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Artículos de revistas 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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1

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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Prudencio, Dayanne Da Silva, and Lyvia Rocha de Jesus Araujo. "REA e bibliotecas: discussões sobre a importância da classificação e representação." Informação@Profissões 10, no. 3 (2021): 173. http://dx.doi.org/10.5433/2317-4390.2021v10n3p173.

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Objetivo: Discutir as manifestações dos recursos educacionais abertos (REA) nas bibliotecas, apresentar o método SPECC e o padrão de metadados IEEE LOM - Learning Object Metadata. Metodologia: Pesquisa de natureza exploratória e descritiva que utiliza pesquisa bibliográfica e abordagem qualitativa para a apresentação dos resultados. Resultados: Apresenta a importância dos processos de classificação e representação descritiva para a busca, acesso, uso e difusão dos recursos educacionais abertos. Conclusões: Conclui os processos de organização, classificação e representação de REA influenciam na

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Aguilar, Jose, Camilo Salazar, Henry Velasco, Julian Monsalve-Pulido, and Edwin Montoya. "Comparison and Evaluation of Different Methods for the Feature Extraction from Educational Contents." Computation 8, no. 2 (2020): 30. http://dx.doi.org/10.3390/computation8020030.

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This paper analyses the capabilities of different techniques to build a semantic representation of educational digital resources. Educational digital resources are modeled using the Learning Object Metadata (LOM) standard, and these semantic representations can be obtained from different LOM fields, like the title, description, among others, in order to extract the features/characteristics from the digital resources. The feature extraction methods used in this paper are the Best Matching 25 (BM25), the Latent Semantic Analysis (LSA), Doc2Vec, and the Latent Dirichlet allocation (LDA). The util

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ZGHIBI, Rachid. "المعيار الدولي ايزو 19788:إنشاء معيار عربي موحد لوصف المصادر التعليمية الرقمية". Cybrarians Journal, ISSN 1687-2215., № 44, décembre 2016 (20 грудня 2016): 24 p. https://doi.org/10.5281/zenodo.495594.

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This research aims to study the international ISO/IEC 19788 standard and the method used to create a unified Arab educational metadata standard. In the first part, we will discuss the definition of educational metadata with a particular focus on the standard Dublin Core and the standard LOM. In the second part, we will review the most important characteristics and advantages of ISO / IEC 19788 standard. In the last part, we will discuss and analyze the most important educational, cultural and linguistic characteristics of the Arab world and which must be taken into consideration when creating

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Dahl, Daniel, and Gottfried Vossen. "Lernobjekt-Metadatenerstellung in Zeiten des Web 2.0 (Learning Object Metadata Generation in the Web 2.0 Era)." i-com 6, no. 2 (2007): 31–38. http://dx.doi.org/10.1524/icom.2007.6.2.31.

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Die Ziele, die mit der Einführung des Metadatenstandards LOM verfolgt wurden (z. B. die Auffindbarkeit und die Wiederverwendbarkeit von Lernobjekten) werden aktuell trotz einer weit reichenden Verbreitung und Akzeptanz nur in geringem Maße erreicht: Aufgrund der großen Komplexität des Standards steht dem in der Theorie immensen Potential eine deutliche Zurückhaltung in der Praxis gegenüber. Dies lässt sich u. a. darauf zurückführen, dass der Prozess der Metadatenerstellung (wer erstellt wann wie welche Attribute) bislang nicht im Detail definiert ist. Dieses Papier zeigt einen Weg auf, der gle

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El Guemmat, Kamal, and Sara Ouahabi. "A Semantic Distances-Based Approach for a Deeply Indexing of Learning Objects." International Journal of Emerging Technologies in Learning (iJET) 14, no. 06 (2019): 27. http://dx.doi.org/10.3991/ijet.v14i06.9738.

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Educational search engines are important for users to find learning objects (LO). However, these engines have not reached maturity in terms of searching, they suffer from several worries like the deep extraction of notions which diminishes their performance. The purpose of this paper is to propose a new approach that allows depth extraction of LO’s notions to increase the relevance level of educational search engines. The proposed approach focuses on semi-automatic indexing of textual LO and more precisely the deeper relations of sentences that flesh out explanations. It based on linguis

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Engelhardt, Michael, Arne Hildebrand, Dagmar Lange, and Thomas C. Schmidt. "Semantic overlays in educational content networks – the hylOs approach." Campus-Wide Information Systems 23, no. 4 (2006): 254–67. http://dx.doi.org/10.1108/10650740610704126.

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PurposeThe paper, aims to introduce an educational content management system Hypermedia Learning Objects System (hylOs), which is fully compliant to the IEEE LOM eLearning object metadata standard. Enabled through an advanced authoring toolset, hylOs allows the definition of instructional overlays of a given eLearning object mesh.Design/methodology/approachIn educational content management, simple file distribution is considered insufficient. Instead, IEEE LOM standardised eLearning objects have been well established as the basic building blocks for educational online content. They are nicely

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El Borji, Yassine, and Essaid El Haji. "SG-LOM as Metadata Description for Serious Games to Benefit from LMS Monitoring Features." International Journal of Emerging Technologies in Learning (iJET) 17, no. 09 (2022): 257–72. http://dx.doi.org/10.3991/ijet.v17i09.29503.

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Compared to the conventional approach of e-learning, serious games are playing an increasingly important role in the educational sphere and reached a certain maturity to become a possible alternative to traditional methods of learning that is often seen as restrictive and boring sometimes by learners. This is due to the fact that young people today are familiar with new technologies and virtual worlds outside schools as part of their leisure. A habit that enable these young people to be immediately in the heart of the matter since they already have a video game culture (gameplay) that allows t

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Tarouco, Liane Margarida Rockenbach, Alessandra Pereira Rodrigues, and Marcelo Augusto Rauh Schmitt. "Integração do MOODLE com repositórios abertos." Perspectivas em Ciência da Informação 18, no. 1 (2013): 66–85. http://dx.doi.org/10.1590/s1413-99362013000100006.

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Com a disseminação da Tecnologia de Informação e Comunicação no ambiente educacional, aliada à proliferação de ferramentas de autoria, a quantidade de material educacional digital sendo produzido aumentou significativamente. Tal situação acarretou a necessidade de ampliar o escopo dos repositórios digitais, com o propósito de incluir, nesses ambientes, conteúdos educacionais digitais produzidos segundo a estratégia de Objetos de Aprendizagem (OA), com vistas a favorecer a disponibilização e a reusabilidade desses conteúdos. Com esse novo escopo, esse tipo de repositório passou a ser conhecido

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Sattar Chaudhry, Abdus, and Christopher S. G. Khoo. "Enhancing the quality of LIS education in Asia." New Library World 109, no. 7/8 (2008): 354–65. http://dx.doi.org/10.1108/03074800810888177.

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PurposeThis paper aims to describe continuing effort to develop a repository of teaching materials for sharing and reuse in library and information science (LIS) schools in Asia. It also aims to propose a framework for carrying out a user study to validate the taxonomy and metadata, and evaluate how they support the reuse of teaching materials in four Asian countries.Design/methodology/approachThis study uses a combination of approaches. The first phase focuses on building a repository of learning materials powered by taxonomy and metadata with enhanced searching and browsing capabilities. The

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Araújo, Marcelo Francisco de, Rodolfo Barroso, Anderson Teixeira Rolim, and Celso Leopoldo Pagnan. "Metadados em Objetos Digitais de Aprendizagem: Dois Casos de Literatura." Revista de Ensino, Educação e Ciências Humanas 19, no. 1 (2018): 24. http://dx.doi.org/10.17921/2447-8733.2018v19n1p24-29.

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Tradicionalmente centrados na fgura do professor, os contextos de ensino e de aprendizagem também são afetados, signifcativamente, pela introdução das TDIC no cotidiano. É nesse cenário que se destacam os Objetos Digitais de Aprendizagem. Na caracterização específca dos ODA, os metadados exercem função primordial. É a partir dessas instâncias, em que se organizam os sistemas digitais de busca e armazenamento de arquivos, que os ODA se diferenciam de outros objetos digitais disponíveis on-line. O presente trabalho verifca a caracterização dos metadados em dois objetos digitais de aprendizagem d

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Sameer Mohammed Majed Dandan. "Enhancing E-Learning Quality in Business Schools: Leveraging Communication Technologies in the Online Education Era." Journal of Information Systems Engineering and Management 10, no. 4s (2025): 283–96. https://doi.org/10.52783/jisem.v10i4s.499.

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Introduction: This study examines the influence of Quality Management Systems (QMS), such as ISO 9001 and EFQM, on e-learning environments in business and science schools. Objectives: It highlights how combining QMS with modern e-learning standards, including SCORM, Learning Object Metadata (LOM), and tools like wikis and blogs, enhances the scalability, consistency, and compatibility of online learning systems. Methods: The research applies a systematic review methodology (2020–2025) using a logical filtering framework. Results: The findings show that implementing QMS frameworks leads to impr

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Nahnybida, Andrii. "Standards for Presenting Educational Materials in Electronic Education Support Systems." NaUKMA Research Papers. Computer Science 6 (March 24, 2024): 69–75. http://dx.doi.org/10.18523/2617-3808.2023.6.69-75.

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As digital education experiences rapid growth, an increasing number of institutions are adopting e-learning standards for effective and efficient dissemination of information and educational materials. E-learning standards simplify content delivery, tracking, and management across various systems, thereby fostering flexibility and control in the learning process. Institutions can harness these standards to optimize content creation and delivery processes, saving time and resources, and enhancing student engagement.This article delves into four pivotal e-learning standards employed for presenti

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Mikmeková, Šárka, Martin Zouhar, Jan Čermák, et al. "Deep Learning-Powered Optical Microscopy for Steel Research." Machine Learning and Knowledge Extraction 6, no. 3 (2024): 1579–96. http://dx.doi.org/10.3390/make6030076.

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The success of machine learning (ML) models in object or pattern recognition naturally leads to ML being employed in the classification of the microstructure of steel surfaces. Light optical microscopy (LOM) is the traditional imaging process in this field. However, the increasing use of ML to extract or relate more aspects of the aforementioned materials and the limitations of LOM motivated us to provide an improvement to the established image acquisition process. In essence, we perform style transfer from LOM to scanning electron microscopy (SEM) combined with “intelligent” upscaling. This i

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Brooks, Christopher, and Gord McCalla. "Towards flexible learning object metadata." International Journal of Continuing Engineering Education and Life-Long Learning 16, no. 1/2 (2006): 50. http://dx.doi.org/10.1504/ijceell.2006.008917.

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Artha, Emilya Ully, Andi Widiyanto, and Nugroho Agung Prabowo. "The Readiness of Learning Object Materials during the COVID-19 Pandemic." CommIT (Communication and Information Technology) Journal 15, no. 1 (2021): 25–30. http://dx.doi.org/10.21512/commit.v15i1.6639.

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The current COVID-19 pandemic requires everyone to limit their activities outside home. This situation also affects the learning process, which requires students and teachers to do their work from home without having to meet face to face following the government policies in schools. Therefore, they must use electronic learning (e-learning) to solve these problems. However, this e-learning model has not been well responded by teachers for learning activities. The research examines the readiness of Learning Object Materials (LOM) during the pandemic at two vocational schools in Magelang. To asse

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Cebeci, Zeynel, and Yoldas Erdogan. "Tree View Editing Learning Object Metadata." Interdisciplinary Journal of e-Skills and Lifelong Learning 1 (2005): 099–108. http://dx.doi.org/10.28945/413.

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Vidal-Castro, Christian, Alejandra Andrea Segura Navarrete, Victor Menendez-Dominguez, and Claudia Martinez-Araneda. "Towards a holistic model for quality of learning object repositories." Electronic Library 35, no. 5 (2017): 953–76. http://dx.doi.org/10.1108/el-10-2015-0202.

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Purpose This paper aims to address the need to ensure the quality of metadata records describing learning resources. We propose improvements to a metadata-quality model, specifically for the compliance sub-feature of the functionality feature. Compliance is defined as adherence level of the learning object metadata content to the metadata standard used for its specification. The paper proposes metrics to assess the compliance, which are applied to a set of learning objects, showing their applicability and usefulness in activities related to resources management. Design/methodology/approach The

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Raza, Shaina, and SyedRaza Bashir. "Protecting the content through learning object metadata." Imam Journal of Applied Sciences 1, no. 1 (2016): 3. http://dx.doi.org/10.4103/2589-0603.191718.

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Sutejo, Agus, Rahmat Gernowo, and Michael Andreas Purwoadi. "Ontology learning from object-relational mapping metadata and relational database." Indonesian Journal of Electrical Engineering and Computer Science 33, no. 2 (2024): 1116. http://dx.doi.org/10.11591/ijeecs.v33.i2.pp1116-1125.

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Ontologies play an important role in representing the semantics of data sources. Building an ontology as a representation of domain knowledge from available data sources is not a simple process, particularly when dealing with relational data, which remains prevalent in existing knowledge systems. In this study, we create an ontology from a relational database using object-relational mapping (ORM) metadata as additional rules for mapping. Our method comprises two main phases: ontology schema construction using ORM metadata and the generation of ontology instances from the relational database. D

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Sutejo, Agus, Rahmat Gernowo, and Michael Andreas Purwoadi. "Ontology learning from object-relational mapping metadata and relational database." Indonesian Journal of Electrical Engineering and Computer Science 33, no. 2 (2024): 1116–25. https://doi.org/10.11591/ijeecs.v33.i2.pp1116-1125.

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Ontologies play an important role in representing the semantics of data sources. Building an ontology as a representation of domain knowledge from available data sources is not a simple process, particularly when dealing with relational data, which remains prevalent in existing knowledge systems. In this study, we create an ontology from a relational database using object-relational mapping (ORM) metadata as additional rules for mapping. Our method comprises two main phases: ontology schema construction using ORM metadata and the generation of ontology instances from the relational database. D

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Risdianto, Eko, Tri Ariani, and Yaspin Yolanda. "Pengembangan LOM (Learning Object Material) Interaktif Berbasis Video, Infografis, Animasi dan VR dalam Implementasi Pembelajaran Kolaboratif." Pengabdian Kepada Masyarakat Cendekia 3, no. 2 (2024): 59–65. https://doi.org/10.47637/pkmcendekia.v3i2.1506.

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Kegiatan ini dilaksanakan dengan tujuan untuk melatih para dosen di Universitas PGRI Silampari dalam mengembangkan LOM (Learning Object Material) interaktif berbasis video, infografis, animasi dan vr dalam implementasi pembelajaran kolaboratif. Kegiatan yang dilaksanakan pada 12 Juli 2024 ini berlangsung melalui Zoom dan diikuti oleh 38 orang dosen. Kuesioner tertutup dengan 4 pilihan jawaban digunakan sebagai alat penelitian. Analisis statistik deskriptif adalah metode analisis data yang digunakan. Hasil pengisian angket respon oleh peserta pelatihan dijadikan sebagai evaluasi kegiatan. Hasi

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Freire, Manuel, and Baltasar Fernandez-Manjon. "Metadata for Serious Games in Learning Object Repositories." IEEE Revista Iberoamericana de Tecnologias del Aprendizaje 11, no. 2 (2016): 95–100. http://dx.doi.org/10.1109/rita.2016.2554019.

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İnce, M., T. Yiğit, and A. H. Işık. "AHP-TOPSIS Method for Learning Object Metadata Evaluation." International Journal of Information and Education Technology 7, no. 12 (2017): 884–87. http://dx.doi.org/10.18178/ijiet.2017.7.12.989.

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Kulvietienė, Regina, Jelena Stankevič, and Irma Šileikienė. "Kursų tiekimo mechanizmas mokymo valdymo sistemoje." Lietuvos matematikos rinkinys 45 (December 18, 2005): 208–12. http://dx.doi.org/10.15388/lmr.2005.26590.

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Learning management systems (LMS) characterized by component architecture base on learning technology standards. Therefore, e-learning content can be developed by using different standalone authoring tools or repurposed from other applications content. SCORM and AICC are most popular standards. Requirements for SCORM e-learning components can be stated as: durability, accessibility, interoperability and reusability, therefore content standards include places for learning object metadata. Package includes content, metadata about the content, metadata about the course, and the course structure.

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Ardian, Aan, Febrianto Amri Ristadi, and Victor Elisananda. "Pengembangan Bahan Ajar pada Mata Kuliah Perawatan dan Perbaikan Mesin di Pendidikan Vokasional." Jurnal Dinamika Vokasional Teknik Mesin 6, no. 1 (2021): 1–8. http://dx.doi.org/10.21831/dinamika.v6i1.39542.

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Penelitian ini bertujuan untuk: (1) Menghasilkan produk media bahan ajar yang sesuai dengan kebutuhan Jurusan Pendidikan Teknik Mesin Universitas Negeri Yogyakarta, (2) Mengetahui kelayakan bahan ajar mata kuliah Perawatan dan Perbaikan Mesin Jurusan Pendidikan Teknik Mesin Universitas Negeri Yogyakarta. Peneliti menggunakan penelitian pengembangan Research and Development (RD). Subjek penelitian dan pengembangan bahan ajar ini yaitu 4 dosen ahli materi, 4 dosen ahli media, dan 46 mahasiswa Jurusan Pendidikan Teknik Mesin Universitas Negeri Yogyakarta. Penelitian ini menghasilkan produk bahan

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Azzi, Ibtissam, Abdelhay Radouane, Loubna Laaouina, Adil Jeghal, Ali Yahyaouy, and Hamid Tairi. "Fuzzy Classification Approach to Select Learning Objects Based on Learning Styles in Intelligent E-Learning Systems." Informatics 11, no. 2 (2024): 29. http://dx.doi.org/10.3390/informatics11020029.

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In e-learning systems, even though the automatic detection of learning styles is considered the key element in the adaptation process, it does not represent the main goal of this process at all. Indeed, to accomplish the task of adaptation, it is also necessary to be able to automatically select the learning objects according to the detected styles. The classification techniques are the most used techniques to automatically select the learning objects by processing data derived from learning object metadata. By using these classification techniques, considerable results are obtained via severa

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Venkata, Tadi. "Enhancing Real-Time AI Object Detection in High-Density Environments: The Role of Dynamic and Context-Aware Metadata." European Journal of Advances in Engineering and Technology 8, no. 12 (2021): 84–94. https://doi.org/10.5281/zenodo.13319211.

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In the rapidly evolving domain of computer vision, the synergy between artificial intelligence (AI) and metadata has catalyzed significant advancements in object detection capabilities. This study, titled "Enhancing Real-Time AI Object Detection in High-Density Environments: The Role of Dynamic and Context-Aware Metadata," investigates the influence of integrating dynamic and context-aware metadata on the accuracy and efficiency of AI-driven object detection systems. Focusing on high-density environments such as urban traffic and crowded public spaces, this research explores how real-time meta

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Blumenröhr, Nicolas, Thomas Jejkal, Andreas Pfeil, and Rainer Stotzka. "FAIR Digital Object Application Case for Composing Machine Learning Training Data." Research Ideas and Outcomes 8 (October 12, 2022): e94113. https://doi.org/10.3897/rio.8.e94113.

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The application case for implementing and using the FAIR Digital Object (FAIR DO) concept (Schultes and Wittenburg 2019), aims to simplify the access to label information for composing Machine Learning (ML) (Awad and Khanna 2015) training data.Data sets curated by different domain experts usually have non-identical label terms. This prevents images with similar labels from being easily assigned to the same category. Therefore, using them collectively for application as training data in ML comes with the cost of laborious relabeling. The data needs to be machine-interpretable and -actionable to

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Dahl, Daniel, and Gottfried Vossen. "Learning Object Metadata Generation in the Web 2.0 Era." International Journal of Information and Communication Technology Education 4, no. 3 (2008): 1–10. http://dx.doi.org/10.4018/jicte.2008070101.

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Palavitsinis, Nikolaos, Nikos Manouselis, and Salvador Sanchez-Alonso. "Metadata quality in learning object repositories: a case study." Electronic Library 32, no. 1 (2014): 62–82. http://dx.doi.org/10.1108/el-12-2011-0175.

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Allison-Cassin, Stacy, and Dean Seeman. "Metadata as Knowledge." KULA: Knowledge Creation, Dissemination, and Preservation Studies 6, no. 3 (2022): 1–4. http://dx.doi.org/10.18357/kula.244.

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Introduction to "Metadata as Knowledge," a special issue of KULA: Knowledge Creation, Dissemination, and Preservation Studies that takes up the critical relationship between metadata and knowledge. The issue includes articles and project reports that address metadata, hidden knowledge, and labour; standards versus expression; knowledge sharing and reuse of metadata; forays into open and shared knowledge; linked data, metadata translation, and discovery; and machine learning and knowledge graphs. Although rarely an object of notice or scrutiny by its users, metadata governsthe circulation of in

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Duval, Erik. "Metadata Standards: What, Who & Why." JUCS - Journal of Universal Computer Science 7, no. (7) (2001): 591–601. https://doi.org/10.3217/jucs-007-07-0591.

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In order to be able to (re-)use digital content, interested users must be able to identify and locate relevant documents. This requires descriptive data, nowadays generally referred to as metadata. Technical standards for a scaleable deployment on a global scale are required if we want to achieve a critical mass of resources. In this paper, we present the current status of ongoing work in this area, with a particular emphasis on the IEEE LTSC Learning Object Metadata standard [IEEE, 2001] and related developments in the context of the ISSS Learning Technologies Workshop [ISSS, 2001].

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Kim, Woo-Hyeon, Geon-Woo Kim, and Joo-Chang Kim. "Multi-Modal Deep Learning based Metadata Extensions for Video Clipping." International Journal on Advanced Science, Engineering and Information Technology 14, no. 1 (2024): 375–80. http://dx.doi.org/10.18517/ijaseit.14.1.19047.

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General video search and recommendation systems primarily rely on metadata and personal information. Metadata includes file names, keywords, tags, and genres, among others, and is used to describe the video's content. The video platform assesses the relevance of user search queries to the video metadata and presents search results in order of highest relevance. Recommendations are based on videos with metadata judged to be similar to the one the user is currently watching. Most platforms offer search and recommendation services by employing separate algorithms for metadata and personal informa

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Yahya, Yazrina, and Mohammed Yusoff. "Towards A Comprehensive Learning Object Metadata: Incorporation of Context to Stipulate Meaningful Learning and Enhance Learning Object Reusability." Interdisciplinary Journal of e-Skills and Lifelong Learning 4 (2008): 013–48. http://dx.doi.org/10.28945/364.

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Castillo, Sergio, and Gerardo Ayala. "Content Adaptation in Mobile Learning Environments." International Journal of Multimedia Data Engineering and Management 1, no. 4 (2010): 1–15. http://dx.doi.org/10.4018/jmdem.2010100101.

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In this paper, the authors present their proposal for adaptation of educational contents of learning objects to a particular mobile device and a specific learner. Content adaptation in mobile learning objects implies user adaptation and device adaptation, and requires additional metadata categories in comparison with SCORM 2004. This learning object content model, ALMA (A Learning content Model Adaptation), inherits from the SCORM standard a subset of metadata categories, and extends it with three top level metadata categories for content adaptation, i.e., Knowledge, Use, and Mobile Device Req

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Dagienė, Valentina, Tatjana Jevsikova, and Svetlana Kubilinskienė. "An Integration of Methodological Resources into Learning Object Metadata Repository." Informatica 24, no. 1 (2013): 13–34. http://dx.doi.org/10.15388/informatica.2013.382.

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Agaba, J. E. "Reusable Learning Object Metadata Adaptation for Higher Education Instructional Design." International Journal of E-Learning and Educational Technologies in the Digital Media 4, no. 3 (2018): 66–74. http://dx.doi.org/10.17781/p002524.

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Gluz, João, Ederson Silveira, Rodrigo Jardim Da Silva Luiz, and Jorge Luis Victória Barbosa. "Towards a Semantic Repository for Learning Objects: Design and Evaluation of Core Services." JUCS - Journal of Universal Computer Science 22, no. (1) (2016): 16–36. https://doi.org/10.3217/jucs-022-01-0016.

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Repositories form a central piece of the learning objects technology, providing storage spaces where the objects can be catalogued, located, and retrieved. However, repositories usually support only syntactical and morphological aspects of learning objects metadata for cataloguing and searching purposes. This article proposes two integrated systems, which provide the core services of a semantic repository of learning objects. MSSearch system uses ontology alignment techniques to create a semantic search engine and a semantic database for learning objects metadata. MSSearch supports the integra

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Chen, Yuhang. "Educational Resource Management in Grid Community Based on Learning Object Metadata Standard." International Journal of Emerging Technologies in Learning (iJET) 13, no. 11 (2018): 130. http://dx.doi.org/10.3991/ijet.v13i11.9606.

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To manage the educational resources of the grid community based on the standard of learning object metadata, the resource classification standard of the learning object metadata standard is taken as the basis of the grid community division. According to the principle of the classification of educational resources, and based on the characteristics of the grid management system and the features of the grid community, the construction and internal structure of grid community are discussed, and the idea of constructing peer community group is proposed. In accordance with the idea of peer community

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Koutsomitropoulos, Dimitrios A., and Georgia D. Solomou. "A learning object ontology repository to support annotation and discovery of educational resources using semantic thesauri." IFLA Journal 44, no. 1 (2017): 4–22. http://dx.doi.org/10.1177/0340035217737559.

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Open educational resources are currently becoming increasingly available from a multitude of sources and are consequently annotated in many diverse ways. Interoperability concerns that naturally arise can often be resolved through the semantification of metadata descriptions, while at the same time strengthening the knowledge value of resources. SKOS can be a solid linking point offering a standard vocabulary for thematic descriptions, by referencing semantic thesauri. We propose the enhancement and maintenance of educational resources’ metadata in the form of learning object ontologies and in

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