A MODEL OF LEARNING OBJECT CENTERED ON THE PROCESS TEACHING-LEARNING

© 2013 ICECE March 03 - 06, 2013, Luanda, ANGOLA

VIII International Conference on Engineering and Computer Education 77

A model of learning object centered on the process teaching-learning

Thiago Reis da Silva1, Rommel Wladimir de Lima

2, Carla Katarina de Monteiro Marques

3, Hugo

Henrique de Oliveira Mesquita4, Roberto Douglas da Costa

5, Rodrigo Medeiros de Azevedo

6, Selma

Márcia Pontes Teixeira da Rocha7

1 Thiago Reis da Silva, Master in Computer Science at the Graduate Program in Computer Science – UERN/UFERSA. 2 Rommel Wladimir de Lima, Teacher Graduate Program in Computer Science – UERN/UFERSA. 3 Carla Katarina Marques de Monteiro, Teacher Graduate Program in Computer Science – UERN/UFERSA. 4 Hugo Henrique Oliveira Mesquita, Bachelor of Computer Science at State University of Rio Grande do Norte – UERN. 5 Roberto Douglas da Costa, Master in Computer Science at the Graduate Program in Computer Science – UERN/UFERSA and teacher Institute Federal of

Education, Science and Technology of Rio Grande do Norte – IFRN. 6 Rodrigo Medeiros de Azevedo, Bachelor of Computer Science at State University of Rio Grande do Norte – UERN. 7 Selma Márcia Pontes Teixeira da Rocha, Master in Computer Science at the Graduate Program in Computer Science – UERN/UFERSA.

Abstract This article presents the advantages of modeling

a Learning Object using the SCORM standard, based on

tools centered on the teaching/learning based on

pedagogical theories and statements. For this, the teaching

tools: Map Content and Dependency Map, which is

developing a methodology for planning disciplines, are

thought of as models for learning objects. Thus, the

representation of these tools as Learning Objects enables its

greater sharing and reuse.

Index Terms Learning Objects. SCORM. Planning of

Teaching-Learning.

INTRODUCTION

With the constant advances of Information and

Communication Technologies, the Distance Learning over

the Internet, has been suggested as a potential solution to

bring knowledge to more distant places [4]. An example is

the Learning Objects (LO) [22], which according to [20]

matches any resource to support learning, for example,

animation software, a Web page, an image, among others.

This generic definition promotes a variety of forms of

creations and uses of LO in the teaching/learning [14]. But,

these multiplicities of ways to use their reuse difficult,

especially with regard to other LO [18]. In this sense, the

process of developing LO, must follow rules of

standardization and pedagogical features.

In this context, this article aims to present the potential

benefits promoted the development of a model of OA, the

use of teaching tools in conjunction with the Sharable

Content Object Reference Model (SCORM) standard [1].

For this, the pedagogical tools will be used proposal in [9],

Content Map and Dependency Map, whose creation process

is a planning methodology for discipline, focused on the

process of teaching/learning.

LEARNING OBJECTS AND THE STANDARD

SCORM

LO is a digital resource that can be used as an aid for

teaching-learning and it has the ability to be reused in

various contexts in order to facilitate the acquisition of

knowledge [20].

In this context an LO is any resource digital that can be

reused to support teaching [21]. Therefore, it is understood

that the LO favor a new conception of teaching/learning,

supported by technology, characterized by promoting the

construction of knowledge through interaction. In this

perspective, the increasing use of LO activities to support

the teaching-learning demanded several initiatives to

standardize the specification, construction and identification

of these [5].

In the case of standardization of LO were defined

several recommendations concerning the metadata

cataloging and characterizing the LO and also

recommendations on how these can be encapsulated OA and

how their content can be browsed [23].

Currently the standard in evidence [1] is SCORM

created by the Advanced Distributed Learning (ADL), which

presents itself as a reference model of LO shareable. The

focus of SCORM is the auto-learning, i.e., the student

interacts exclusively with the material without interference

from other players in sequencing. The SCORM incorporates

various specifications of LO and thus becomes compatible

with various Virtual Learning Environments (VLE) [17].

In this perspective, the use of LO in teaching has not

only advantages, there problems and/or disabilities related to

their development. According to [6] and [15], among the

major problems faced in the creation of LO include:

a) Navigation Structure: LO in the navigation

structures are not clearly defined, and the concepts

and relationships are not always represented a way

to identify the best way to navigate between them;

b) Transcript written media to electronic media: in

developing the content of OA is very difficult to

find a structured way of transcribing a content

written by an electronic content, enabling its reuse

in different contexts;


VIII International Conference on Engineering and Computer Education

78

c) Disability pedagogical: in general, the development

of LO have been more important than the technical

perspective outlook pedagogical;

d) Integration with VLE: when the academic

community, industry and government failed to

reach an agreement on what standard to use in the

development of OA, although the standard SCORM

is in evidence [1];

e) Presentation of LO: the generic definition of what

may be an OA provides a wide variety of shapes

and designs of the present educational content,

which makes it difficult reuse.

To address these problems, this model uses two

pedagogical tools that work the process of teaching and

learning. The next section presents these tools.

CONTENT MAP AND DEPENDENCE MAP

According to [14], the tool Content Map (CM),

presented in [11], aims to strengthen the teaching/learning

process by providing a more meaningful content [2] for

teacher and student. For the teacher, the tool has a planning

methodology that guides the development of the same MC

and promotes the discipline of planning, collaborating with

the learning process. Figure 1 shows an example of an CM

containing the first level of viewing the contents program

illustrated in Figure 2.

FIGURE. 1

EXAMPLE OF A CM. FONT: ADAPTED AND EXCERPTED FROM

[19].

In CM, relations between concepts are hierarchical, with

content more introductory occupying the top of the chart and

the most complex driving to the base [10]. This way of

viewing a relationship is based on the fact that a more

complex content needs or rely on content simpler with

whom it relates. Assim, a relação entre o conteúdo de duas

indica ao aluno que ele precisa entender os conceitos do

conteúdo mais fácil de ser capaz de compreender a

informação no conteúdo mais complexo.

To provide a graphic display of the discipline syllabus

or course, the CM has to be created. For this, a planning

methodology guides the teacher in the development of CM

and promotes planning discipline.

FIGURE. 2

EXAMPLE PROGRAMMATIC CONTENT FOR THE DSICPLINA IN

OPERATING SYSTEM. FONT: ADAPTED AND EXCERPTED FROM

[19].

Based on the concepts of Concept Maps [11], CM

strengthens the learning process of students through the

graphical visualization of the course syllabus or course. The

Planning Methodology supporting the teacher in creating the

discipline, assisting in the development of CM consists of a

set of interactions where the teacher answers the questions

asked by the tool. At the end of the interactions result is that

CM is then displayed by the teacher [16].

The other tool proposed by [9] and presented in [8] is

the Dependency Map (DM). The DM is a pedagogical tool

consists of a set of Educational Objectives, presented

graphically, and interrelated through Bloom's Taxonomy [3].

The DM generally consists of an educational objective

and a set of behaviors required to achieve this goal. Both the

educational goal as the behaviors needed to achieve it, are

defined according to the existing categories in Bloom's

Taxonomy.



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The highest level of the DM represents the educational

objective, belonging to a particular class of taxonomy,

defined by the teacher to explain what he expects of students

in relation to content. After this first level, the DM shows the

dependence relationship between that initial goal and any

number of behaviors, the lower class, which can contribute

to achieving the initial goal. This dependency relationship is

repeated, with the DM may contain as many levels as

necessary, to achieve the simplest class of Bloom's

Taxonomy or until it reaches a behavior that does not require

dependencies. Figure 3 illustrates an example of a DM.

FIGURE. 3

EXAMPLE OF A DM. FONT: ADAPTED AND EXCERPTED FROM

[19].

MODEL DEVELOPED

The creation of an LO is a task that requires intense

work and as important as the knowledge about the

development of computational tools, you get a sense of how

the construction of knowledge occurs [22]. However,

organizing this knowledge to produce something attractive

to apprentices can become a complex task considerably. In

this perspective, we propose a model of LO developed based

on pedagogical tools CM and MD, following the SCORM

standard, as implemented in the VLE Modular Object-

Oriented Dynamic Learning Environment (MOODLE) [13].

The proposed model does not address the evaluation

activities for LO parts of students, teachers and other users.

The proposed LO model is centered on SCORM

standard, this standard helps provide specifications for the

reusability of object and, in this context, the focus of the

model developed here is the production and reuse of LO.

Therefore, the development process, this OA model,

consists of two steps, which aim to organize and systematize

the construction of the model, the step of importing and

exporting.

In step export contains OA in its entirety, ready to be

used and reused in VLE in accordance with SCORM. These

LO SCORM under represent the Sharable Content Object

(SCO), with all the technical requirements necessary to

satisfy the requirements of interoperability and reusability of

LO on the internet. To meet the technical requirements, the

LO must be packaged and labeled, following the SCORM

standard. This includes metadata that describe: (a) package

content and their individual basic components, (b) the

organization and the order in which digital resources are to

be delivered and (c) the related physical files, such as

images, files eXtensible Markup Language (XML), among

others.

The import step is the step where the teacher can

perform the import model. This step is required when the

teacher check for possible adaptations of the model created.

For the OA is exported, the teacher makes planning and

discipline determined will be as the composition of the

learning unit based curriculum (Figure 1). During the

planning of the learning unit, i.e., the subject or course, the

LO will be produced , consisting of a set of HyperText

Markup Language (HTML) pages, images, files like PPT,

PDF, audio and video among others. Consequently, the

teacher makes the export files produced to meet the

proposed framework. The model will be exported in a ZIP

file. The encapsulation of the model in the ZIP file assures

the availability and access to search in VLE.

The ZIP package consists of two elements: the first

element is an XML file - imsmanisfest.xml, known as

manifest, which describes the structure of the object and its

content; the second element, are multimedia files

themselves, for our context, these files are text, HTML

pages, PDF, DOC, and others.

FIGURE. 4

MODULE DEVELOPED. FONT: ADAPTED AND EXCERPTED FROM

[19].



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To assist in these two steps, a module was developed in

Moodle (Figure 4) to export the courses developed in the

form of LO, based on SCORM, to fasten the main features

thereof that are interoperable and reuse of content.

This module is compliant with SCORM 2004

generating a content package type ZIP that contains the

manifest file, file with the information from OA and other

files that are SCORM standards. These files are compressed

according to the Content Aggregation Model [1], which

makes reusable LO in any VLE compatible with SCORM.

After the step of exporting the model is generated. In

Figure 5, there is illustrated the metadata stroke according to

the program contents shown in Figure 2. For this, it must be

tested, in order to make sure your content package is correct

and working properly. To test the metadata created by the

LO model, we use the tool Reusable E-Learning Object

Authoring and Delivery (Reload Editor) [12]. It is possible

to run and play functionality SCORM content package

without the need to include it in VLE.

FIGURE. 5

METADATA PRODUCED BY THE MODEL OF LO. FONT: ADAPTED

AND EXCERPTED FROM [19].

The intent of the model presented in this paper is LO,

with the help of the Concept Maps, provide a mechanism

that shows the relationships between content, enabling the

perception of verbal and visual hierarchical relationships

between the main concepts of the content covered.

Advantages of Model

According to [7], to promote the reuse of educational

content is necessary to encourage its standardization in order

to function properly in any VLE. Standardization will allow

easy reuse, portability of content created, the standardization

of processes of creation, and management of learning

content.

As noted in Section about Learning Objects and the

Standard SCORM the lack of a homogeneous structure in

the presentation of LO complicates its reusability and can

harm your understanding. In this sense, the use of

presentation templates followed by CM and DM, and

provides a unique way to display the LO model provides a

framework for standardization of presentation, without

restricting the ability to generalize the same.

Besides worrying about the content presented, the

modeling of LO in the context of CM and DM also seeks to

improve the learning process by helping the teacher in

planning discipline at the same time provides a common

model for these objects. With this, the LO becomes an

instrument in aid the teacher in planning their discipline,

based on pedagogical theories tools used by CM and DM.

With the use of these theories, it is expected that this new

model of LO may also contribute to the learning process.

Thus, the standardization of LO in the SCORM

standard, using the pedagogical tools CM and DM will serve

as the base structure for teachers, students and other

stakeholders to plan, build new LO and reuse within a single

structure, other LO. These LO present all contents

(information) in a graphical format so that the process of

teaching/learning becomes easier. The OA model focuses

primarily assist the teacher in planning a course or

discipline.

Thus, among the advantages that this model of LO, can

bring to the teaching / learning process, we can highlight

[16]:

a) An integrated planning methodology based on

Educational Objectives (methodology of creating

the CM and DM);

b) Using pedagogical theories already consolidated

(Meaningful Learning and Bloom's Taxonomy);

c) Standardization of model presentation of the LO

(the object will be displayed graphically, following

the model of CM and DM);

d) Increased reusability of LO (the model used enables

integration between objects. For example, certain

content in an MC can reference another LO).

Thus, this model of LO aims to reduce the difficulties

mentioned earlier in section about the LO, through its

modeling as CM and DM. These tools will be used as

cognitive strategies for acquisition and representation of

knowledge and/or information during the drafting process

and reuse of Learning Objects and the Standard SCORM for

planning activities of a course, module, among other

activities.

CONCLUSION AND FUTURE WORK

Whereas an LO may be a digital resource, the main idea

of this paper is to develop a model of LO standardized using

the concepts that define an LO so that it meets mainly the



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characteristic of reusability. For this work, we adopted the

concept of LO defined by [21]. Regarding the educational

aspects, the development of LO with pedagogical theories

allows students to have a common understanding of a

specific area and can develop new models agreed in

collaboration with other students and teachers making the

process of teaching/learning multidisciplinary. Constructing

and reconstructing knowledge and skills, combining the

benefits and advantages of using LO and its development

technologies with the experience needed in the processes of

teaching and learning. In this context, the teachers of the

various areas addressed proposed LO can use to enhance

your teaching methodology.

An initial test in Moodle, which is in compliance with

SCORM, proved the feasibility of the model allows adapting

the learning environment to the needs of students. As future

work we intend to test the model proposed in educational

scenarios more realistic, for example, their application in the

planning of lessons by different teachers in different areas

and also its applicability in the classroom.

ACKNOWLEDGMENTS

The authors thank CAPES and FAPERN for issuing

research grants, equipment and financial support for carrying

out the same.

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A MODEL OF LEARNING OBJECT CENTERED ON THE PROCESS TEACHING-LEARNING

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