33、epository of Educational Objects. CAREO is a centralized collection of learning objects intended for educators in Alberta, Canada. A stand-alone repository, CAREO contains metadata and provides access to learning objects located on remote web servers. http:/www.careo.org Portals for Online Objects i 。

34、n Learning. POOL is a distributed (peer-to-peer) repository system under development intended to create a pan-Canadian repository of learning objects. A primary objective of POOL is to develop and distribute tools for creating connected learning object repositories. (not currently functioning). See。

35、also http:/www.canarie.ca/funding/learning/1999backgrounders/pool.html National SMETE Distributed Library. In development for the (SMETE), NDSL is intended as a “federation” of learning object repositories, each library using different document formats, different systems of classification, and diffe 。

36、rent database and repository management schemes. NDSL is intended to join these libraries using a common search engine called Emerge and a method for sharing resources called LOVE (Learning Object Virtual Exchange). (Chen, 2001) Learning Content Management SystemsLearning objects are typically small 。

37、, consisting of no more than the equivalent of an hour or two of instructional time (there is some debate as to how small a learning object may be and whether educational content must contain pedagogical features, such as a statement of learning objectives, in order to qualify as a learning object). 。

38、 Most educational institutions deliver larger chunks of instruction, called courses. To create a course, therefore, a set of learning objects must be assembled into a package.Packages organize learning objects sequentially. In order to create a course out of, say, a dozen lessons, where each lesson。

39、is a separate learning object, a course author arranges these lessons into a sequence. In some cases, where the learning objects are smaller units, course designers may need to create lessons composed of a sequence of individual modules, then the course as a whole out of the sequence of lessons. How 。

40、ever created, the sequence of objects is used to define course-specific entities as the course outline or table of contents.Packages are created using a Learning Content Management System. While a course author could locate and assemble learning objects by hand, it would be tedious and unproductive。

41、to do so. Courses created using learning objects are typically created using a development environment called a Learning Content Management System (LCMS). The LCMS performs two major functions: it provides authors with a means of locating learning objects, and it assembles them into standards compli 。

42、ant learning packages (or courses). (Ellis, 2001)Though many types of LCMS are available, the typical LCMS will contain four essential features: an authoring application similar to the computer assisted software environment (CASE) described above, a collection of learning objects (called a repositor 。

43、y), a means of sending the completed course to a delivery system (called a delivery interface), and administration tools. Using an LCMS, a course author defines major features of the course: its topic area, say, or its grade level. The author then instructs the LCMS to search through the learning ob 。

44、ject repository for relevant resources (because the data is in XML, the search can be very precise). From the search results, the author may review a learning object or select it for inclusion in the course. The LCMS retrieves the object metadata from the repository and inserts it into the course pa 。

45、ckage. The LCMS automatically adds institution-specific formatting and prepares the package for delivery.3. Problems and IssuesOverviewIn general the issues surrounding the location, distribution and reuse of learning resources online have to do with system architecture and resource based on what I。

46、call the “silo model.” On the silo model, resources are not designed or intended for wide distribution. Rather, they are located in a particular location, or a particular format, are intended for one sort of use only. The silo model is dysfunctional because it prevents, in some essential way, the lo 。

47、cation and sharing of learning resources. In an important sense, such resources or architectures are broken because they require some additional step, usually involving manual labour, in order for developers or learners to make use of the material. The requirement of such a step adds significantly t 。

48、o the cost of a learning resource and in some case may prohibit its use altogether. In fairness, this cost or prohibition may be imposed by design. But from the point of view of a learning object economy, the resource or architecture is unusable.There are numerous ways a learning resource or archite 。

稿源：(未知)

【傻大方】网址：/a/2021/0621/0022536289.html

标题：Design|Design and reusability of learning objects in an academic context A new economy of education( 三 )