References as an alternative to pedagogical metadata
This paper discusses and questions the current metadata standards for learning objects from a pedagogical point of view. From a social constructivist approach, the paper discusses how learning objects can support problem based, self-governed learning activities. In order to support this approach, it is argued that it is necessary to focus on learning activities rather than on learning objects. Further, it is argued that descriptions of learning objectives and learning activities should be separated from learning objects. The paper presents a new conception of learning objects which supports problem based, self-governed activities. Further, a new way of thinking pedagogy into learning objects is introduced. It is argued that a lack of pedagogical thinking in learning objects is not solved through pedagogical metadata. Instead, the paper suggests the concept of references as an alternative to pedagogical metadata.
Proceedings of E-learn 2005: World Conference on E-learning in Corporate, Government, Healthcare, & Higher Education, 2005, p. 1263-1269
learning objects; social constructivism
Main Research Area:
Association for the Advancement of Computing in Education