharing and integrating data from different e-learning systems have been given less attention. Considering this need, this paper presents solutions for semantic data interoperability, distributed metadata management, and an agent-based query processing approach for supporting the exchange of learning content from different e-learning systems. The paper presents an empirical evaluation of the user acceptability of the proposed solutions to find qualitative measures of the users' acceptability and satisfaction; our proposed solutions resulted in high user satisfaction.     

Migrating legacy video lectures to multimedia learning objects

Video lectures are an old distance learning approach that offers only basic interaction and retrieval features to the user. Thus, to follow the new learning paradigms, we need to re‐engineer the e‐learning processes while preserving the investments made in the past. In this paper we present an approach for migrating video lectures to multimedia learning objects. Two essential problems are tackled: the detection of slide transitions and the generation of the learning objects. To this aim, the video of the lecture is scanned to detect the slide changes, while the learning object metadata and the slide pictures are extracted from the presentation document. A tool named VLMigrator (video lecture migrator) has been developed to support the migration of video lectures and the restructuring of their contents in terms of learning objects. Both the migration strategy and the tool have been experimented in a case study. Copyright © 2008 John Wiley & Sons, Ltd.