1. introduction 2. review of learning object models ...

American Journal of Innovative Research and Applied Sciences. ISSN 2429-5396 I

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REVIEW ARTICLE

COMPARISON OF RECENT MODELING METHODS FOR DEVELOPING LEARNING OBJECT | Abdulbasit Nuhu Musa1| Zahraddeen Sufyanu1| and |Musa Shuaibu1| 1.

Faculty of Informatics and Computing | Universiti Sultan Zainal Abidin (UniSZA) | Kuala Terengganu| Malaysia| | Received |27 December 2015|

| Accepted | 8 January 2016|

|Published | 20 January 2016|

ABSTRACT

Background: Many efforts are put forward towards harnessing the demand for developing well-organized models for learning object via the use of technological resources. The modeling of learning object is a mechanism used to formalize the flow of activities, roles and actors that are needed for its structuration and development. It is a laborious task aimed to produce high quality educational materials for teaching and learning. Objectives: The aim of this work is first, to contribute to the comprehension of the diverse structures and composite natures of learning object development and second to compare certain available learning object development models in-line with their adopted procedures. Methods: For this purpose, learnativity content method used in determining various learning object development strategies is adopted especially due to its ability to handle various modeling methods irrespective of their openness and composite nature. The diversities of the selected models were compared based on the elements of the learnativity content method. These elements are information object, content asset, learning environment, learning component and learning object. Results: The result revealed that all the learning object models strive for the development of learning materials though with diverse approaches and focus via the learning object elements. Conclusions: The study provided clear interpretations for various learning object development models, to increase the understanding of their structuration processes, modeling approaches and composite nature. Keyword: Learning Object Modeling, Learning Object Structuration, Learning Object Standards

1. INTRODUCTION Education consists of teaching and learning materials that are used by human beings to acquire knowledge and progress in life. Many efforts are being put in place by educational communities to develop modular learning objects that can be accessible via the use of technology or large content repositories [1]. The learning objects are developed using technology in order to establish an advanced form of teaching and learning approach. From a technological point of view, learning objects must be formally defined in terms of Educational Modeling Languages (EMLs), thereby allowing their execution and usage in a Learning Management System (LMS) environment [2]. This helps to provide a highly organized structure for developing and processing the learning objects [3]. Despite the availability of certain definitions, models and formats for learning objects, there are still limited identified processes for the development of the learning object(s) and as a result it is open to many interpretations and discussions due to its complex nature. Tocháček (2015) stated that, “Neither the way of archiving nor of accessing the learning object has been standardized ” [4]. The lack of concrete specifications can obstruct the vital aim of a learning object which is to support interoperable exchange of content packages [5]. Hence, the process for the learning object structuration is being redefined in order to establish a more comprehensive approach that can meet the modern educational demands.

2. REVIEW OF LEARNING OBJECT MODELS Learning object has been defined by the IEEE-LTSC working group (Institute of Electrical and Electronics EngineersLearning Technology Committee Standards) as “any entity, digital or non-digital, which can be used, reused or referenced

during technology supported learning…Examples of learning object include multimedia content, instructional content, learning objectives, instructional software and software tools, and persons, organizations, or events referenced during technology supported learning” [6].

Models for learning object in particular defined a formalized framework in which the learning object can be structured in terms of formats, roles, actors and flow of activities. Some of the recent models include Integrated Modeling ApproachConceptual, Instructional and Didactic (IMACID), Formal Learning Object Model (FLOM), Learning Object Development Method (LODM) and Learning Object Design and Sequencing Theory (LODAS) models which are the current redefined model approaches for handling leaning object structure and processes. 2.1. Integrated Modeling Approach-Conceptual, Instructional and Didactic (IMACID) Integrated Modeling Approach-Conceptual Instructional and Didactic Model (IMA-CID MODEL) is a cohesive method that is developed to model educational contents. It consists of a set of models, namely, conceptual, instructional and didactic

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models. Each one describes specific aspects of the development of the learning object. The conceptual part of the model entails the knowledge domain in terms of educational concepts and the relationship among them. It is fragmented into two: as structural relations and domain specific relationship. The structural relations are used to create concept nomenclatures and inference for the learning object domains. Domain specific relationships are established by the developers to assign meaning and semantics to subjects under consideration. The instructional model consists of additional details that can be used to develop the educational contents. These details include facts, principles, procedures, examples and work exercises constructed via an adopted Hypertext Model Based on Statecharts (HMBS) approach. Abstract Learning Object Content Model-Ontology (ALOCoM-Ontology) is also used for the representation of the learning objects (audio, video, animations, text links and images). This is used because it supports the representation of the components in XML schema to allow the importation or exportation of the contents with respect to Sharable Content Object Reference Model (SCORM) and Learning Object Metadata (LOM) standards. The didactic model generates the basics needed to structure the presentation of the conceptual and instructional components of the model. It is used to signify the dynamic settings for the learning objects in terms of its characteristics, learners and teachers. It also provides a navigational sequence that allows the users to choose which learning object to use during execution time. IMACID is depicted via the use of ontology to construct an effective understanding of the components of the model in terms of usage, reuse and sharing among the developers. The model has been implemented via software called IMA-Tool to show the applicability of the models for the generation of the learning objects [7-2]. Figure 1 shows the Architecture of Integrated Modeling Approach-Conceptual Instructional and Didactic Model (IMACID MODEL).

Figure 1: The figure presents the architecture of Integrated Modeling Approach-Conceptual Instructional and Didactic Model [7] 2.2. Learning Object Design and Sequencing (LODAS) This is a model proposed by Wiley (2001) to handle scope and design (granularity) as well as combination (sequencing) in managing learning object resources [8]. LODAS addresses the use of learning contents and the amount of reuse in relation to the chosen objects of the content. It is modelled based on Elaboration Theory (ET), Domain Theory (DT), Work Model Synthesis and Four-Component Instructional Design Model to provide a process for designing and dealing with various learning objects. LODAS is a model that tends to provide nomenclature and guidance in developing different types of learning object(s). It consists of six phases, namely:  Preliminary activities: this is used to define the relevance of utilizing learning object design and sequencing in providing and accomplishing the goals of the desired learning object.  Content analysis and synthesis: this is used to establish the intellectual abilities to attain the goals of teaching by breaking larger activities into smaller units to be accomplished and amalgamated to form the learning material for usage.

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Design practice and information presentation: this is used to establish all the elements needed for meeting each individual activity. Learning object selection and design: this is used to conduct a critical assessment of the current learning objects available in metadata sources in order to develop new ones. Learning object sequencing: this is used to arrange the learning object resources in relation to their cognitive difficulties. Loop back for quality improvement regarding the phases: this is used to conduct quality improvement via formative and summative evaluations on the developed learning objects [8-6].

2.3. Formal Learning Object Model (FLOM) This is a model proposed for modelling the management of leaning object entailing roles, tasks and interactions among the users. Additionally, the tasks involve working on learning objects (LOs) to form the course modules. Roles define the type of users in the environment and interaction depicts the contact between the roles and the tasks. The model involves the collaboration of the facilitators and learners. Facilitators outline the learning objects to be produced and the learner contributed by creating the learning objects in relation to the specification of the facilitator. The model consists of composition and group model. The composition model deals with the structure of the leaning objects whereas group model handles the behavior and roles of the contributors in developing the learning object. The amalgamated models show the interaction and sketch for each assigned activities and roles on the learning object. This is conducted based on the following six phases:  Analysis: this is the process in which the facilitators outline the topics to be managed and included under each learning object in relation to the learning objectives at hand.  Design: this is the phase in which the learners establish the digital contents to be used in the creation of the learning objects.  Development: this is the stage in which the established digital contents are transformed into a complete learning material.  Evaluation: this is the phase in which the efficacy and usefulness of the learning object is evaluated.  Feedback: this is the stage in which teachers deliver their opinion on the quality of the learning-teaching materials provided.  Deployment: this is where the learning materials are delivered to the users via a technological platform [9]. The framework of Formal Learning Object Model is demonstrated in figure 2.

Figure 2: The figure presents the Framework of Formal Learning Object Model [9] 2.4. Learning Object Development Method (LODM) Learning Object Development Method (LODM) is a model that is partially supported by Learning Object Development Environment (LODE) in the development of an open and collaborative learning object. It is basically an extension of IMACID model in addition to adopting model-driven development approach to model the learning object from learning objective definition to the content generation via a technological environment. It extracts the main concepts of the learning object and their relationship from an existing didactic content through a data mining approach. The text of the

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American Journal of Innovative Research and Applied Sciences. ISSN 2429-5396 I

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didactic material is extracted, preprocessed and analyzed thereby building a concept map to generate the learning object. This also allows the collaborative editing of the concepts and their exportation as an XML document (CXL – Concept Mapping Extensible Language) hence providing the automatic transformation of the content via model-driven development. LODM also uses Statecharts that defines UML profiles for educational information such as concepts, course items and instructional elements. This helps to build the instructional model and support the utilization of UML, common data model and interchange formats (XML metadata interchange). Lastly, State Hypertext Model Based on Statecharts (SHMBS) is used to assemble the state of the content structural organization and the browsing nature of the hyperdocuments in terms of its dynamically defined stereotypes [2].

3. MATERIALS AND METHODOLOGY The comparison of the existing various learning object models require a technique that can help to determine its various elements and how they are conceptualized, designed and released via innovative, flexible and advanced solutions. Based on this context, learnativity content approach developed by Wagner (2002) is employed to portray the comparison of the recent models. Learnativity content method provides a definite strategy that can lead to the creation of various models for learning content [10]. It deals with components such as information object, content asset, learning environment, learning component and learning object. The information object is the basic procedure of any learning object model. Content asset is the raw items used in learning object modeling and composition. It consists of texts, audios, animations, videos and images portrayed in a simple format. Learning environment is the platform in which the learning object is delivered. Finally, learning object is any entity designed for the purpose of teaching and learning tasks, whereas learning components are the designed courses, programs of study and case studies under the learning object. 3.1 Learning Object Modeling Methods The modeling of learning object is a vital element in the development of learning materials for schools and institutions. Despite its recognized importance; the number of modeling methods for learning object is very limited [6]. Table 1 shows the summary of certain models that are currently developed for the purpose of providing a structural approach to the composite nature of learning object(s). Table 1: The table represents the main Characteristics of Learning Object Models. Model

Main Procedure

IMACID (Borges et al., 2011)

Three level integrated model (Conceptual, Instructional and Didactic Model) based on ALOComOtology and HMBS description of the LOs with SCORM and LOM standardization Multiple combination of instructional theories and models (Elaboration Theory, Work Model Synthesis, Domain theory, and Four-Component Instructional Design Model Multi-model (conceptual and group model). Spiral and iterative model

LODAS (Wiley, 2001) FLOM (Sanchez et al., 2015) LODM (Silva et al., 2011)

Multiple combination of models (Extension of IMACID with ModelDriven Approach)

Learning Object Composition Webpage or PDF of the content asset

Theoretical/Conceptua l of the content asset

Formal Specification of the content asset LaTeX source files (Beamer Package) of the content asset

Learning Object Formation Web Ontology Language File and API (OWL). State Machine Notation for Control Abstraction (SCXML) Granularity and Sequencing

Testing Domain (Environment) IMATool via Hypertext Markup Language (HTML)

Continual-design Evolution Cycle. Metadata and Sequencing Concept Map, XML and UML model. Data mining technique (Extraction, Preprocessing and analysis)

FLOM-Tool Prototype

None

JaBUTi Tool (Java Bytecode Understanding and Testing)

IMACID: Integrated Modeling Approach-Conceptual Instructional and Didactic Model; SCORM: Sharable Content Object Reference Model; HMBS: Hypertext Model Based on Statecharts; LOM: Leaning Object Metadata; OWL: Web Ontology Language File and API; SCXML: State Machine Notation for Control Abstraction; HTML: Hypertext Markup Language; LODAS: Learning Object Design and Sequencing; FLOM: Formal Learning Object Model; LODM: Learning Object Development Method; XML: Extensible Markup Language; UML: Unified Modeling Language; JaBUTi: Java Bytecode Understanding and Testing.

4. DISCUSSION The models discussed in table 1 are all similar in terms of their objectives for ensuring the development of learning objects. However, each model has its own unique approach and technique for reaching the end goal (development of learning objects). The IMACID integrated three different models to set the environment when dealing with the learning objects. It allows the insertion of learning concepts via ontology (OWL) or manual procedure that are related with instructional elements. This allows the developers to create learning objects using various structures to meet the need at hand and in accordance with the target audience and features of the learning object under development. LODAS is

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American Journal of Innovative Research and Applied Sciences. ISSN 2429-5396 I

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another learning object model that is more of a conceptual approach in dealing with learning objects. It depicts the phases involved in exploring the scope, design and combination of the elements that are required for providing a complete learning object. Similarly, LODAS is a model that provides a nomenclature and guidance for the development, arrangement and assessment of learning object in terms of appropriateness, complexity and quality. On the other hand, FLOM is a model that is more user and content centric. Users are grouped based on the roles, tasks and interactions that occurred during the process of assembling the element of the learning object in order to produce a complete learning material. Three main actors are identified in the model together with their respective roles. These are administrators who manage courses and the contributors of the learning object; facilitators who are responsible for offering the learning object and learners who utilize the learning object for knowledge amplification. While, LODM model is basically an extension for IMACID model via a model-driven development approach for learning object. It supports open and collaborative development of learning object that are simple or complex commencing from learning objectives to the material generation. Furthermore, LODM via its LODE offers more scalable and support for various concepts maps (learning items) that are critically needed by the developers to ensure the successful development of the learning object(s).

5. CONCLUTION The analysis of the various modeling methods discussed has demonstrated clear elucidations of the models on the monotony objective for ensuring the development of learning objects but via diverse structuration and modeling approaches. Handful structuration techniques namely, Integrated Modeling Approach-Conceptual Instructional and Didactic Model (IMACID), Formal Learning Object Model (FLOM), Learning Object Development Method (LODM) and Learning Object Design and Sequencing (LODAS) are explored to determine the diversity of the procedures. IMACID employed conceptual, instructional and didactic models in generating the learning materials, FLOM used conceptual, group, spiral and iterative models to form the learning objects, LODM utilized an extension of IMACID with model-driven approach to work on the content asset and finally LODAS which employed elaboration theory, work model synthesis, domain theory, and four-component instructional design model to conceptualize a theoretical process for developing the learning object. The results obtained in this study provide a broader understanding and perspective in the area of learning material development and creation via effective structure and conjectural procedures. Acknowledgment: The authors would like to extend their appreciation to Kano State Government for sponsoring the whole study, under the Kano State Scholarship, batch 502.

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Abdulbasit Nuhu Musa, Zahraddeen Sufyanu and Musa Shuaibu. COMPARISON OF RECENT MODELING METHODS FOR DEVELOPING LEARNING OBJECT. American Journal of Innovative Research and Applied Sciences. 2016; 2(1):25-29. This is an Open Access article distributed in accordance with the Creative Commons Attribution Non Commercial (CC BY-NC 4.0) license, which permits others to distribute, remix, adapt, build upon this work non-commercially, and license their derivative works on different terms, provided the original work is properly cited and the use is non-commercial. See: http://creativecommons.org/licenses/by-nc/4.0/.

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