To boldly GLO - towards the next generation of Learning Objects
PROCEEDINGS
Dawn Leeder, University of Cambridge, United Kingdom ; Tom Boyle, London Metropolitan University, United Kingdom ; Raquel Morales, University of Cambridge, United Kingdom ; Heather Wharrad, Paul Garrud, University of Nottingham, United Kingdom
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Washington, DC, USA ISBN 978-1-880094-54-9 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
Abstract
The session will commence with a demonstration of RLOs currently in use followed by a brief panel discussion of the factors considered crucial for reusability –community of practice, quality assurance, flexibility etc. A major challenge for the next generation of RLOs is to develop Generative Learning Objects (GLOs) that support adaptable modification to meet a range of learning demands. How this might be achieved, and the educational benefits of such flexible learning objects will then be discussed and this general discussion will form the largest part of the panel session. The panel offers extensive experience of successful uptake and embedding of RLOs in teaching and learning practice as well as deep understanding of the theoretical and technical issues that underpin this practice.
Citation
Leeder, D., Boyle, T., Morales, R., Wharrad, H. & Garrud, P. (2004). To boldly GLO - towards the next generation of Learning Objects. In J. Nall & R. Robson (Eds.), Proceedings of E-Learn 2004--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 28-33). Washington, DC, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 28, 2024 from https://www.learntechlib.org/primary/p/11310/.
© 2004 Association for the Advancement of Computing in Education (AACE)
Keywords
References
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Teaching of Computer Science Topics Using Meta-Programming-Based GLOs and LEGO Robots
Vytautas Štuikys, Renata Burbaite & Robertas Damaševicius
Informatics in Education Vol. 12, No. 1 (2013) pp. 125–142
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