Reusable learning object

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Reusable Learning Object (RLO) stands for reusable learning object.

Learning objects as atomic information units (e.g. short instructional texts, graphics, videos) are combined to form RLOs and can be managed and used in learning management systems or learning content management systems . In order to achieve reusability of learning objects, they should be provided with appropriate metadata . Marking learning objects with metadata should make it easier for authors of course materials to find useful learning objects and to put them together again. Ideally, entire courses or courses can be built on existing materials, but in practice it is to be expected that the compilation of learning objects will have to be revised by the course author so that the materials are coherent and therefore understandable for the learners. Common metadata schemes for learning objects are LOM or Dublin Core .

Properties of RLOs

Granularity

The degree of reuse options depends to a large extent on the granularity of the RLOs. A good level of granularity is achieved when the individual RLO can be understood as a small learning unit. It should be noted, however, that the RLOs are not necessarily run through in sequential order. No assumptions can therefore be made about possible previous knowledge from other RLOs. This is problematic in subjects such as mathematics, where a certain notation and definition space must be assumed.

Consistency and coherence

Consistency and coherence are important characteristics of texts in general and of instruction texts in particular. Problems with maintaining consistency and coherence can arise when texts from different authors with their different styles are to be merged. The resulting inconsistencies and inconsistencies represent one of the greatest problems with the reuse of learning content by combining different sources. With the current state of technology, these deficiencies in the course materials can only be corrected manually, but language technology solutions to this problem are being worked on.

Freedom of context

The main motivation for using RLOs is the possibility of using a single RLO in different learning units, courses and courses. An RLO must therefore not be tailored or aligned to a specific context, since the learning unit itself provides the appropriate learning context.

Freedom of context can be achieved through, for example:

  • neutral choice of words and language style
  • no references to regional characteristics
  • Avoiding references to the previously mentioned and anaphoric references that point out of the local context
  • explicit reference of the technical terms used to definitions in a separate glossary

(see Buschart, 2002)

It has not yet been proven whether the decontextualization and recontextualization of instructive texts is possible without great effort, which corresponds approximately to the creation of such a text.

Benefits of RLOs

The advantages of RLOs come into play particularly when planning and designing larger learning units.

Clarity in the concept

The subdivision of a previously taught homogeneous learning unit into many RLOs is intended to motivate the authors to analyze the course content again and to work out related content. This analysis can help ensure that the final learning unit is better structured.

Adaptability

Internal differentiation in a learning group has been known as an important educational concept not only since PISA . An adaptation of the level of the learning content to the ability of the students to absorb this learning material and to “transform” it into their own knowledge is the requirement of motivating and media-active teaching today. However, this is extremely difficult to achieve because the level of knowledge and skills of the learners cannot be measured objectively. Learning habits, strengths and weaknesses could be specifically addressed if individual RLOs could be exchanged in a differentiated manner or otherwise integrated into the overall context in the lessons conveyed via the learning management system (LMS). In practice, however, LMS are mostly only used as storage locations for material such as scripts or slides and less often as learning environments.

Interoperability

The standardization efforts of the individual e-learning interested parties from business, science and administration show that great importance is attached to the establishment and operation of larger central RLO repositories. E-learning standards are intended to ensure that RLOs can be exchanged between different LMS.

literature

Buschart, Rufus JW (2002): Reusable Learning Objects, seminar paper Tele-Learning / Tele-Teaching, TU Braunschweig.

Baumgartner, Peter (2004) Didactics and Reusable Learning Objects (RLO's). In: Campus 2004 - Are the digital media getting old at universities? D. Carstensen and B. Barrios. Munster, Waxmann. 29: 309-325. [1]

Baumgartner, P. and M. Kalz (2005). Reuse of learning objects from a didactic point of view. In: Off to new shores! E-learning today and tomorrow. Ed .: D. Tavangarian and K. Nölting. New York - Munich - Berlin, Waxmann. Media in Science: Vol. 34: 97-106. [2]

Web links

Standardization projects