Exploiting the Learning Object Paradigm for Supporting Web-based Learning Communities

S. Chatzinotas and D. Sampson (Greece)


Web-based learning community, learning object, collaborative annotation, educational metadata, application profile


Since the early stages of the World Wide Web, Web based learning communities have been constantly developed online. Among the primary objectives of their members has been to share digital learning resources and increase the community's collective knowledge by communicating and collaborating online. Therefore, several web-based tools have been developed to allow the community members to exchange experiences and ideas. Moreover, research has shown that active learning is facilitated when the learners have the opportunity to interact with the actual learning material. Taking this into account, a number of tools have been developed, which allowed the community members to collaboratively discuss and annotate the learning content. At the same time, the sharing of digital learning resources has been boosted the last few years by the emergence of the learning object paradigm, which defines learning material in terms of independent and self-standing objects that are predisposed to reuse in multiple instructional contexts. In this paper, we discuss how the learning object paradigm can be exploited to support the objectives of the web based learning communities and we demonstrate the advantages of this approach.

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