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| learning objects standards metadata repositories and lcms: Learning Objects Keith Harman, Alex Koohang, 2007 |
| learning objects standards metadata repositories and lcms: Trends in Practical Applications of Agents and Multiagent Systems Pawel Pawlewski, Vicente J. Julián, Florentino Fdez Riverola, Emilio Corchado, Rafael Corchuelo, Javier Bajo, Juan Manuel Corchado Rodríguez, Frank Dignum, Yves Demazeau, Andrew Campbell, 2010-04-16 PAAMS, the International Conference on Practical Applications of Agents and Multi-Agent Systems is an international yearly forum to present, to discuss, and to disseminate the latest developments and the most important outcomes related to real-world applications. It provides a unique opportunity to bring multi-disciplinary experts, academics and practitioners together to exchange their ex-perience in the development of Agents and Multi-Agent Systems. This volume presents the papers that have been accepted for the 2010 edition in the Special Sessions and Workshops. PAAMS'10 Special Sessions and Workshops are a very useful tool in order to complement the regular program with new or emerging topics of particular interest to the participating community. Special Sessions and Workshops that emphasize on multi-disciplinary and transversal aspects, as well as cutting-edge topics were especially encouraged and welcomed. |
| learning objects standards metadata repositories and lcms: Comprehensive object-oriented learning Annita Fjuk, Amela Karahasanović, Jens Kaasbøll, 2006 There is a high demand for understanding the learner's actions, strategies and thoughts while solving object-oriented problems. The book provides new insight into knowledge-acquiring processes and shows how to successfully integrate the empirically based findings into pedagogical design. |
| learning objects standards metadata repositories and lcms: Information and Software Technologies Giedre Dregvaite, Robertas Damasevicius, 2015-10-13 This book constitutes the refereed proceedings of the 21th International Conference on Information and Software Technologies, ICIST 2015, held in Druskininkai, Lithuania, in October 2015. The 51 papers presented were carefully reviewed and selected from 125 submissions. The papers are organized in topical sections on information systems; business intelligence for information and software systems; software engineering; information technology applications. |
| learning objects standards metadata repositories and lcms: Metadata and Semantic Research Elena García-Barriocanal, Zeynel Cebeci, Aydin Öztürk, Mehmet C. Okur, 2011-10-07 This volume constitutes the selected papers of the 5th International Conference on Metadata and Semantic Research, MTSR 2011, held in Izmir, Turkey, in October 2011. The 36 full papers presented together with 16 short papers and project reports were carefully reviewed and selected from 118 submissions. The papers are organized in topical sections on Tracks on Metadata and Semantics for Open Access Repositories and Infrastructures, Metadata and Semantics for Learning Infrastructures, Metadata and Semantics for Cultural Collections and Applications, Metadata and Semantics for Agriculture, Food and Environment. |
| learning objects standards metadata repositories and lcms: Analysing Users' Interactions with Khan Academy Repositories Sahar Yassine, Seifedine Kadry, Miguel-Ángel Sicilia, 2021-11-15 This book addresses the need to explore user interaction with online learning repositories and the detection of emergent communities of users. This is done through investigating and mining the Khan Academy repository; a free, open access, popular online learning repository addressing a wide content scope. It includes large numbers of different learning objects such as instructional videos, articles, and exercises. The authors conducted descriptive analysis to investigate the learning repository and its core features such as growth rate, popularity, and geographical distribution. The authors then analyzed this graph and explored the social network structure, studied two different community detection algorithms to identify the learning interactions communities emerged in Khan Academy then compared between their effectiveness. They then applied different SNA measures including modularity, density, clustering coefficients and different centrality measures to assess the users’ behavior patterns and their presence. By applying community detection techniques and social network analysis, the authors managed to identify learning communities in Khan Academy’s network. The size distribution of those communities found to follow the power-law distribution which is the case of many real-world networks. Despite the popularity of online learning repositories and their wide use, the structure of the emerged learning communities and their social networks remain largely unexplored. This book could be considered initial insights that may help researchers and educators in better understanding online learning repositories, the learning process inside those repositories, and learner behavior. |
| learning objects standards metadata repositories and lcms: Technology Platform Innovations and Forthcoming Trends in Ubiquitous Learning Neto, Francisco Milton Mendes, 2013-09-30 It is hard to deny the ubiquity of web technologies used for educational tools; which have provided significant breakthroughs in learning environments. These innovations have contributed to the growing approach of computer-supported education. Technology Platform Innovations and Forthcoming Trends in Ubiquitous Learning overviews the opportunities provided by new technologies, applications, and research in the areas of ubiquitous learning and how those technologies can be successfully implemented. This publication is addressed to a wide audience of researchers, students, and educators interested in a better comprehension of learning process requirements that are mediate by an assorted set of technology innovations. |
| learning objects standards metadata repositories and lcms: Metadata and Semantics Miguel-Angel Sicilia, Miltiadis D. Lytras, 2008-10-13 This is an edited volume based on the 2007 Conference on Metadata and Semantics Research (MTSR), now in its second meeting. Metadata research is a pluri-disciplinary field that encompasses all aspects of the definition, creation, assessment, management and use of metadata. The volume brings together world class leaders to contribute their research and up-to-date information on metadata and semantics applied to library management, e-commerce, e-business, information science and librarianship, to name a few. The book is designed for a professional audience composed of researchers and practitioners in industry. |
| learning objects standards metadata repositories and lcms: Intelligent and Adaptive Educational-Learning Systems Alejandro Peña-Ayala, 2012-08-10 The Smart Innovation, Systems and Technologies book series encompasses the topics of knowledge, intelligence, innovation and sustainability. The aim of the series is to make available a platform for the publication of books on all aspects of single and multi-disciplinary research on these themes in order to make the latest results available in a readily-accessible form. This book is devoted to the “Intelligent and Adaptive Educational-Learning Systems”. It privileges works that highlight key achievements and outline trends to inspire future research. After a rigorous revision process twenty manuscripts were accepted and organized into four parts: Modeling, Content, Virtuality and Applications. This volume is of interest to researchers, practitioners, professors and postgraduate students aimed to update their knowledge and find out targets for future work in the field of artificial intelligence on education. |
| learning objects standards metadata repositories and lcms: Pedagogy of Space and The Global South Dishari Chattaraj, Arya Parakkate Vijayaraghavan, 2024-10-29 This book presents a machine-generated review on various works related to pedagogy and space, especially relevant to the context of the Global South, from selected papers published by Springer Nature, then organized with an editor-written introduction to each chapter. It maps conceptual engagements on space across disciplines, synthesizing emerging pedagogies, cultural movements, and spatial politics. By foregrounding spatial questions in pedagogy, it approaches pedagogy as a social and cultural practice, beyond the confines of institutionalized spaces, attempting to blur the boundaries between scholarship and activism. It is a reference point for understanding curriculum designs and developments, sustainable, multicultural, inclusive, and eco-conscious educational practices, and community engagement models in education. It initiates deliberations on various ways in which academicians, practitioners, geographers, cartographers, students, community actors, and activists as a collective can rethink pedagogical practices in distinct ways to make contemporary education inclusive and relevant for the context and time. The auto-summaries have been generated by a recursive clustering algorithm via the Dimensions Auto-summarizer by Digital Science. The editors of this book selected which SN content should be auto-summarized and decided its order of appearance. Please be aware that these are extractive auto-summaries, which consist of original sentences, but are not representative of its original paper, since we do not show the full length of the publication. Please note that only published SN content is represented here, and that machine-generated books are still at an experimental stage. |
| learning objects standards metadata repositories and lcms: Web Information Systems and Technologies Joaquim Filipe, José Cordeiro, 2012-01-24 This book contains the thoroughly refereed and revised best papers from the 7th International Conference on Web Information Systems and Technologies, WEBIST 2011, held in Nordwijkerhout, The Netherlands, in May 2011, organized by the Institute for Systems and Technologies of Information, Control and Communication (INSTICC), in collaboration with ACM SIGMIS and co-sponsored by the Workflow Management Coalition (WFMC). The 12 papers presented in this book were carefully reviewed and selected from 156 submissions. The papers are grouped into tow parts on Internet Technology and Web Interfaces and Applications. In addition, the three invited presentations are also included. |
| learning objects standards metadata repositories and lcms: Human-Computer Interaction: Concepts, Methodologies, Tools, and Applications Management Association, Information Resources, 2015-10-02 As modern technologies continue to develop and evolve, the ability of users to interface with new systems becomes a paramount concern. Research into new ways for humans to make use of advanced computers and other such technologies is necessary to fully realize the potential of 21st century tools. Human-Computer Interaction: Concepts, Methodologies, Tools, and Applications gathers research on user interfaces for advanced technologies and how these interfaces can facilitate new developments in the fields of robotics, assistive technologies, and computational intelligence. This four-volume reference contains cutting-edge research for computer scientists; faculty and students of robotics, digital science, and networked communications; and clinicians invested in assistive technologies. This seminal reference work includes chapters on topics pertaining to system usability, interactive design, mobile interfaces, virtual worlds, and more. |
| learning objects standards metadata repositories and lcms: Innovative Teaching Strategies and New Learning Paradigms in Computer Programming Ricardo Queirós, 2014-11-30 Courses in computer programming combine a number of different concepts, from general problem-solving to mathematical precepts such as algorithms and computational intelligence. Due to the complex nature of computer science education, teaching the novice programmer can be a challenge. Innovative Teaching Strategies and New Learning Paradigms in Computer Programming brings together pedagogical and technological methods to address the recent challenges that have developed in computer programming courses. Focusing on educational tools, computer science concepts, and educational design, this book is an essential reference source for teachers, practitioners, and scholars interested in improving the success rate of students. |
| learning objects standards metadata repositories and lcms: Advances in Information Technology Borworn Papasratorn, Kittichai Lavangnananda, Wichian Chutimaskul, Vajirasak Vanijja, 2010-10-19 It was our intention to organize IAIT 2010 as the place where researchers and ind- trial practitioners could share their work and achievements in information technology, both theoretical and in application. This is the fourth time we have organized IAIT to serve as a venue to foster collaboration among industry and academia from different parts of the world. A lot has been achieved since the launch of the first IAIT in 2005; however, many challenges remain to be addressed in the years to come. IAIT 2010 drew attendance from leading professionals in both industry and academes, as in IAIT 2009. In addition to the relevant program offered by IAIT 2010, the conference p- vided an excellent environment to meet peers in the IT profession, build relationships, and exchange lessons learned. During the conference, participants presented and d- cussed the latest topics in information technology, ranging from technical knowledge and experimentation to future strategic directions. As the Internet continues to reach out even further, almost everything in our daily life is accessible via IP addresses, our societies need to recognize that we need new knowledge to make this advancement become a benefit to all life in this world. It is almost impossible to gain this new knowledge without contributions from our c- leagues, working in various aspects of information technology. Some times, new knowledge found in one area can help simplify difficult task in another. Together we can make our world better by creating applications from information technology. |
| learning objects standards metadata repositories and lcms: Emerging Technologies and Information Systems for the Knowledge Society Miltiadis D. Lytras, 2008-09-11 This book, in conjunction with the volume CCIS 19, constitutes the refereed proceedings of theFirst World Summit, WSKS 2008, held in Athens, Greece, in September 2008. The 64 revised full papers presented were carefully reviewed and selected from 286 submissions. The papers are organized in topical sections on social & humanistic computing for the knowledge society; knowledge, learning, education, learning technologies and e-learning for the knowledge society; information technologies for the knowledge society; culture & cultural heritage - technology for culture management - management of tourism and entertainment - tourism networks in the knowledge society; government and democracy for the knowledge society. |
| learning objects standards metadata repositories and lcms: Proceedings of the 5th Annual Generalized Intelligent Framework for Tutoring (GIFT) Users Symposium (GIFTSym5) Robert Sottilare, 2017-07-17 This is the fifth year we have been able to capture the research and development efforts related to the Generalized Intelligent Framework for Tutoring (GIFT) community which at the writing of these proceedings has well over 1000 users in over 65 countries. We are proud of what we have been able to accomplish with the help of our user community. These proceedings are intended to document the evolutions of GIFT as a tool for the authoring of intelligent tutoring systems (ITSs) and the evaluation of adaptive instructional tools and methods. |
| learning objects standards metadata repositories and lcms: Frameworks of IT Prosumption for Business Development Pa?kowska, Ma?gorzata, 2013-07-31 Separation distinction between the roles of the producer and consumer has become blurred with the development of new science and technologies enabling the emergence of the prosumer, or the active consumer. In the IT sector, the role of the end-user has broadened to include innovation and development practices in addition to the traditional consumer activities. As such, businesses must create opportunities for product development and innovation by the consumers. Frameworks of IT Prosumption for Business Development investigates the latest empirical research on active use of information technology resources, enabling users with new methodologies, tools, and opportunities to impact application development processes. The objective of this reference book is to mobilize end-users to take a more active role in their own IT solutions, which will in turn assist in the development of best practices in IT at all levels. |
| learning objects standards metadata repositories and lcms: Student Engagement and Participation: Concepts, Methodologies, Tools, and Applications Management Association, Information Resources, 2017-06-19 The delivery of quality education to students relies heavily on the actions of an institution’s administrative staff. Effective teaching strategies allow for the continued progress of modern educational initiatives. Student Engagement and Participation: Concepts, Methodologies, Tools, and Applications provides comprehensive research perspectives on the multi-faceted issues of student engagement and involvement within the education sector. Including innovative studies on learning environments, self-regulation, and classroom management, this multi-volume book is an ideal source for educators, professionals, school administrators, researchers, and practitioners in the field of education. |
| learning objects standards metadata repositories and lcms: Intelligent Systems: Concepts, Methodologies, Tools, and Applications Management Association, Information Resources, 2018-06-04 Ongoing advancements in modern technology have led to significant developments in intelligent systems. With the numerous applications available, it becomes imperative to conduct research and make further progress in this field. Intelligent Systems: Concepts, Methodologies, Tools, and Applications contains a compendium of the latest academic material on the latest breakthroughs and recent progress in intelligent systems. Including innovative studies on information retrieval, artificial intelligence, and software engineering, this multi-volume book is an ideal source for researchers, professionals, academics, upper-level students, and practitioners interested in emerging perspectives in the field of intelligent systems. |
| learning objects standards metadata repositories and lcms: Design Recommendations for Intelligent Tutoring Systems Robert Sottilare, Arthur Graesser, Xiangen Hu, Keith Brawner, 2015-07-05 Design Recommendations for Intelligent Tutoring Systems (ITSs) explores the impact of intelligent tutoring system design on education and training. Specifically, this volume examines “Authoring Tools and Expert Modeling Techniques”. The “Design Recommendations book series examines tools and methods to reduce the time and skill required to develop Intelligent Tutoring Systems with the goal of improving the Generalized Intelligent Framework for Tutoring (GIFT). GIFT is a modular, service-oriented architecture developed to capture simplified authoring techniques, promote reuse and standardization of ITSs along with automated instructional techniques and effectiveness evaluation capabilities for adaptive tutoring tools and methods. |
| learning objects standards metadata repositories and lcms: E-Portfolios and Global Diffusion: Solutions for Collaborative Education Cambridge, Darren, 2012-02-29 As information is increasingly gathered online, the issues surrounding the usefulness, organization and interaction with electronic collection have grown in number and scope. E-Portfolios and Global Diffusion: Solutions for Collaborative Education addresses the emerging requirements, concerns and applications for e-portfolios. Through innovative chapters on real-world business uses, educational experiences, ideal design, this book fills an important gap in current literature concerning Web 2.0 applications. The theoretical debate surrounding e-portfolios is also presented along with international viewpoints, providing an important contribution to the global discussion of representing knowledge in the 21st century. |
| learning objects standards metadata repositories and lcms: Learning Objects Alex Koohang, Keith Harman, 2007 |
| learning objects standards metadata repositories and lcms: Teaching the Future KHRITISH SWARGIARY, 2024-07-01 The rapid advancements in technology, particularly in artificial intelligence (AI), have transformed every aspect of our lives, including education. As we move further into the 21st century, educators are tasked with the challenge of preparing a new generation of students—Generation Alpha and the forthcoming Generation Beta—for a future that is increasingly driven by AI and digital innovation. Generation Alpha, born from 2010 onwards, are digital natives who have grown up with smartphones, tablets, and the internet. They are followed by Generation Beta, who will be born from the mid-2020s onwards, and will be even more immersed in advanced technological environments. These generations have unique characteristics, learning styles, and expectations, which require educators to adapt their teaching methods and strategies to meet their needs. This book, Teaching the Future: Strategies for Educating Generation Alpha and Beta in the Age of AI, is designed to provide practical advice and actionable strategies for educators who are navigating this new landscape. It explores the characteristics and learning preferences of Generation Alpha and Beta, the role of AI in education, and the importance of developing future-ready skills. Additionally, it addresses the social and emotional needs of these students, the importance of parental involvement, and the need for continuous professional development for educators. |
| learning objects standards metadata repositories and lcms: Learning by Effective Utilization of Technologies Riichiro Mizoguchi, Pierre Dillenbourg, Zhiting Zhu, 2006 Based on the theme of the use of computers for supporting collaborative learning, this book includes contributions that aim to bridge both research tracks, the one focusing on interactions and the other on contents: the pedagogical use of digital portfolios, both for promoting individual reflections and for scaffolding group interactions. |
| learning objects standards metadata repositories and lcms: e-Learning Standards Carol Fallon, Sharon Brown, 2002-11-25 For the first time ever, clear, comprehensive information about the major e-learning standards has been brought together in a single resource. No more confusing patchworks of information gleaned from scattered Web sites and periodicals. No more frustrating searches through hundreds of pages of technical specifications to find the twenty pages that |
| learning objects standards metadata repositories and lcms: , |
| learning objects standards metadata repositories and lcms: Online Science Learning: Best Practices and Technologies Downing, Kevin, Holtz, Jennifer, 2008-05-31 The continued growth in general studies and liberal arts and science programs online has led to a rise in the number of students whose science learning experiences are web-based. However, little is known about what is actually going on in web-based science courses at the level of the disciplines within liberal arts and sciences or the corresponding course design features. Online Science Learning: Best Practices and Technologies reviews trends and efforts in web-based science instruction and evaluates contemporary philosophies and pedagogies of online science instruction. This title on an emergent and vital area of education clearly demonstrates how to enrich the academic character and quality of web-based science instruction. |
| learning objects standards metadata repositories and lcms: Mobile Learning: Pilot Projects and Initiatives Retta Guy, 2010 This book examines the meaning as well as the benefits and barriers of mobile learning, details various global projects and initiatives that showcase the development and delivery of mobile learning, and traces the history of mobile learning to the present and provides a glimpse into the future of mobile education and the technologies used to facilitate the learning process. |
| learning objects standards metadata repositories and lcms: Content Management for E-Learning Núria Ferran Ferrer, Julià Minguillón Alfonso, 2010-10-17 The increasing growth in the use of e-learning environments, in which education is delivered and supported through information and communication technologies, has brought new challenges to academic institutions. From all the current definitions of e-learning, it can be seen that learning contents are one of the key issues for a successful e-learning experience. Therefore, there is a real need for academic staff, managers and librarians to re-think the whole process of delivering courses, information resources and information services. The book focuses on defining content management and its relationship with knowledge management, providing perspectives on how the semantic web could complement content management, how to deal with copyright restrictions, and how to describe information competencies and skills required and acquired by teachers and students in virtual environments. Offered is a design project for managing digital content for classical and distance education institutions, covering all the aspects related to the content lifecycle, integrating it into the learning process. Practical aspects such as standards for content e-learning management, a review of existing experiences of learning repositories, and a survey of available platforms for delivering courses and providing access to information resources is also covered. Lastly, the book addresses the three main factors which make it crucial in the current context: first, the web 2.0 paradigm, which breaks the content producer-consumer barrier; second, the open content movement for educational purposes, which changes the knowledge management transference model; and third, the new European Higher Education Area, where the concept of content needs to be rethought. |
| learning objects standards metadata repositories and lcms: Technology Enhanced Learning: Best Practices Lytras, Miltiadis D., Gasevic, Dragan, Ordóñez de Pablos, Patricia, Huang, Weihong, 2008-04-30 This book goes beyond traditional discussion on technology enhanced learning provides research and insights on increasing the efficiency of learning for individuals and groups, facilitating the transfer and sharing of knowledge in organizations, and understanding of the learning process by exploring links among human learning, cognition, and technologies. --Provided by publisher. |
| learning objects standards metadata repositories and lcms: Learning Objects and Instructional Design Alex Koohang, Keith Harman, 2007 |
| learning objects standards metadata repositories and lcms: What Works in Distance Learning Harold F. O'Neil, 2008-02-01 The purpose of this book is to document sample lessons based on our What Works in Distance Learning: Guidelines (O'Neil, 2005). The intent is to provide an instantiation of our various distance learning guidelines. An overarching goal of our research was to create a robust and clear set of design guidelines and example lessons to support the next generation of distance learning systems. Each lesson in this book constitutes a case (Mayer, 2005) or partially worked example (Kalyuga, Chandler, Touvinen, & Sweller, 2001). A case is a description of a realistic problem scenario that is relevant to a particular profession or field of study (e.g., a case may be a distance learning lesson showing various instructors trying to design a lesson on a particular topic). A common topic could be, for example, how car brakes work, a surgery procedure, or electronics troubleshooting procedures (Mayer, 2003, 2005). In this book, the case format was useful for the guidelines developed for multimedia strategies, instructional strategies, and assessment strategies. A different format was used for the learning strategies, self-regulation strategies, and management strategies guidelines. The basic methodology in developing the guidelines for distance learning consisted of a research synthesis, conducted by experts, using analytical methods, on what is known about what works in distance learning. Research in the literature was reviewed for design flaws, and only studies with robust designs were included. Also, we included only those entries for which research evidence and expert opinion were stable and consistent. Furthermore, we decided that this information would be provided to researchers, instructors, program managers, and instructional or assessment designers in a What Works format, that is, What Works in Distance Learning. We adopted many of the conventions of What Works: Research About Teaching and Learning (U.S. Department of Education, 1986, 1987). Our goal for non-researchers was to translate the research findings into clear and comprehensible statements that we think can help users to guide their practice. For both researchers and non-researchers, the references cited for each finding provide an avenue to seek additional information. The guidelines are documented in O'Neil (2005). |
| learning objects standards metadata repositories and lcms: Online Education Using Learning Objects Rory McGreal, 2012-09-10 'E-learning is integral to on-site education institutions worldwide, and the rapid explosion of interest in the subject means that this timely, cutting-edge book will be an instant and indispensable resource. Among educators, the development of reusable learning objects made accessible via the internet is ever more important to teaching and learning. This book provides a comprehensive look at a state-of-the-art online education, and presents advice on the creation, adaptation and implementation of learning objects and metadata. Including articles written by some of the leading innovators in the field, this book takes the reader through: designing effective learning objects; creating learning objects; transforming existing content into reusable learning objects; building a metadata management system. This book will be essential reference material for learning technologists, course developers at learning institutions, postgraduate students, teachers and learners in the field of e-learning.' |
| learning objects standards metadata repositories and lcms: Information Systems: Development, Learning, Security Stanisław Wrycza, 2013-09-16 This book constitutes the proceedings of the 6th Euro Symposium on Systems Analysis and Design, SIGSAND/PLAIS 2013, held in Gdańsk, Poland, in September 2013. The objective of this symposium is to promote and develop high-quality research on all issues related to systems analysis and design (SAND). It provides a forum for SAND researchers and practitioners in Europe and beyond to interact, collaborate, and develop their field. The 8 papers were carefully reviewed and selected with an acceptance rate of 40% and reflect the current trends in systems analysis and design. The contributions are organized into topical sections on information systems development, information systems security and information systems learning. |
| learning objects standards metadata repositories and lcms: Online and Distance Learning: Concepts, Methodologies, Tools, and Applications Tomei, Lawrence A., 2007-07-31 This comprehensive, six-volume collection addresses all aspects of online and distance learning, including information communication technologies applied to education, virtual classrooms, pedagogical systems, Web-based learning, library information systems, virtual universities, and more. It enables libraries to provide a foundational reference to meet the information needs of researchers, educators, practitioners, administrators, and other stakeholders in online and distance learning--Provided by publisher. |
| learning objects standards metadata repositories and lcms: Virtual Learning Environments: Concepts, Methodologies, Tools and Applications Management Association, Information Resources, 2012-01-31 As the world rapidly moves online, sectors from management, industry, government, and education have broadly begun to virtualize the way people interact and learn. Virtual Learning Environments: Concepts, Methodologies, Tools and Applications is a three-volume compendium of the latest research, case studies, theories, and methodologies within the field of virtual learning environments. As networks get faster, cheaper, safer, and more reliable, their applications grow at a rate that makes it difficult for the typical practitioner to keep abreast. With a wide range of subjects, spanning from authors across the globe and with applications at different levels of education and higher learning, this reference guide serves academics and practitioners alike, indexed and categorized easily for study and application. |
| learning objects standards metadata repositories and lcms: Learning Objects for Instruction: Design and Evaluation Taylor Northrup, Pamela, 2007-04-30 Learning Objects for Instruction shows how practical models of learning objects solutions are being applied in education, organizations, industry, and the military. It includes diverse strategies used across these groups to apply learning objects -- from the use of firmly-grounded theoretical contexts to practical tool-based solutions. The reader will find a thorough history, solid models and real-world practices for using learning objects for instruction in a variety of settings. Greater numbers of organizations are expected to embrace the use of objects for instruction as issues of standardization continue to be worked out. |
| learning objects standards metadata repositories and lcms: Innovations in E-learning, Instruction Technology, Assessment and Engineering Education Magued Iskander, 2007-09-04 This book includes a set of rigorously reviewed world-class manuscripts addressing and detailing state-of-the-art research projects in the areas of Engineering Education, Instructional Technology, Assessment, and E-learning. The book presents selected papers form the conference proceedings of the International Conference on Engineering Education, Instructional Technology, Assessment, and E-learning (EIAE 2006). All aspects of the conference were managed on-line. |
| learning objects standards metadata repositories and lcms: Culture and Identity in Knowledge Organization Clément Arsenault, Joseph T. Tennis, 2008 This volume contains: Proceedings of the Tenth International ISKO Conference 5-8 August 2008 Montreal, Canada. |
| learning objects standards metadata repositories and lcms: Reengineering Library Services , 2005 |
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The Seven Ways of Learning framework provides a research-based approach to aligning learning goals with teaching strategies that support deep, lasting understanding. Whether you're …
The Psychology of Learning: Theories & Types Explained
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Learning - Wikipedia
Learning is the process of acquiring new understanding, knowledge, behaviors, skills, values, attitudes, and preferences. [1] The ability to learn is possessed by humans, non-human …
Daycare and Preschool in New Haven, CT - The Learning …
Discover high-quality daycare and preschool programs at New Haven in New Haven, CT. Enroll your child at The Learning Experience today!
Home - LEARN
LEARN provides expertise, leadership, and innovative programs and services that build regional capacities and supports to create equity in education and positive outcomes for each student. …
What Is Learning? - Verywell Mind
Jan 8, 2025 · Learning is a relatively lasting change in behavior resulting from observation and experience. It is the acquisition of information, knowledge, and problem-solving skills. When …
LEARNING Definition & Meaning - Merriam-Webster
The meaning of LEARNING is the act or experience of one that learns. How to use learning in a sentence. Synonym Discussion of Learning.
Learning | Types, Theories & Benefits | Britannica
Jun 5, 2025 · learning, the alteration of behaviour as a result of individual experience. When an organism can perceive and change its behaviour, it is said to learn.
Center for Teaching & Learning - University of Colorado Boulder
The Seven Ways of Learning framework provides a research-based approach to aligning learning goals with teaching strategies that support deep, lasting understanding. Whether you're …
The Psychology of Learning: Theories & Types Explained
May 21, 2024 · In the psychological sense, learning is about changing behaviors, acquiring new skills, and adapting to new information. Picture your brain as a supercomputer constantly …
LEARNING | English meaning - Cambridge Dictionary
LEARNING definition: 1. the activity of obtaining knowledge: 2. knowledge or a piece of information obtained by study…. Learn more.
Learning How to Learn by Deep Teaching Solutions | Coursera
This course gives you easy access to the invaluable learning techniques used by experts in art, music, literature, math, science, sports, and many other disciplines. We’ll learn about how the …
