Knowledge elaboration plays a critical role in promoting knowledge acquisition and facilitating the retention of target knowledge in online collaborative discussions. Adopting a key-term-based automated analysis approach, we proposed an indicator framework to measure the level of knowledge elaboration in terms of coverage, activation, and…

The ability to effectively administrate educational resources in terms of accessibility, reusability and interoperability lies in the adoption of an appropriate metadata schema, able of adequately describing them. A considerable number of different educational metadata schemas can be found in literature, with the IEEE LOM being the most widely…

Electronic learning objects (LOs) are commonly conceived of as digital units of information used for teaching and learning. To facilitate their classification for pedagogical planning and retrieval purposes, LOs are complemented with metadata (e.g., the author). These metadata are usually restricted by a set of predetermined tags to which the…

The concept of learning objects has been applied in the e-learning field to promote the accessibility, reusability, and interoperability of learning content. Learning Object Metadata (LOM) was developed to achieve these goals by describing learning objects in order to provide meaningful metadata. Unfortunately, the conventional LOM lacks the…

Large-sized repositories of learning objects (LOs) are difficult to create and also to maintain. In this paper we propose a way to reduce this drawback by improving the classification mechanisms of the LO repositories. Specifically, we present a solution to automate the LO classification of the Universia repository, a collection of more than 15…

Nowadays, a wide range of initiatives are focused on providing solutions relating to the integration and reuse of different types of learning objects. This paper deals with the assembly of learning objects, one of the most difficult components for reuse. Our proposal takes into account the requirements and competencies defined for each learning…

In the context of the emerging paradigm of Lifelong Learning, competence-based learning is gradually attracting the attention of the Technology-Enhanced Learning community, since it appears to meet the 21st Century learning and training expectations of both individuals and organisations. On the other hand, the paradigm of Learning Objects--as a…

In various research areas, the availability of open datasets is considered as key for research and application purposes. These datasets are used as benchmarks to develop new algorithms and to compare them to other algorithms in given settings. Finding such available datasets for experimentation can be a challenging task in technology enhanced…

To increase the interoperability and reusability of learning objects, Advanced Distributed Learning Initiative developed a model called Content Aggregation Model (CAM) to describe learning objects and express relationships between learning objects. However, the suggested relations defined in the CAM can only describe structure-oriented…

With the flourishing development of e-Learning, more and more SCORM-compliant teaching materials are developed by institutes and individuals in different sites. In addition, the e-Learning grid is emerging as an infrastructure to enhance traditional e-Learning systems. Therefore, information retrieval schemes supporting SCORM-compliant documents…

With vigorous development of the Internet, especially the web page interaction technology, distant E-learning has become more and more realistic and popular. Digital courses may consist of many learning units or learning objects and, currently, many learning objects are created according to SCORM standard. It can be seen that, in the near future,…

With the rapid development of wireless communication and sensor technologies, ubiquitous learning has become a promising solution to educational problems. In context-aware ubiquitous learning environments, it is required that learning content is retrieved according to environmental contexts, such as learners' location. Also, a learning content…

This paper presents an ontology-based framework aimed at explicit representation of context-specific metadata derived from the actual usage of learning objects and learning designs. The core part of the proposed framework is a learning object context ontology, that leverages a range of other kinds of learning ontologies (e.g., user modeling…

Game-based learning is becoming popular in the academic discussion of Learning Technologies. However, even though the educational potential of games has been thoroughly discussed in the literature, the integration of the games into educational processes and how to efficiently deliver the games to the students are still open questions. This paper…

The information overload in learning and teaching scenarios is a main hindering factor for efficient and effective learning. New methods are needed to help teachers and students in dealing with the vast amount of available information and learning material. Our approach aims to utilize contextualized attention metadata to capture behavioural…