Bibliografías temáticas / Learning Object Metadata (LOM)

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Literatura académica sobre el tema "Learning Object Metadata (LOM)"

Autor: Grafiati
Publicado: 3 de junio de 2025
Última modificación: 31 de julio de 2025

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Artículos de revistas sobre el tema "Learning Object Metadata (LOM)"

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Saleh, Mostafa S. "Building Interoperable Learning Objects Using Reduced Learning Object Metadata." E-Learning and Digital Media 2, no. 3 (2005): 299–313. http://dx.doi.org/10.2304/elea.2005.2.3.9.

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The new e-learning generation depends on Semantic Web technology to produce learning objects. As the production of these components is very costly, they should be produced and registered once, and reused and adapted in the same context or in other contexts as often as possible. To produce those components, developers should use learning standards to describe these objects in order to support interoperability. IEEE Learning Object Metadata (LOM) is the most dominant standard for describing learning objects, in which 76 different elements are used to describe the different aspects of e-learning.
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Kubilinskienė, Svetlana, and Inga Žilinskienė. "Mokymosi objektų metaduomenų analizė: valdomų žodynų reikšmės." Informacijos mokslai 50 (January 1, 2009): 95–100. http://dx.doi.org/10.15388/im.2009.0.3299.

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Pagrindinis straipsnio tikslas yra išanalizuoti mokymosi objektų (MO) metaduomenų standarto LOM (angl. Learning Object Metadata) edukacinės dalies 5.2 elementą (MO tipą) nagrinėjant stambiausius Europos mokslo ir technologijų projektus bei LOM standarto taikymo modelių valdomų žodynų reikšmes. Remdamosi MO metaduomenų standarto taikymo modelio elementų tobulinimo principais ir atliktos analizės rezultatais autorės siūlo originalų patobulintą ir praplėstą MO tipo valdomą žodyną, kuris remiasi LOM standarto ir kitais valdomais žodynais. Valdomo žodyno reikšmių tikslumas ir vienareikšmiškumas lei
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Morgado, Erla M. Morales, Rosalynn A. Campos Ortuño, Ling Ling Yang, and Tránsito Ferreras-Fernández. "Adaptation of Descriptive Metadata for Managing Educational Resources in the GREDOS Repository." International Journal of Knowledge Management 10, no. 4 (2014): 50–72. http://dx.doi.org/10.4018/ijkm.2014100104.

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In this paper the authors describe a Project entitled “Divulgación de Recursos Educativos Digitales (DIRED)” (Divulgation of Digital Educational Resources) addressed to promoting specific educational resources and mobile apps for educational proposals in order to manage them through the institutional repository of the Salamanca University (GREDOS). The authors present a proposal for describing learning objects based on pedagogical information, digital competences and learning styles. The authors also suggest educational information for classifying useful mobile apps. To achieve their suitable
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Abarius, Povilas. "Mokymosi objektų metaduomenų informacinė sistema Vilniaus universiteto elektroninio mokymosi ištekliams valdyti ir vertinti." Informacijos mokslai 55 (January 1, 2011): 93–102. http://dx.doi.org/10.15388/im.2011.0.3163.

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Straipsnyje analizuojamos Vilniaus universiteto elektroninio mokymosi išteklių aprašymo pagal mokymosi objektų metaduomenų (LOM) standartą metakalbos kūrimo problemos. Mokymosi ištekliams vertinti iš LOM schemos buvo atrinktos interaktyvumo lygio ir tipo, testavimo ir savitikros, daugialypės terpės, mokymosi objektų naudojimo charakteristikos. Informacijos sistemai kurti buvo panaudota informacijos saugojimo ir paieškos sistema „CDS/ISIS for Windows“ (UNESCO). Sistema buvo naudojama priimant sprendimus dėl informacijos išteklių migravimo iš virtualios mokymosi terpės „Blackboard Vista WebCT“ į
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Laaziz, El Hassan, and Elmustapha Elkhouzai. "A Metadata Model Proposal for Simulation Based E-learning." International Journal of Recent Contributions from Engineering, Science & IT (iJES) 5, no. 1 (2017): 16. http://dx.doi.org/10.3991/ijes.v5i1.6349.

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<p class="Abstract">Existing E-learning standards and specifications present a great basis for the development of E-learning, on line and distance learning contents that are accessible, interoperable, durable and reusable. E-learning contents are supported by these standards as well as by the LMS (Learning Management System) or web technologies compliant to them. However, simulation based contents or learning objects are less integrated in the E-learning contents than other learning objects, partially because standards and specification don’t pay much attention to more specify them in te
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Haffar, Nafaa, Mohsen Maraoui, Shadi Aljawarneh, Mohammed Bouhorma, Abdallah Altahan Alnuaimi, and Bilal Hawashin. "Pedagogical Indexed Arabic Text in Cloud E-Learning System." International Journal of Cloud Applications and Computing 7, no. 1 (2017): 32–46. http://dx.doi.org/10.4018/ijcac.2017010102.

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The Cloud E-Learning Systems for the Arabic language are relevant environments in many areas of training (teaching Arabic language) but also pose problems related to their creation tedious, costly in resources and time, and problems related to the search for information because of the increasing amount of information available and because of the methods of indexing, which is based on static methods such as keyword search that makes irrelevant the research process. For this, a new method of indexation is required. In this paper, a new Arabic text is proposed indexing approach using the creation
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Rajabi, Enayat, Miguel-Angel Sicilia, and Salvador Sanchez-Alonso. "Interlinking educational resources to Web of Data through IEEE LOM." Computer Science and Information Systems 12, no. 1 (2015): 233–55. http://dx.doi.org/10.2298/csis140330088r.

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The emergence of Web of Data enables new opportunities for relating resources identified by URIs combined with the usage of RDF as a lingua franca for describing them. There have been to date some efforts in the direction of exposing learning object metadata following the conventions of Linked Data. However, they have not addressed an analysis on the different strategies to expose Linked Data that could be used as a basis for leveraging the metadata currently curated in repositories following common conventions and established standards. This paper describes an approach for exposing IEEE LOM m
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Essalmi, Fathi, Leila Jemni Ben Ayed, Mohamed Jemni, Kinshuk, and Sabine Graf. "Selection of appropriates E-learning personalization strategies from ontological perspectives." Interaction Design and Architecture(s), no. 9_10 (September 20, 2010): 65–84. http://dx.doi.org/10.55612/s-5002-009_10-005.

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When there are several personalization strategies of E-learning, authors of courses need to be supported for deciding which strategy will be applied for personalizing each course. In fact, the time, the efforts and the learning objects needed for preparing personalized learning scenarios depend on the personalization strategy to be applied. This paper presents an approach for selecting personalization strategies according to the feasibility of generating personalized learning scenarios with minimal intervention of the author. Several metrics are proposed for putting in order and selecting usef
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Virrueta Gordillo, Aremy Olaya, and Rodolfo Esteban Ibarra Orozco. "On a LS-Adaptive Learning Objects Creation Methodology Using LOM Metadata." Research in Computing Science 56, no. 1 (2012): 69–76. http://dx.doi.org/10.13053/rcs-56-1-8.

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Yamada, Tsuneo, and Yosuke Morimoto. "UTILIZATION OF METADATA FOR QUALITY ASSURANCE IN THE INTERNATIONAL SHARING AND REUSE OF OPEN EDUCATIONAL RESOURCES." Asian Association of Open Universities Journal 5, no. 1 (2010): 24–31. http://dx.doi.org/10.1108/aaouj-05-01-2010-b004.

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In order to sustain the development and utilization of learning content under the limited financial and human resources, the sharing and reuse of open educational resources (OERs) have been promoted in various school levels and disciplines. In many countries, central organization(s) collect both learning content and its metadata, and provide them to learners and teachers with distinctive value‐added services from their portals. Collaborations among the national portals have also emerged beyond borders.Global Learning Object Brokered Exchange (GLOBE) is an international consortium of the hub or
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Tesis sobre el tema "Learning Object Metadata (LOM)"

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Balog-Crisan, Radu. "La modélisation d'objets pédagogiques pour une plateforme sémantique d'apprentissage." Thesis, Besançon, 2011. http://www.theses.fr/2011BESA1050.

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Afin de rendre les objets pédagogiques (OP) accessibles, réutilisables et adaptables, il est nécessaire de les modéliser. Outre la forme et la structure, il faut aussi décrire la sémantique des OP. Ainsi, nous proposons un schéma de modélisation d'OP d'après la norme LOM (Learning Object Metadata), en utilisant un modèle de données de type RDF (Ressource Description Framework). Pour encoder, échanger et réutiliser les métadonnées structurées d'OP, nous avons implémenté l'application RDF4LOM (RDF for LOM). Le recours aux outils du Web sémantique nous permet de proposer le prototype d'une platef
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Fung, Sze-tat, and 馮思達. "Learning path optimization with incomplete learning object metadata." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B47169850.

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One of the fundamental concerns of instructional design is pedagogical sequencing which is a practice of organizing course materials according to the underlying knowledge structure and concept dependency. In the conventional settings, like the secondary schools or tertiary institution, instructors are required to interpret learning materials by their own domain knowledge. But in many online learning systems, analyzing and interpreting learning materials are very challenging due to the lack of instructional contexts and pedagogical attributes of the learning units. The learning objects and
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Motelet, Oliver. "Improving Learning-Object Metadata Usage During Lesson Authoring." Tesis, Universidad de Chile, 2007. http://www.repositorio.uchile.cl/handle/2250/102887.

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Ciencias de la Computación<br>Para lograr coherencia y flexibilidad en unidades de aprendizaje basadas en documentos multimedia, varios autores han recomendado estructurar los componentes de los cursos en grafos. En un grafo de curso, los recursos educacionales son encapsulados como objetos de aprendizaje (LO - Learning Objects) con sus respectivos metadatos (LOM - Learning-Object Metadata) y son interconectados con relaciones de varios tipos retóricos y/o semánticos. Los grafos de recursos son almacenados en repositorios en los cuales los metadatos sirven para facilitar su recuperación y reut
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Mason, Robert T. "Interoperability Gap Challenges for Learning Object Repositories & Learning Management Systems." NSUWorks, 2011. http://nsuworks.nova.edu/gscis_etd/231.

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An interoperability gap exists between Learning Management Systems (LMSs) and Learning Object Repositories (LORs). Learning Objects (LOs) and the associated Learning Object Metadata (LOM) that is stored within LORs adhere to a variety of LOM standards. A common LOM standard found in LORs is the Sharable Content Object Reference Model (SCORM) Content Aggregation Model (CAM). In contrast, LMSs are independent computer systems that manage and deliver course content to students via a web interface. This research addressed three important issues related to the interoperability gap: (a) a lack of a
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Silva, Muñoz Lydia. "Ontology-based metadata for e-learning content." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2004. http://hdl.handle.net/10183/6207.

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Atualmente a popularidade da Web incentiva o desenvolvimento de sistemas hipermídia dedicados ao ensino a distância. Não obstante a maior parte destes sistemas usa os mesmos recursos do ensino tradicional, apresentado o conteúdo como páginas HTML estáticas, não fazendo uso das novas tecnologias que a Web oferece. Um desafío atual é desenvolver sistemas educativos que adaptem seu conteúdo ao estilo de aprendizagem, contexto e nível de conhecimento de cada aluno. Outro assunto de pesquisa é a capacidade de interoperar na Web reutilizando objetos de ensino. Este trabalho apresenta um enfoque que
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Kubilinskienė, Svetlana. "Extended metadata model for digital learning resources." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2012. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2012~D_20120402_093822-17816.

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The key aim of using information technology (IT) in learning is to increase the learning quality and efficiency, to facilitate a learner’s and a teacher’s work. We can distinguish two main directions of IT application in training: (1) if applying IT we strive to improve the traditional methods; (2) if new methods are developed that are applicable only if IT is used. In both cases, sharing the good experience of teachers and mastering of the learning methods are of great importance. The research work is meant for solving the problems of using methodological resources and learning methods, which
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Balatsoukas, Panagiotis. "Learning object metadata surrogates in search result interfaces : user evaluation, design and content." Thesis, Loughborough University, 2009. https://dspace.lboro.ac.uk/2134/33976.

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The purpose of this research was to evaluate user interaction with learning object metadata surrogates both in terms of content and presentation. The main objectives of this study were: (1) to review the literature on learning object metadata and user-centred evaluation of metadata surrogates in the context of cognitive information retrieval (including user-centred relevance and usability research); (2) to develop a framework for the evaluation of user interaction with learning object metadata surrogates in search result interfaces; (3) to investigate the usability of metadata surrogates in se
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Silva, Pino César Alfonso. "Creación Colaborativa de Metadata para Objetos de Aprendizaje." Tesis, Universidad de Chile, 2007. http://www.repositorio.uchile.cl/handle/2250/104497.

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Kubilinskienė, Svetlana. "Išplėstas skaitmeninių mokymosi išteklių metaduomenų modelis." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2012. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2012~D_20120402_093814-01973.

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Pagrindinis informacinių technologijų (IT) naudojimo mokymuisi tikslas – didinti mokymosi kokybę ir efektyvumą, lengvinti besimokančiojo ir mokytojo darbą. Galima išskirti dvi IT taikymo ugdymui kryptis: 1) kai naudojant IT siekiama gerinti tradicinius metodus 2) kai sukuriami nauji metodai, kuriuos taikyti įmanoma tik naudojant IT. Abiem atvejais svarbus mokytojų gerosios patirties dalijimasis, mokymosi metodų įvaldymas. Disertacinis darbas skirtas metodinių išteklių ir mokymosi metodų naudojimo problemoms, kylančioms dėl informacijos nepakankamumo mokymosi objektų (MO) metaduomenų saugyklose
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Castellanos, Ardila Julieth Patricia. "Linked data for improving student experience in searching e-learning resources." Thesis, Malmö högskola, Fakulteten för teknik och samhälle (TS), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-20413.

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The collection and the use of data on the internet with e-learning purposes are tasks made by many people every day, because of their role as teachers or students. The web provides several data sources with relevant information that could be used in educational environments, but the information is widely distributed, or poorly structured. Also, resources on the web are diverse, sometimes with high quality, but sometimes not. These situations involve a difficult search of e-learning resources, and therefore a lot of time invested, because the search process – typing, reasoning, selecting, usin
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Libros sobre el tema "Learning Object Metadata (LOM)"

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Friesen, Norm. CanCore guidelines for the implementation of learning object metadata (IEEE 1484.12.1-2002). 2nd ed. Athabasca Univ., 2004.

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Blokdyk, Gerardus. Learning object metadata: Standard Requirements. CreateSpace Independent Publishing Platform, 2018.

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Capítulos de libros sobre el tema "Learning Object Metadata (LOM)"

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Abdel-Qader, Mohammad, Ahmed Saleh, and Klaus Tochtermann. "The Technical Specifications and Requirements for Connecting OER Repositories Using the LOM Standard." In Distributed Learning Ecosystems. Springer Fachmedien Wiesbaden, 2023. http://dx.doi.org/10.1007/978-3-658-38703-7_12.

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AbstractOne of the goals of creating Open Educational Resources (OER) is to increase their accessibility for more learners. Connecting the different repositories that provide that these OER use one standard can help achieve that goal. In this chapter, we give detailed specifications and requirements for connecting different OER repositories using the Learning Object Metadata (LOM) standard from a technical point of view. We define the used technical terms and show how the process is working at the back end. More specifically, for each stage of connecting repositories, starting from harvesting
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Psyrra, Georgia, and Eleni Mangina. "Harvesting Metadata for XR Digital Learning Objects." In Higher Education Learning Methodologies and Technologies Online. Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-29800-4_43.

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AbstractThe current work is a proposal for Moodle administrators who aim to provide content creators and teachers with capabilities to describe in a semi-automatic way their learning resources with LOM-based metadata and make these metadata available to search service providers so that other stakeholders can easily find and retrieve them. It was composed within ARETE project to support reusability and discoverability of 3D/AR and other types of educational resources included in the project’s Moodle digital repository.Aiming on utilizing previous work on this domain, the code of two existing pl
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Menzel, Michael. "Developing a Metadata Profile for Higher Education OER Repositories." In Distributed Learning Ecosystems. Springer Fachmedien Wiesbaden, 2023. http://dx.doi.org/10.1007/978-3-658-38703-7_14.

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AbstractTo provide Open Educational Resources (OER) according to the recognised FAIR principles (improve Findability, Accessibility, Interoperability, and Reuse of digital assets), it is necessary to describe the educational material by means of meaningful metadata. There are conflicting demands to comply with. On the one hand, the educational resources should be described in as much detail as possible for accurately fitting search results. On the other hand, only strictly necessary information should be obligatory to keep the obstacles for authors as low as possible. An additional goal is to
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Brasher, Andrew, and Patrick McAndrew. "Human-Generated Learning Object Metadata." In On the Move to Meaningful Internet Systems 2004: OTM 2004 Workshops. Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-540-30470-8_83.

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Kaya, Galip, and Arif Altun. "A Learner Model for Learning Object Based Personalized Learning Environments." In Metadata and Semantic Research. Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24731-6_35.

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Cechinel, Cristian, Salvador Sánchez-Alonso, Miguel-Ángel Sicilia, and Merisandra Côrtes de Mattos. "Descriptive Analysis of Learning Object Material Types in MERLOT." In Metadata and Semantic Research. Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-16552-8_30.

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Cardinaels, Kris, Erik Duval, and Henk Olivié. "A Formal Model of Learning Object Metadata." In Innovative Approaches for Learning and Knowledge Sharing. Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11876663_8.

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Talha, Norhaizan Mat, Ismail Rohani, and Zaleha Abd Rahim. "Metadata for Online Resources and Learning Object." In Digital Libraries: Technology and Management of Indigenous Knowledge for Global Access. Springer Berlin Heidelberg, 2003. http://dx.doi.org/10.1007/978-3-540-24594-0_51.

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Cao, Yang, Fuhua Lin, Rory McGreal, et al. "Facilitating E-learning with a MARC to IEEE LOM Metadata Crosswalk Application." In Innovations in Applied Artificial Intelligence. Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-540-24677-0_76.

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Segura, Alejandra, Christian Vidal, Victor Menendez, Alfredo Zapata, and Manuel Prieto. "Exploring Characterizations of Learning Object Repositories Using Data Mining Techniques." In Metadata and Semantic Research. Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-04590-5_20.

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Actas de conferencias sobre el tema "Learning Object Metadata (LOM)"

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Li, Yan. "Precise Push Approach for Individualized Teaching Materials using Learning Object Metadata." In 2024 Second International Conference on Networks, Multimedia and Information Technology (NMITCON). IEEE, 2024. http://dx.doi.org/10.1109/nmitcon62075.2024.10698937.

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Multisari, Widya, Ella Faridati Zen, and Adi Atmoko. "Enhancing Adaptive Learning in Technological Era: Creating Learning Object Material (LOM) in Digital Micro Module Design Based on Case Method." In 2024 10th International Conference on Education and Technology (ICET). IEEE, 2024. https://doi.org/10.1109/icet64717.2024.10778426.

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Mason, Robert. "Interoperability Gap Challenges for Learning Object Repositories & Learning Management Systems." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3079.

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An interoperability gap exists between Learning Management Systems (LMS) and Learning Ob ject Repositories (LOR). LORs are responsible for the storage and management of Learning Objects and the associated Learning Object Metadata (LOM). LOR(s) adhere to various LOM standards depending up the requirements established by user groups and LOR administrators. Two common LOM standards found in LORs are CanCore (Canadian LOM standard) and the Sharable Content Object Reference Model (SCORM) Content Aggregation Model (CAM). In contrast, LMSs are independent computer systems that manage and deliver cour
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Mohan, Permanand. "Learning Object Repositories." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2908.

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In order to reuse learning objects created by others, they must be made available to potential users on the Web, and services must be provided to allow users to discover, obtain rights to, and use these learning objects in their own instructional scenarios. In the learning object economy, these services are typically provided by learning object repositories, which are collections of learning objects that are accessible to users via a network without prior knowledge of the structure of the collections. This chapter discusses the important role played by learning object repositories in the learn
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"METADATA CHALLENGES IN INTRODUCING THE GLOBAL IEEE LEARNING OBJECT METADATA (LOM) STANDARD IN A LOCAL ENVIRONMENT." In 3rd International Conference on Web Information Systems and Technologies. SciTePress - Science and and Technology Publications, 2007. http://dx.doi.org/10.5220/0001280704270432.

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"LEARNING OBJECT MANAGEMENT AND EVALUATION - Working with IMS Specifications and Metadata on AHKME LOM Tool." In 2nd International Conference on Web Information Systems and Technologies. SciTePress - Science and and Technology Publications, 2006. http://dx.doi.org/10.5220/0001246402130220.

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MACHADO, BRUNA ANDRADE, FERNANDO BERNARDI DE SOUZA, and JOSE DE SOUZA RODRIGUES. "Definição de Metadados para Jogos Educacionais a partir do Learning Object Metadata (LOM) na perspectiva de docentes em Engenharia de Produção." In ENEGEP 2023 - Encontro Nacional de Engenharia de Produção. ENEGEP 2023 - Encontro Nacional de Engenharia de Produção, 2023. http://dx.doi.org/10.14488/enegep2023_tn_st_408_2011_45737.

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Baldiris, Silvia, Cecilia Avila, Paola Andrea Rivera, Juan Carlos Guevara, and Ramon Fabregat. "Web editing module for tagging metadata of the Fedora Commons repository learning objects under DRD and LOM standards." In 2011 Frontiers in Education Conference (FIE). IEEE, 2011. http://dx.doi.org/10.1109/fie.2011.6142750.

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Mason, Robert, and Timothy Ellis. "Extending SCORM LOM." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3394.

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The purpose of this discussion paper is to examine approaches for extending the ADL SCORM standard with additional metadata based on ADL approved methods. An introduction to the ADL SCORM standard is presented followed by a description of the SCORM components. Examples of how SCORM is lacking LOM in the areas pedagogy, adaptive learning and learning assessment data are then discussed. According to ADL guidelines, there are three predefined methods to extend SCORM: (a) adding new metadata elements, (b) adding new vocabulary for elements, and (c) references to an internal or external XML files u
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Ghebghoub, Ouafia, Marie-Hélène Abel, and Claude Moulin. "Learning Object Indexing Tool Based on a LOM Ontology." In 2008 Eighth IEEE International Conference on Advanced Learning Technologies. IEEE, 2008. http://dx.doi.org/10.1109/icalt.2008.290.

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