Beruflich Dokumente
Kultur Dokumente
Volume II
Terry T. Kidd
University of Texas Health Science Center School of Public Health, USA
Holim Song
Texas Southern University, USA
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not indicate a claim of ownership by IGI Global of the trademark or registered trademark.
Handbook of research on instructional systems and technology / Terry Kidd & Holim Song, editors.
p. cm.
Summary: "This book provides information on different styles of instructional design methodologies, tips, and strategies on how to use
technology to facilitate active learning and techniques to help faculty and researchers develop online instructional and teaching materials.
It enables libraries to provide a foundational reference for researchers, educators, administrators, and others in the context of instructional
systems and technology"--Provided by publisher.
1. Instructional systems--Design. 2. Educational technology. 3. Educational innovations. I. Kidd, Terry. II. Song, Holim.
LB1028.38.H357 2008
371.33--dc22
2007024155
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A Cataloguing in Publication record for this book is available from the British Library.
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the publisher.
Chapter LV
Learning Object Model for
Online Laboratories
Habib Mir M. Hosseini
Nanyang Technologicial University, Singapore
Bing Duan
Nanyang Technologicial University, Singapore
AbstrAct
Online learning environments provide the students access to the course content at any time and from
anywhere. Most of the existing e-learning systems are designed for content-based subjects that deliver
course content such as text, images, video, audio, and simulation to the student through the Internet. In
recent years, several online or remote laboratories have been developed to bring the e-learning concept
to the lab-based courses. These systems, mainly Web-based, allow students to conduct real laboratory
experiment, as opposed to computer simulations, from anywhere and at any time. In this chapter, we
introduce a model for providing lab-based lessons as learning objects (LOs). The learning object model
has been widely used in content-based e-learning systems. We then propose a learning management
system (LMS) framework that helps students to remotely access the lab-based learning objects (LLOs).
We will also present some experimental results and implementations.
Copyright © 2008, IGI Global, distributing in print or electronic forms without written permission of IGI Global is prohibited.
Learning Object Model for Online Laboratories
Learning Object Model for Online Laboratories
into larger structures to support learning. The LO • Advanced Distributed Learning (ADL,
is any entity, digital or non-digital, which can be 1997): ADL, launched by the U.S. Depart-
used, re-used, or referenced during technology ment of Defense and the White House Office
supported learning (IEEE Learning Technology of Science and Technology Policy. Their
Standards Committee, 2002). It is commonly SCORM Model provides one of the best and
viewed as the smallest element of stand-alone most recent examples of the application and
information required for an individual to achieve integration of these learning standards.
an enabling performance objective or outcome. • Aviation Industry Computer Based Train-
As these entities can be reused in other subjects, ing Committee (AICC, 1988): AICC had
they are often called reusable learning objects. published a variety of recommendations,
Figure 1 illustrates the concept of reuse of LO in including hardware and software configura-
different learning content. tion. Their computer-managed instruction
(CMI) guidelines had the greatest impact.
learning content Management • IMS Global Learning Consortium (IMS,
system 1997): IMS aims to develop and promote
open specifications for facilitating online
An LCMS is “a multi-user environment where distributed learning activities. These speci-
learning developers create, store, reuse, manage, fications describe the key characteristics
personalize, and deliver digital learning content of courses, lessons, assessments, learners,
from a central object repository” (Nichani, 2001). and groups. IMS is a consortium formed by
LCMSs consist of the two following compo- almost 200 commercial, governmental, and
nents: other entities.
• IEEE Learning Technology Standards
• Learning management system (LMS): Committee (LTSC, 1996): LTSC is an
LMS manages students and learning events accredited standards development organiza-
and collates data on learner progress. tion within the IEEE. The LTSC focuses on
• Content management system (CMS): CMS standards development specifically in the
simplifies the creation and administration area of e-learning technologies. The most
of online content (articles, reports, pictures, widely acknowledged specification is the
etc.) used in the e-learning system. learning object metadata (LOM) specifi-
cation, which defines element groups and
In a CMS, complete learning courses are as- elements that describe learning resources.
sembled from several self-contained chunks called
content components. As we defined earlier, these Related Research
content components, when used in the learning
domain, are also so-called LOs. Providing laboratory-based experiments as an
online service has been growing in popularity in
key organizations recent years. Several online or remote laborato-
ries have been developed to bring the e-learning
Many organizations are working to develop e- concept to the lab-based courses. These systems,
learning-related standards that ensure interoper- mainly Web-based and allow students to conduct
ability of learning solutions. Some are presented real lab experiments, as opposed to computer
next: simulations, from anywhere and at any time.
0
Learning Object Model for Online Laboratories
In this section we will introduce a few of these notable exception is perhaps Pastor, Sanchez, and
systems as examples. Dormido (2003), which proposed an XML-based
Starting in 1992 at Stanford, Hesselink et al. framework for the development of new paradigms
(2003) designed an Internet accessible laboratory on Internet-based laboratories. Moreover, existing
named Cyberlab (Senvid, 1999). It provides con- LCMS does not provide a suitable framework to
trolling laboratory equipment and instrumentation incorporate lab-based courses.
on an optical processor over the Internet. Students The proposed framework can be considered
are given the option of observing the Fourier as a container for the experimental and lab-based
transform computationally through Cyberlab. LOs. Every LO integrated into the framework
Benetazzo et al. (2000) described the specifi- can then share the resources provided by the
cation and design of a geographically distributed framework.
system based on an arbitrary waveform generator, In this section, we introduce the proposed
oscilloscope, digital multi-meter, and signal ana- framework for an online laboratory, which includ-
lyzer. In his design, students were only allowed ed a lab-based LMS or LLM for short and the LO
to use the equipments, but tutors, Ph.D. students, model for lab-based subjects. We will also present
and some selected students in advanced measure- sample experiments we have implemented.
ment courses were allowed to contribute in the
creation of the lab components. learning Management system
González-Castaño et al. (2001) designed an
Internet access laboratory using the Java/CORBA As shown in Figure 2, the framework is an exten-
paradigm. The system provides remote access sion to the SCORM (ADL, 2004) specification
to real equipment on SBC68K (a single board with proposed additional modules, such as ap-
computer based on a Motorola MC68000 mi- paratus virtual user interface, apparatus run-time
croprocessor), used in a computer architecture environment, and so forth. These modules mainly
laboratory. It uses CORBA technology to manage deal with functionalities of lab apparatus and
real equipment so that anyone could invoke it e-learning server communication. The SCORM
remotely as another set of CORBA objects. specification published by ADL is a reference
A low-cost, Internet-based tele-robotic system model that defines the interrelationship between
was applied in remote robotic education (You, e-learning system components, data models, and
Wang, Eagleson, Meng, & Zhang, 2001). It is based protocols so that LOs can be shared across systems
on China’s Internet. You et al. have addressed some that conform to the SCORM model. It contains a
issues involving Internet time delays when data collection of specifications adapted from global
were transmitted between client and server. specification bodies and consortia to provide a
comprehensive suite of e-learning capabilities.
The SCORM deals with the launching, com-
MAIn focus of the chAPter municating, and tracking of content between the
learning resources and the LMS. It provides means
Currently available, online lab systems are mainly by which learning resources can be reused and
concerned about the setting up of remotely ac- interoperated across multiple LCMSs. It consists
cessible experiment systems for research or of three components, which are:
stand-alone teaching purposes. However, no
universal platform has been developed so far, • Learning resources: Learning resources
nor any standard development for designing and represent learning content (Web page,
deploying lab experiments has been proposed. A JavaScript, XML document, Flash object,
Learning Object Model for Online Laboratories
picture …), or called LO (a collection of one observe and conduct the online lab experiments.
or more). The App-VUI allows the student to issue con-
• LMS application programming interface trol commands through the user interface (UI).
(APIs): LMS APIs is the communication Meanwhile, the experiment feedbacks, such as
mechanism between LMS and LO. These the apparatus response and status, are all shown
are used for collecting and logging of learn- in the App-VUI display area.
ing related data or learner’s interaction with
content objects App Run-Time Environment
• SCORM run-time environment: SCORM
run-time environment is the LMS run-time In most cases, for a real lab session, one apparatus
environment, which manages students and can only be used by one user at a time. Multi-user’s
learning events to collate data on learner operation may confuse or damage the hardware if
progress. no prevention is taken. In our design, we consider
the following two basic principles:
To extend the SCORM to the lab-based courses,
we propose to extend the framework with two 1. For any online lab session, only one user is
addition modules called apparatus virtual user permitted to conduct a particular experiment
interface (App-VUI) and apparatus run-time at a time.
environment. 2. A user can conduct a particular experiment
within a specified time period, that is, time-
App-Virtual User Interface out mechanism.
To carry out an experiment from the Internet, Based on these principles, the user has to wait for
students need to work in an interactive environ- the apparatus to become available if a student is
ment. The App-VUI provides multiple students to using the apparatus. For any lab session, there is
Learning Object Model for Online Laboratories
2. request AId
Disconnect
if BUSY Get App Info
Disconnect
if OFFLINE or Timeout < 0
5. request connection
Wait for 0s
Connected
Connected
4. send TIMeout
Disconnect
if no connection
Forward command
Disconnect
if Timeout or Error 11. send APP=reset
one daemon provided by the apparatus run-time environment (as shown in Figure 4) will be
to collect the user command and experiment data. presented.
A sequence diagram of an online lab session As can be seen in Figure 4, in the SCORM
running in the apparatus run-time environment run-time, the launch process defines a common
is given in Figure 3. way for LMS to start a Web-based LO and defines
Before we discuss the details of the apparatus procedures for the establishment of communica-
run-time environment, the SCORM’s run-time tion between the launched object and the LMS.
Learning Object Model for Online Laboratories
LMS Server
Server Site
Client Site
Web Browser
Subject 1
API LO1
Instance LO2
ECMAScript
LO3
Lab-based Lab-based
Learning Object 1 Learning Object 2
Apparatus Run-Time
Apparatus API
Session Management
SCORM
SCORM Interface
Load Balancing
Run-Time Time-
Advanced Services
Message Processor
Learning Object Model for Online Laboratories
The communication mechanism is standardized data. These APIs provide all the necessary
with a common API using ECMAScript (ECMA, functions for initiating a connection to the
1961). The API is the communication mechanism actual apparatus and delivering data and
for informing the LMS of the conceptual com- commands.
munication state between an LO and an LMS • SCORM interface: SCORM interface is
(e.g., initialized, terminated and/or in an error used to exchange the information about the
condition) and is used for retrieving and storing student and learning progress with SCORM
data (e.g., score, time limits, etc.) between the run-time. The LCMS contains all user
LMS and the LO. information and status data for historical
Corresponding to SCORM run-time, we have purposes or for other purposes such as re-
introduced an apparatus run-time environment porting, auditing, diagnostic, or statistical.
to solve the communication between LCMS and
lab apparatus. The apparatus run-time environ- The SCORM interface is a set of APIs provided
ment is the key to achieve the e-learning goal in by apparatus run-time to allow LLM to commu-
lab-based courses. In general, the app run-time nication with the LCMS in a consistent manner.
provides the run-time environment to manage a Figure 6 illustrates the communication relation-
variety of lab apparatus and coordination with ship between an apparatus run-time and SCORM
the SCORM run-time. Figure 5 depicts the pro- run-time. As shown in Figure 6, four APIs are
posed model. currently considered in the proposed system,
As shown in Figure 5, there are three types which are Initialize(), GetValue(), SetValue(), and
of interfaces for the apparatus run-time to com- Commit(). The “Initialize()” API must be called
municate with other modules: to execute “GetValue()” or “SetValue()” to read
or change LCMS’s data. The “Commit()” API
• Message processor: Message processor is is used to enable the “SetValue()” function and
responsible for interacting with the client. terminate the last “Initialize()” call.
Its functions include receiving the control To provide the online lab services, the app
commands and sends feedback of the experi- run-time includes several core modules, such as
ment data and status to the student. session management, load balancing, and report
• Apparatus API: Apparatus API provides generation.
communication channel for app run-time
environment and apparatus to exchange
SCORM Apparatus
SCORM Interface
Initialize() Run-Time
Run-Time
GetValue(“datamodel element”) Environment
Environment SetValue(“datamodel element”,”value”)
Commit()
Learning Object Model for Online Laboratories
In the real world, lab resources, such as lab Lab-Based Learning Object Model
schedule or opening hours; equipment; and lab
assistants are always limited. Hence, some form of The LLO is different from the normal LO in terms
load balancing is necessary. The purpose of load of communication. For LO, only one communica-
balancing is to increase utilization and enhance tion link between user and LCMS is considered.
apparatus availability. In this case, a few lab ap- For LLO, full-duplex communication between
paratus, which have the same functions and I/O, LCMS and lab apparatus must be considered.
need to be developed and made available in the app An LLO consists of both the hardware and the
run-time environment. So, when several requests controller software. To allow the user to access
come to the same experiment, the load-balanc- and control the hardware, a communication
ing module can perform automatic balancing to mechanism must be provided for data exchange
redirect the request to point to different apparatus between the LLM and the controller software. An
according to a pre-scheduled rule. LLO model is presented in Figure 7.
In the proposed infrastructure, an LLO refers
Report Generator to real hardware with a controller (i.e., electrical
board, medical equipment, and optical device) that
Once the student completes the experiment, he/she can be connected to the network via TCP/IP proto-
may need to download the experiment results and col. The TCP connection is used for the important
control command data for further analysis. In the data (i.e., user command and experiment status),
proposed apparatus run-time environment, there whereas, the user datagram protocol (UDP) con-
Learning Object Model for Online Laboratories
Controller Hardware
Application
Message processor A/D
Equipment/
Communication
Interface
D/A Apparatus
Control Algorithm Interface
Data Logger
Data
Log
A/D
Module
nection is introduced for streaming data (i.e., lab apparatus, an XML-based apparatus markup
experiment video). The controller can be any form language (AML) description file is used to describe
of embedded or PC-based devices with a com- the apparatus as shown in Figure 7.
munication module that enables the connection The controller is developed in a modular man-
to the network. For the software part, it executes ner. A modularized controller is shown in Figure
the local control of the hardware and collects the 8. Modularizing is the designing of software appli-
experiment’s data. As a whole unit, the controller cations before coding. Modular design makes the
must have the physical interface such as DA/AD control program more readable and maintainable.
converter and data acquisition card to link with the Every module shown in Figure 8 is one function,
actual equipment. Besides the controller and the which performs a specific task.
Learning Object Model for Online Laboratories
The communication between LLO and LCMS, UI, commands, and data that can be transferred.
generally, could be treated as computer to instru- A tool reads the AML, then automatically creates
ment communication. Instrument communication an appropriate UI for issuing commands, and
refers to the mechanism for machine-to-machine’s finally sends the commands in response to user
data and information exchange. Basically, the input. When responses come back, the same tool
instrument sends or receives information to/from can use the AML specification to interpret the
another end of equipment, machine, or computer. incoming data and automatically present it with
Information from the instrument may inform the an appropriate UI.
other end about its processing status, performance, Pastor et al. (2003) presented an XML-based
and errors. If the interface is implemented using a framework, Remote Laboratory Extended (RE-
defined standard, then machine could use the same LATED), for the development of Web-based
interface to “talk” with others as human beings, laboratories. The idea is to define an abstract
say a same language, so, they could understand entity called RLAB system by an XML DTD so
each other. Sometimes the communication in- that lab experiments can be described by RLAB.
terfaces are used not only to monitor a machine, Then, the RLAB schema is published on the server
but also to control it. This includes downloading for general use.
settings; configuring various software controls; A group at NASA’s Goddard Space Flight Cen-
and starting and stopping the machine process- ter is using a dialect of XML called the instrument
ing. markup language (IML) (NASA, 1999), which is
used to describe graphical user interfaces (GUIs)
Apparatus Markup Language to control and monitor the instrument; command
sets and command formats; data streams; commu-
In short, AML is a specification for using XML nication mechanisms; visualizations; and more.
to aid in the exchange of data and commands with The astronomical instrument markup language
apparatus. The AML is used to describe the control (AIML) is a domain-specific implementation of
1 <!--
2 Control Variable: meter
3 Property: name, location, size, max & min value, step, precision
4 Remark: if the indicator is “on”, the meter value will be shown
5 at the bottom. To specify it as a control variable, add one more
6 property “type=indicator”.
7 -->
8
9 <meter name=”V1”
10 location=”160, 30”
11 size=”150”
12 min=”0”
13 max=”10”
14 increment=”2”
15 step=”1”
16 precision=”2”
17 indicator=”on”
18 type=”indicator” />
Learning Object Model for Online Laboratories
the more generalized IML. Both AIML and IML cannot be changed by user). The followings are
vocabularies are based on XML, which is an in- four examples to define an indicator meter (see
strument description that encompasses instrument Table 1), control meter, control knob, and indi-
characteristics, control commands, data stream cator graph using AML The first and fourth are
descriptions (including image and housekeeping components to show the changes or status of the
data), message formats, communication mecha- LLO. The second and third are control components
nisms, and pipeline algorithm descriptions. to allow the user to change the value (the value
A similar project, virtual instruments markup could be sent to the apparatus via the established
language (VIML) (Nacimiento Software Corpo- connection). The AML file can be written accord-
ration, 2000) has been submitted to XML.ORG ing to the definitions format provided using any
(XML, 2006) (an industry Web portal formed and common text editor.
introduced in June 1999 by OASIS) and is under Once the AML has been created, it can be
development. The VIML can be used to describe imported to the LCMS server. An XML parser
location, protocol, and device information for a provided by the LLM could interpret the AML
network of virtual instrumentation devices and/or and automatically generate the UI. The UI pack-
systems. The main objective is to publish control ages the command, which will be send to the lab
panel of virtual instrumentation to Web. apparatus and also display the feedback.
We have proposed a much simpler AML to When a user starts a lab session, the client
describe and present a lab-based LO. We have computer downloads and installs the XML parser
defined two categories of component for the LLO: only once. Every time the UI is displayed, only
control variable and indicator variable. The former the AML file is downloaded. Thus, especially in
refers to those control components whose value slow connections using the parser would consume
could be changed. The indicator variable is used much less resources than making a UI directly
to show the status of the LLO, and the user is not using Java.
allowed to control it (or the value of the indicator
Learning Object Model for Online Laboratories
0
Learning Object Model for Online Laboratories
Learning Object Model for Online Laboratories
she could find the relationship of resistance (R), developing intuition and understanding theoreti-
current (I), and voltage (V). cal knowledge far beyond the horizon of students
The board is connected to a computer today. We have also introduced a simple AML
through a data acquire card (DAQ). It could to define and identify lab-based courses. The
be controlled locally or remotely (with addi- concept of a LO is extended to include lab-based
tional communication module). The designed components. As we have followed the current
VUI of Ohm’s Law circuit is shown in Figure standards for the content-based e-learning sys-
12. The VUI allows user to change the Power tems, the proposed lab-based LOs could easily
supply through a knob. Once the knob has been be integrated into the existing systems, which
changed, the user could press the “Measure” follow these standards.
button to read the current and voltage shown on Based on the proposed e-learning framework,
the meters. In addition, the different connection we have developed a sample online laboratory,
can be achieved through turning, on or off, the namely OnlineLab, in School of Electrical &
different switches. Electronic Engineering, Nanyang Technological
University (NTU) of Singapore (NTU, 2004). The
OnlineLab has an apparatus management system
future trends so that we could import new apparatus into the
system and remove the old one.
The e-learning framework for lab-based courses
could lead to applications not limited to education,
as it offers the opportunity for efficient collabora- references
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An XML-based framework for the development where learning developers create, store, reuse,
of Web-based laboratories focused on control manage, personalize, and deliver digital learning
content from a central object repository.
Learning Object Model for Online Laboratories
Learning Management System (LMS): LMS Sharable Content Object Reference Model
manages students and learning events and collates (SCORM): SCORM is a collection of specifica-
data on learner progress. tions that enable interoperability, accessibility,
and reusability of learning content.
LearningObject: A learning object is any
entity, digital or non-digital, which can be used, Extensible Markup Language (XML): XML
re-used, or referenced during technology sup- is a standard for creating markup languages that
ported learning. describe the structure of data.
Learning Object Metadata: Leaning object
metadata are the attributes required to describe
a learning object.