Technology Integration Scenario Analysis
The Use of Learning Objects At Miami-Dade County Public Schools Through The Deployment of Schoology
To begin this discussion about how Innovation & School Choice has begun with the use of Learning Objects within (M-DCPS) Miami-Dade County Public Schools, we need to define the term. Learning objects (LOs) are digital objects with a stated educational purpose; and digital objects that are marked or tagged for specific academic goals. LOs are any reusable digital resource encapsulated in a lesson or assemblage of lessons grouped in units, modules, courses, and even programs. (McGreal, 2004)
Moreover, the fundamental idea behind LOs is that instructional designers could build small (in comparison to the size of an entire course) instructional components that are reusable in different learning contexts. (Brandon, 2008, p. 352). This reusability functionality through the use of metadata tagging. The metadata tagging aims to increase the re-discovery and reuse of learning objects (LOs) in Learning Content Management Systems (LCMS) or digital repositories. (Dorca et al., 2017, p. 514–516)
A learning management system (LMS) is a web-based, cloud-based, or installed software that helps teaching and learning." (Yawson & Yamoah, 2020). It is a tool that allows school districts to manage face-to-face, blended, and online learning environments. An LMS has built-in versatility that enables educators to create and facilitate learning communities and engage parents and education partners in supporting student learning. (Dadeschools, 2022)
According to Mr. Leonid Rabinovich, District Director Choice Program for MDCPS, Dade County Public Schools uses the Schoology platform as its LMS platform. He stated, "we are pushing for tighter integration with open learning object standards from our vendors, which provide our learning resources. As existing contracts expire, we require content publishers to adhere to LTI 1.3 for renewal eligibility." (Rabinovich, 2022)
The IMS defines the Learning Tools Interoperability (LTI) standard version 1.3. It prescribes a way to quickly and securely connect LMS and LOs repositories securely without the need for expensive custom programming. The LTI core establishes a secure connection and confirms the tool's authenticity. At the same time, the extensions add features like the exchange of assignment and grade data between assessment tools and the electronic grade book. Using LTI, an interactive assessment application or virtual chemistry lab is connected securely to the LMS with a few clicks. LTI comprises a central core and optional services to add optional features and functions. " (IMS, 2019)
So, in conclusion, though this author's work location (MDCPS) at the moment only has limited use of LOs through some applications that are already compliant, there is still a long way to go but the potential looks very promising.
Moreover, the fundamental idea behind LOs is that instructional designers could build small (in comparison to the size of an entire course) instructional components that are reusable in different learning contexts. (Brandon, 2008, p. 352). This reusability functionality through the use of metadata tagging. The metadata tagging aims to increase the re-discovery and reuse of learning objects (LOs) in Learning Content Management Systems (LCMS) or digital repositories. (Dorca et al., 2017, p. 514–516)
A learning management system (LMS) is a web-based, cloud-based, or installed software that helps teaching and learning." (Yawson & Yamoah, 2020). It is a tool that allows school districts to manage face-to-face, blended, and online learning environments. An LMS has built-in versatility that enables educators to create and facilitate learning communities and engage parents and education partners in supporting student learning. (Dadeschools, 2022)
According to Mr. Leonid Rabinovich, District Director Choice Program for MDCPS, Dade County Public Schools uses the Schoology platform as its LMS platform. He stated, "we are pushing for tighter integration with open learning object standards from our vendors, which provide our learning resources. As existing contracts expire, we require content publishers to adhere to LTI 1.3 for renewal eligibility." (Rabinovich, 2022)
The IMS defines the Learning Tools Interoperability (LTI) standard version 1.3. It prescribes a way to quickly and securely connect LMS and LOs repositories securely without the need for expensive custom programming. The LTI core establishes a secure connection and confirms the tool's authenticity. At the same time, the extensions add features like the exchange of assignment and grade data between assessment tools and the electronic grade book. Using LTI, an interactive assessment application or virtual chemistry lab is connected securely to the LMS with a few clicks. LTI comprises a central core and optional services to add optional features and functions. " (IMS, 2019)
So, in conclusion, though this author's work location (MDCPS) at the moment only has limited use of LOs through some applications that are already compliant, there is still a long way to go but the potential looks very promising.
References
Brandon, B. (2008). Best of the eLearning guild's learning solutions: top articles from the eMagazine's first five years. John Wiley & Sons.
Dorca, F. A., Carvalho, V. C., Mendes, M. M., Araujo, R. D., Ferreira, H. N., & Cattelan, R. G. (2017). An Approach for Automatic and Dynamic Analysis of Learning Objects Repositories through Ontologies and Data Mining Techniques for Supporting Personalized Recommendation of Content in Adaptive and Intelligent Educational Systems. 2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT). https://doi.org/10.1109/icalt.2017.121
IMS. (2019, May 5). Learning Tools Interoperability. https://www.imsglobal.org; 1EDTECH. https://www.imsglobal.org/activity/learning-tools-interoperability
McGreal, R. (2004). Learning objects: A practical definition. International Journal of Instructional Technology and Distance Learning (IJITDL), 9(1).
Yawson, D. E., & Yamoah, F. A. (2020). Understanding satisfaction essentials of E-learning in higher education: A multi-generational cohort perspective. Heliyon, 6(11), e05519–e05519. https://doi.org/10.1016/j.heliyon.2020.e05519
Dorca, F. A., Carvalho, V. C., Mendes, M. M., Araujo, R. D., Ferreira, H. N., & Cattelan, R. G. (2017). An Approach for Automatic and Dynamic Analysis of Learning Objects Repositories through Ontologies and Data Mining Techniques for Supporting Personalized Recommendation of Content in Adaptive and Intelligent Educational Systems. 2017 IEEE 17th International Conference on Advanced Learning Technologies (ICALT). https://doi.org/10.1109/icalt.2017.121
IMS. (2019, May 5). Learning Tools Interoperability. https://www.imsglobal.org; 1EDTECH. https://www.imsglobal.org/activity/learning-tools-interoperability
McGreal, R. (2004). Learning objects: A practical definition. International Journal of Instructional Technology and Distance Learning (IJITDL), 9(1).
Yawson, D. E., & Yamoah, F. A. (2020). Understanding satisfaction essentials of E-learning in higher education: A multi-generational cohort perspective. Heliyon, 6(11), e05519–e05519. https://doi.org/10.1016/j.heliyon.2020.e05519