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Link - KEYWORD SEARCH RESULTS
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4 - PRIMARY Keyword matches for ARTICLE
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This white paper presents a model for using Macromedia Dreamweaver MX to design Learning Objects and configure those objects to create rich learning experiences. The authors use a development scenario, following a design team as it creates a series of Learning Objects. This approach illustrates how Macromedia Dreamweaver MX, and other products in the MX Studio, can be used to manage, distribute, and coordinate Learning Object design. To better demonstrate the development steps discussed in this paper, a set of digital assets is included.
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ePapers
Object Example
Learning Object Training
Learning Object Repository
Project Overview
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GETTING UNGLUED
Every time you develop training, you're capturing information and graphical elements from other departments, reformatting them and producing some type of static document - printed, PPT, web page. Every time you glue those elements together to create a static training presentation you create another hard to access, and costly to manage, island of information.
What happens when a graphic changes and you've copy/pasted it into multiple places? You have to "remember" everywhere you pasted that graphic and manually change it. Will there be documents that you may forget to change? It's very likely you will. If that graphic were "unglued" from the other presentations, then you'd only need to change it one time, in one place.
To determine what should be made a reusable object, begin with the training department.What text or graphic elements do you commonly end up copy/pasting? How many times do you take content from a "communication" lesson and put into a "sales" or "management" or "customer service" lesson? Or, reuse information about a product? Or, use the same material for the final lessons in a "beginner" level and repeat/review them for the "intermediate" level lesson?
Those snippets/chunks of content, graphics, etc are where you should start to break out your first reusable objects.
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A Metadata Standard for Learning Objects
As learning objects grow in number and importance, institutions are faced with the daunting task of managing them. Like familiar items in library collections, learning objects need to be organised by subject and registered in searchable repositories. But they also introduce special problems. As computer files, they are dependent on a particular hardware and software environment. And as materials with a pedagogical intent, they are associated with metrics such as learning objectives, reading levels and methods for evaluating student performance. The conventional wisdom is that a learning object should be accompanied by a metadata record, whose minimal form would contain the information typically found in the description of a book or journal article, such as title, author, subject, and a unique identifier. But a more complete record would describe the technical and educational context required to activate the learning object and connect it with others to create a rich educational experience for an appropriate audience.
. . Which elements are most widely adopted? Can a viable record be assembled from the most popular elements-i.e., one which would describe the unique characteristics of learning objects, or at least support discovery and harvesting?
. What are the prospects for interoperability in a complex metadata scheme that consists entirely of optional elements?
. What can be learned about the motivation for developing an application profile-either from the coded data or the supporting documentation? Should the LOM standard be revised?
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11 - SECONDARY Keyword matches for REUSABLE OBJECTS
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The Advanced Distributed Learning (ADL) Initiative, sponsored by the Office of the Secretary of Defense (OSD), is a collaborative effort between government, industry and academia to establish a new distributed learning environment that permits the interoperability of learning tools and course content on a global scale. ADL's vision is to provide access to the highest quality education and training, tailored to individual needs, delivered cost-effectively anywhere and anytime.
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The SCORM Best Practices Guide is for content developers, instructional designers, writers, programmers, and subject matter experts tasked with creating new content that is SCORM conformant or converting existing content into SCORM conformant content. The guide provides a step-by-step process for using SCORM and tips to make your SCORM implementation easier. It is not intended to replace the SCORM document, nor is it intended to be all inclusive. The tips and techniques explained here will facilitate your entry into SCORM conformant training. Through your own implementation, you will continue to learn more about the ways you can efficiently create effective SCORM content.
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Cost-effective online learning is helping companies hone their competitive edge in this knowledge-based economy. E-learning technology enables information to be delivered in a more customized, learner-centric format. This can help reduce training costs, provide easier access to educational materials, increase collaboration, and improve accountability.
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The ultimate goal of CM is to permit organizations to achieve strategic goals. As with any technology process, the tool has value only to the degree that it enables (not dominates) achievement of larger corporate missions. This list details some major value points for CM:
* Repurpose content for use in various formats - web page, documents, etc
* Reduce costs associated with maintenance of content/web sites
* Reduce costs associated with searching for content (or duplication of content creation)
* Access - findability (and its implications - info when needed, avoiding duplication)
* Meet info needs of organization - when, where, how
* Relevant - content is current and meets needs of users
* Organized - content can be easily located due to an imposed organizational structure at the time of publishing
* Customized - delivering info in a manner and format required by the person for the task
* Increased responsiveness to trends, markets, etc. (and every else that comes from knowing where things are)
* Quality control (via automated workflow process)
* Collaboration and "spiraling" knowledge as contributors build on each others' work
* Permits non-technical staff to enter and publish content into a system
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Additional Considerations
When strategizing, designing, and implementing e-learning platforms, there are several additional considerations to be aware of:
Individual Learning Styles
Individual learners have different learning styles (visual, auditory), different computer and Web skills, needs for different content depths, and, unfortunately, different attention spans. Some students learn best on their own, others learn best hearing from those who learned on the Web. The e-learning platform should be ?exible and adaptable enough to provide a satisfactory learning experience to all types of learners.
Bandwidth-friendly Design
Not every student accessing your e-learning infrastructure will have the same bandwidth as the course developers, or on-campus learners, have. Effective, interactive, and satisfying e-learning can take place on a webpage with simple HTML on a white background. Having an e-learning platform flexible enough to deliver multiple types and fle sizes of content, at the user’s discretion, is the answer.
Accessibility for the Disabled
Many governments are now making project funding contingent on providing equal Web access for the disabled. This means adapting content and navigation to meets the needs of the disabled, such as those with blindness or mobility difficulties. The Sun ONE mplementation of the e-learning framework meets these requirements.
E-training versus E-Learning
There are differences between the competency-based skills management type of e-learning, often referred to as training and driven by pre-assessment, and the knowledge acquisition style of e-learning, often characterized by on-line guided tours with post-assessment.
Prototype, Modify, Prototype, Modify
It is important to prototype the infrastructure and associated services early and often with the user community, incorporating their feedback and suggestions as soon as practical. Ultimately the system is for the users, not the designers and builders. A user community which feels involved in the design of the system is far more likely to adapt it.
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Lots and lots of links
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Both Generation Expert Edition and Generation Enterprise are world-class products. Both are feature-rich, scalable, and tailored to your needs. The product you choose depends on how your organization operates, the complexity of your goals, and the level of customization and integration you require.
Whether you need to dramatically increase the knowledge and skill level of your extended enterprise, or simply automate, track, and manage training, Generation can help.
Generationsupports both online and classroom-based learning. Most important, its patent-pending "Universal Knowledge Object" technology delivers "nuggets" of information to employees on the job, where most learning actually occurs. Using Generation, workers can retrieve "nuggets" of information instantaneously, work continues without interruption. Best of all, Generation products are easy - easy to implement, easy to customize, easy to manage and easy to use.
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Going by the current buzz in the industry, a pattern seems to be emerging that follows the above equation. Before we discuss what this means to the learner, or the instructional designer, let us first try to understand this equation. To make it simple, I am going to treat this more from the content side, and less from the management side.
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The purpose of this paper is to address the concept of developing learner-centric instructional content. Methods for supporting individualized learning will also be addressed. This paper will discuss new ways in which learner-centric content is designed, developed, accessed, identified, customized, shared, localized, stored, and "chunked" into small units, all of which reflect a major shift in the training industry. This paper will also discuss ways in which existing content can be re-purposed for this new concept.
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Customized collections of learning objects from multiple repositories are achieved with simple, existing RSS protocols, creating access to a wider range of objects than a single source. This provides discipline-specific windows into collections, contextual wrappers via blogging tools, and a system for connecting objects and implementations via TrackBack
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Usability is the basic parameter for the evaluation of e-learning technologies and systems. Usability means quality and puts the users and their real needs in the center. Therefore investigation of usability and its integration or contribution to the learning process is worthwhile. In this article several questions regarding usability definition and usability evaluation techniques for e-learning are raised. In addition several relevant research works are briefly reviewed and the need for more focused research efforts and empirical validation is stressed. In conclusion it is proposed that a usability evaluation technique for e-learning has to satisfy three basic prerequisites/characteristics in order to be easily adopted and used.
The proposed set of "learning with software" heuristics contains the following:
* Match between designer and learner models
* Navigational fidelity
* Appropriate levels of learner control
* Prevention of peripheral cognitive errors
* Understandable and meaningful symbolic representations
* Support personally significant approaches to learning
* Strategies for cognitive error recognition, diagnosis, and recovery
* Match with the curriculum
Lohr and Eikleberry [] propose a three-step approach to learner-centered usability testing. The first step suggests that designers and usability experts do a quick run through of the instructional interface to see if it is addressing some of the most basic types of learner questions. The second step employs a check sheet matrix to guide the usability testing. The matrix consists of two sections: a) user actions that evaluators can observe and b) questions that evaluators can ask the users. Observation and interviews are the main methods proposed. The third step includes users and employs thinking aloud protocol, a very well known and widely used usability evaluation method, which is employed in usability tests with users' involvement.
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