skip to main content
10.1145/3323503.3349555acmotherconferencesArticle/Chapter ViewAbstractPublication PageswebmediaConference Proceedingsconference-collections
research-article

Increasing reuse in learning objects authoring: a case study with the Cacuriá tool

Published:29 October 2019Publication History

ABSTRACT

Artifacts and best practices reuse as a way of improving educational resources and easing and speeding up the authoring process have been an important theme since the earliest research efforts on Learning Objects (LOs). In such a context, authoring tools that allow teachers and tutors to create educational content without the need for advanced programming knowledge play an essential role. This paper presents the evolution of Cacuriá ---an authoring tool that supports the creation of interactive multimedia educational content for the Web and digital TV--- towards improved support for LOs reuse and analyzes the impact of the proposals as perceived by the users of the tool. The proposed evolution is based on previous work on reuse requirements and best practices on authoring LOs, which resulted in the inclusion of three new features on the tool: Layouts, Widgets, and Application Templates. Through these new resources, authors can build LOs by reusing resources created by other authors and reuse good practices, e.g., through previously validated pedagogical practices. The added functionalities were evaluated in a qualitative study with 11 teachers/tutors. The results of the study indicate that the participants believe that the new functionalities improved the creation of reusable LOs both in the creative aspect and in the reduction of the total development time.

References

  1. Jeong Yong Ahn, Gil Seong Mun, Kyung Soo Han, and Sook Hee Choi. 2017. An online authoring tool for creating activity-based learning objects. Education and Information Technologies 22, 6 (2017), 3005--3015.Google ScholarGoogle ScholarDigital LibraryDigital Library
  2. Peter Berking. 2016. Choosing authoring tools. Technical Report. Advanced Distributed Learning. 1--57 pages.Google ScholarGoogle Scholar
  3. Tom Boyle and Erik Duval. 2017. Learning Objects. Springer International Publishing, Cham, 137--144. Google ScholarGoogle ScholarCross RefCross Ref
  4. Antonio José G Busson, André Luiz de B Damasceno, Roberto G de A Azevedo, Carlos de Salles Soares Neto, Thacyla de Sousa Lima, and Sérgio Colcher. 2017. A Hypervideo Model for Learning Objects. In Proceedings of the 28th ACM Conference on Hypertext and Social Media. ACM, 245--253.Google ScholarGoogle ScholarDigital LibraryDigital Library
  5. Antonio José G Busson, André Luiz de B Damasceno, Thacyla de S Lima, and Carlos de Salles Soares Neto. 2016. Scenesync: A hypermedia authoring language for temporal synchronism of learning objects. In Proceedings of the 22nd Brazilian Symposium on Multimedia and the Web. ACM, 175--182.Google ScholarGoogle ScholarDigital LibraryDigital Library
  6. James Dalziel et al. 2003. Implementing learning design: The learning activity management system (LAMS). (2003).Google ScholarGoogle Scholar
  7. André Luiz Damasceno, Rosendy Jess Galabo, and Carlos Salles Soares Neto. 2014. Cacuriá: authoring tool for multimedia learning objects. In Proceedings of the 20th Brazilian Symposium on Multimedia and the Web. ACM, 59--66.Google ScholarGoogle ScholarDigital LibraryDigital Library
  8. Roberto Gerson de Albuquerque Azevedo. 2017. luatpl. https://github.com/robertogerson/luatpl.Google ScholarGoogle Scholar
  9. André Luiz de Brandão Damasceno, Carlos de Salles Soares Neto, and Simone Diniz Junqueira Barbosa. 2017. Integrating participatory and interaction design of an authoring tool for learning objects involving a multidisciplinary team. In International Conference of Design, User Experience, and Usability. Springer, 554--569.Google ScholarGoogle ScholarCross RefCross Ref
  10. Thacyla de Sousa Lima. [n.d.]. Boas Práticas de Reúso na Autoria de Objetos de Aprendizagem, school = Universidade Federal do Maranhão, address = São Luís, year = 2019, Master's thesis.Google ScholarGoogle Scholar
  11. Eva Dobozy and James Dalziel. 2016. Transdisciplinary Pedagogical Templates and Their Potential for Adaptive Reuse. Journal of Interactive Media in Education 2016, 1 (2016).Google ScholarGoogle Scholar
  12. Enrique García, Cristóbal Romero, Sebastián Ventura, and Carlos De Castro. 2009. Evaluating web based instructional models using association rule mining. In International Conference on User Modeling, Adaptation, and Personalization. Springer, 16--29.Google ScholarGoogle ScholarDigital LibraryDigital Library
  13. Antonio Garrido, Eva Onaindia, and Oscar Sapena. 2009. Automated planning for personalised course composition. In Advanced Learning Technologies, 2009. ICALT 2009. Ninth IEEE International Conference on. IEEE, 178--182.Google ScholarGoogle ScholarDigital LibraryDigital Library
  14. Pierre-Yves Gicquel, Sébastien George, Pierre Laforcade, and Iza Marfisi-Schottman. 2017. Design of a Component-Based Mobile Learning Game Authoring Tool. In International Conference on Games and Learning Alliance. Springer, 208--217.Google ScholarGoogle ScholarCross RefCross Ref
  15. V. Gkatzidou and E. Pearson. 2010. Exploring the Development of Adaptable Learning Objects. A Practical Approach. In 2010 10th IEEE International Conference on Advanced Learning Technologies. 307--309. Google ScholarGoogle ScholarDigital LibraryDigital Library
  16. Aldo Gordillo, Enrique Barra, and Juan Quemada. 2017. An Easy to Use Open Source Authoring Tool to Create Effective and Reusable Learning Objects. Comput. Appl. Eng. Educ. 25, 2 (March 2017), 188--199. Google ScholarGoogle ScholarDigital LibraryDigital Library
  17. João Guterres and Milene Silveira. 2017. As Principais Dificuldades Encontradas Durante o Processo de Produção de Objetos de Aprendizagem. In Brazilian Symposium on Computers in Education (Simpósio Brasileiro de Informática na Educação-SBIE), Vol. 28. 294.Google ScholarGoogle ScholarCross RefCross Ref
  18. Ben D Harper, Laura A Slaughter, and Kent L Norman. 1997. Questionnaire Administration Via the WWW: A Validation & Reliability Study for a User Satisfaction Questionnaire.. In WebNet, Vol. 97. 1--4.Google ScholarGoogle Scholar
  19. Ioannis Kazanidis and Maya Satratzemi. 2009. Efficient authoring of SCORM courseware adapted to user learning style: the case of ProPer SAT. In International Conference on Web-Based Learning. Springer, 196--205.Google ScholarGoogle ScholarDigital LibraryDigital Library
  20. Ali Khalili, Sören Auer, Darya Tarasowa, and Ivan Ermilov. 2012. SlideWiki: elicitation and sharing of corporate knowledge using presentations. In International Conference on Knowledge Engineering and Knowledge Management. Springer, 302--316.Google ScholarGoogle ScholarDigital LibraryDigital Library
  21. Rodney A. Long, Jennifer M. Riley, and Christina K. Padron. 2017. Using Mobile Technology to Generate Learning Content for an Intelligent Tutoring System. In Augmented Cognition. Enhancing Cognition and Behavior in Complex Human Environments, Dylan D. Schmorrow and Cali M. Fidopiastis (Eds.). Springer International Publishing, Cham, 199--209.Google ScholarGoogle Scholar
  22. S. F. M. Noor, N. Yusof, and S. Z. M. Hashim. 2011. Creating granular learning object towards reusability of Learning Object in e-learning context. In Proceedings of the 2011 International Conference on Electrical Engineering and Informatics. 1--5.Google ScholarGoogle ScholarCross RefCross Ref
  23. Zouhair Rimale, Abderrahim Tragha, et al. 2016. An approach for the automatic generation af a content type of a semantic learning object from ontology. In Intelligent Systems: Theories and Applications (SITA), 2016 11th International Conference on. IEEE, 1--6.Google ScholarGoogle Scholar
  24. Panagiotis Zervas and Demetrios G Sampson. 2014. Facilitating teachers' reuse of mobile assisted language learning resources using educational metadata. IEEE Transactions on Learning Technologies 7, 1 (2014), 6--16.Google ScholarGoogle ScholarCross RefCross Ref

Index Terms

  1. Increasing reuse in learning objects authoring: a case study with the Cacuriá tool

      Recommendations

      Comments

      Login options

      Check if you have access through your login credentials or your institution to get full access on this article.

      Sign in
      • Published in

        cover image ACM Other conferences
        WebMedia '19: Proceedings of the 25th Brazillian Symposium on Multimedia and the Web
        October 2019
        537 pages
        ISBN:9781450367639
        DOI:10.1145/3323503

        Copyright © 2019 ACM

        Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

        Publisher

        Association for Computing Machinery

        New York, NY, United States

        Publication History

        • Published: 29 October 2019

        Permissions

        Request permissions about this article.

        Request Permissions

        Check for updates

        Qualifiers

        • research-article

        Acceptance Rates

        Overall Acceptance Rate270of873submissions,31%
      • Article Metrics

        • Downloads (Last 12 months)4
        • Downloads (Last 6 weeks)0

        Other Metrics

      PDF Format

      View or Download as a PDF file.

      PDF

      eReader

      View online with eReader.

      eReader