hylOs
| HylOs
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|---|---|
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| Basic data
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| developer | link-lab |
| operating system | independent, Java support required |
| category | eLMS , eLCMS , e-learning |
| German speaking | Yes |
| link-lab , hylOs project website | |
hylOs is a content management system for e-learning content. It allows easy design (authoring), instructional composition and dynamic presentation of teaching content on the basis of standard modules, i.e. H. IEEE LOM eLearning Objects . hylOs is a result of the cooperation between HAW Hamburg , FHTW Berlin and link-lab.
history
The prototype of the hylOs system was presented in 2002 at an international workshop for blended learning in Villach . hylOs is based on the development of the Media Information Repository (MIR), which started three years earlier . a. the strict separation of content, structure, ik and appearance on the basis of XML technologies enables. The spin-off of the software into an independent company began in 2006.
background
Since the introduction of hypermedia systems in the areas of teaching and learning, a paradigm shift has taken place in the preparation and inclusion of learning material. Linear instruction paths as we know them from books are now complemented by knowledge networks . Access to content no longer follows a single, predefined path, but rather several associative rules, driven by individual requests. In addition, portable electronic formats and hyper-references encourage content sharing and interactions between authors. Following these changes a new perspective on content (was content ) as a network of coherent, self-consistent learning modules developed.
In the area of so-called educational content management , the concepts of atomic, self-consistent content units were standardized in 2002 by IEEE LOM e-learning objects (eLOs). A cornerstone for reusable learning objects was laid. hylOs is one of the first systems that consistently implements this approach and allows a completely graphic creation and composition of learning modules.
The creation of learning objects (eLOs) requires the summarizing, self-consistent representation of a self-contained subject in multiple forms (slides, long text, animation, etc.) as well as their identification with metadata and structures. The hylOs system was developed to make this comparatively complex process intuitive and easy for authors. hylOs offers an editor with which different types of content and metadata can be created together. The core component for content creation is a Word-like WYSIWYG XML editor; metadata that have to be entered manually are reduced to seven attributes using various acquisition techniques.
The hylOs presentation level operates under a broad understanding of the eLO semantics: Following the LOM attributes, the learner can adapt displays personally to levels of complexity, contexts, semantic density and other requirements. Different access routes allow you to follow didactic models of your own choice. In addition, the system allows the hyperlinks shown in the respective view to be selected according to freely definable semantically marked 'link contexts'.
Innovations in hylOs
The concept of multiple, context-sensitive links
Hyperlinks , as we know them from the WWW and are currently implemented, address exactly one target and do not carry any further semantics. Their lack of context taught us the lost -in-hyperspace phenomenon. In the area of online learning, however, interactive elements play a particularly prominent role: a learner should only be presented with clear links that correspond to his learning context, i.e. support his learning process. It is easy to imagine that a word is associated with more than one piece of information, e.g. B. In addition to a further web reference, there is a glossary or literature entry. These references guide the viewer in different contexts and are useful in different ways, depending on the learner's level of information. A beginner is looking for B. the definition of terms, an advanced level of further information or expert background literature. Links are therefore assigned to certain contexts. It is now desirable that a learner just sees the links that are of interest to him, but is not distracted by everyone else.
hylOs allows exactly that, whereby it is based on standards such as XLink . The link contexts realized in hylOs represent the first available elaboration of the basic article The rhetoric of hypermedia: some rules for authors by Landow from 1989. Links are represented within context-dependent containers with the help of semantic web technologies. Links are real, semantically interpreted data objects in hylOs.
Instruction paths
Learning content is stored in eLOs. A complete learning unit usually consists of several learning modules. The elaboration of a didactically structured path composed of several individual learning components is called instructional design, the path that the learner then treads, the instruction path . So that the eLOs can be reused as required, it must be ensured that they can be freely combined to form a network. It is therefore necessary to be able to place different, transparent templates on a set of learning objects, on each of which the connections between the learning objects are noted. In general, an overlay network must be created on the eLOs. For this there is the completely graphically designed iDesinger in hylOs.
The hylOs iDesigner is an advanced authoring application that improves the course design process by providing an additional layer for didactic structure. hylOs introduces so-called Instructional Container Objects (ICOs), which flexibly combine eLOs and instruction explanations into courses. ICOs keep the full LOM metadata set and the ability to nest.
Thus the iDesigner bridges the gap between reusability and atomicity of e-learning objects on the one hand and the individual and coherent course design on the other.
Any publication channels
The content stored in the hylOs core system remains neutral in terms of appearance. They can be arranged in any way and published in specifically designed output channels (HTML pages, PDF, etc.). Publication generators are used for this, which generate dedicated XML data with a technical and content structure and present it in any form. This means that the same content can not only be combined with different layouts, but also with very specific, e.g. B. mobile devices are transferred in a native way.
Automatic content acquisition
The hylOs system offers standard interfaces for the import and export of fully structured data and metadata sets. Building on this, the component of the content acquirer operates, which can automatically record linked content modules from multimedia device interfaces, analyze and granulate them in a media-specific manner, and process and classify them semantically. This means that lectures can be published promptly.
Further functions in hylOs
- Bibliography and glossary management
- BibTeX import and export
- Math formulas with MathML
- Multi-user system
- Version logging
- Paragraph classification
- Embedding any multimedia objects
See also
literature
- GP Landow: The rhetoric of hypermedia: some rules for authors . In: Journ. of Comp. in higher education . Volume 1, No. 1, 1989, pp. 39-64.
- M. Engelhardt, A. Hildebrand, D. Lange, TC Schmidt: Reasoning about eLearning Multimedia Objects . (PDF; 1.21 MB) In: J. Van Ossenbruggen, G. Stamou, R. Troncy, V. Tzouvaras (eds.): Proc. of WWW 2006, Intern. Workshop on Semantic Web Annotations for Multimedia (SWAMM) . 2006.