Learning Objects and Instructional DesignAlex Koohang, Keith Harman |
From inside the book
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Page 46
... IMS specifications have been used to package learning objects . This process is now described . UniSAnet Learning Objects UniSAnet provides custom and preset learning objects . Custom objects allow total flexibility in design and ...
... IMS specifications have been used to package learning objects . This process is now described . UniSAnet Learning Objects UniSAnet provides custom and preset learning objects . Custom objects allow total flexibility in design and ...
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... learning objects in a custom- ized presentation. The navigation structure is a representation of the IMS content packaging manifest created by the earlier steps of the wiz- ard as shown in Figure 4. The IMS manifest of this web site ...
... learning objects in a custom- ized presentation. The navigation structure is a representation of the IMS content packaging manifest created by the earlier steps of the wiz- ard as shown in Figure 4. The IMS manifest of this web site ...
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Alex Koohang, Keith Harman. The IMS manifest of this web site constructed by the wizard is pro- vided in Figure 5. <?xml version="1.0" ?> - <manifest identifier="MANIFEST1"> - <metadata> <schema>IMS Content</schema> <schemaversion>1.0 ...
Alex Koohang, Keith Harman. The IMS manifest of this web site constructed by the wizard is pro- vided in Figure 5. <?xml version="1.0" ?> - <manifest identifier="MANIFEST1"> - <metadata> <schema>IMS Content</schema> <schemaversion>1.0 ...
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... IMS manifest of the site in Figure 4 Once the site is created (usually taking less than ten minutes), each learning object can then be edited and modified using web-based tools and/or any HTML editor. (See Figure 6) Further objects can ...
... IMS manifest of the site in Figure 4 Once the site is created (usually taking less than ten minutes), each learning object can then be edited and modified using web-based tools and/or any HTML editor. (See Figure 6) Further objects can ...
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... learning object uses the IMS metadata schema to package the content and interactivity, but presents the site in particular ways that are thought to be useful for the particular purpose intended. To create a preset learning object, the ...
... learning object uses the IMS metadata schema to package the content and interactivity, but presents the site in particular ways that are thought to be useful for the particular purpose intended. To create a preset learning object, the ...
Common terms and phrases
application approach behavioral chapter cognitive cognitivism collaborative components concept concept lattice construction constructivism constructivist course create database defined describe design and development design process design team development of learning discussion domain e-learning elements evaluation example facilitate feedback Feminist pedagogy Figure framework Gagne goals granularity IEEE implementation IMS Content Packaging IMS Learning Design instructional design instructional design theory instructional theory instructor interaction interface interoperability jects knowledge learners learning activities learning content Learning Design learning environment Learning Management Systems learning material learning object design Learning Object Metadata learning resources learning theories MERLOT metadata multimedia multiple needs Objects and Instructional online learning ontology paradigm pedagogical perspective practice problem Reigeluth repository reuse Science SCORM sequencing software reuse specific standards strategies structional structure taxonomy of learning teachers teaching tion tional design UniSAnet University Wiley
Popular passages
Page 310 - A software component is a unit of composition with contractually specified interfaces and explicit context dependencies only. A software component can be deployed independently and is subject to composition by third parties.
Page 265 - This standard defines usability as "the extent to which a product can be used by specified users to achieve specified goals with effectiveness, efficiency, and satisfaction in a specified context of use.
Page 3 - Systematically organized knowledge applicable in a relatively wide variety of circumstances, especially a system of assumptions, accepted principles, and rules of procedure devised to analyze, predict, or otherwise explain the nature or behavior of a specified set of phenomena.
Page 113 - Developmental influences on learning. As individuals develop, there are different opportunities and constraints for learning. Learning is most effective when differential development within and across physical, intellectual, emotional, and social domains is taken into account.
Page 113 - Intrinsic motivation to learn. The learner's creativity, higher order thinking, and natural curiosity all contribute to motivation to learn. Intrinsic motivation is stimulated by tasks of optimal novelty and difficulty, relevant to personal interests, and providing for personal choice and Effects of motivation on effort. Acquisition of complex knowledge and skills requires extended learner effort and guided practice. Without learners' motivation to learn, the willingness to exert this effort is unlikely...
Page 167 - IEEE Standard Computer Dictionary: A Compilation of IEEE Standard Computer Glossaries.
Page 113 - Factors 7. Motivational and emotional influences on learning. What and how much is learned is influenced by the learner's motivation. Motivation to learn, in turn, is influenced by the individual's emotional states, beliefs, interests and goals, and habits of thinking.
Page 112 - Goals of the learning process. The successful learner, over time and with support and instructional guidance, can create meaningful, coherent representations of knowledge.
Page 465 - Annual Conference of the Australian Society for Computers in Learning in Tertiary Education (ASCILITE 89), G.
Page 413 - I told her, well, just tell them what you are going to tell them, tell them, and then tell them what you told them.