Video Learning Object Application System: Beyond the Static Reusability

Introduction Learning objects are increasingly becoming popular in e-learning settings. A learning object is an independent piece of instruction that can be reused in various instructional contexts. Wiley (2000) defines learning object as "any digital resource that can be reused to support learning. This definition includes anything that can be delivered across the network on demand, be it large or small. Examples of smaller reusable digital resources include digital images or photos, live data feeds (like stock tickers), live or prerecorded video or audio snippets, small bits of text, animations, and smaller web-delivered applications, like a Java calculator. Examples of larger reusable digital resources include entire web pages that combine text, images and other media or applications to deliver complete experiences, such as a complete instructional event. " The Learning Technology Standards Committee (LTSC LOM, 2002) defines learning objects as "any entity, digital or non-digital, which can be used, re-used or referenced during technology supported learning. Examples of technology supported learning include computer-based training systems, interactive learning environments, intelligent computer-aided instruction systems, distance learning systems, and collaborative learning environments. Examples of Learning Objects include multimedia content, instructional content, learning objectives, instructional software and software tools, and persons, organizations, or events referenced during technology supported learning. " Harman and Koohang (2005, p. 68) concluded that "a learning object is not merely a chunk of information packaged to be used in instructional settings. A learning object, therefore, can include anything that has pedagogical value--digital or non-digital such as a case study, a film, a simulation, an audio, a video, an animation, a graphic image, a map, a book, or a discussion board so long as the object can be contextualized by individual learners. The learner must be able to make meaningful connections between the learning object and his/her experiences or knowledge he/she previously mastered. " Although all the above definitions include the term video as a learning object; Mu (2005) specifically refers to video object as a Video Learning Object with unique features such as hierarchical structure and video surrogates. Mu (2005) advanced a VLO model of three-tier information infrastructure that substituted the traditional two-tier VLO structure, i.e., user interface tier and video data tier. The new model overcame the limitations of the two-tier structure, mainly the lack of standards essential for interoperability and the direct link between video metadata and the video application which limits the reusability of VLO. The three-tier information infrastructure contained video metadata tier, video learning object tier, and video application tier. Today, VLOs are increasingly being used in distance education/e-learning programs. The use of VLOs is mainly for workshops, training, and education in the industry, business, government, healthcare, K-12, and post secondary educational settings. Examples of entities providing these videos for workshops, training, and education are Microsoft Multi University Research Laboratory which serves as a digital repository for universities' lectures and seminars (http://murl.microsoft.com/default.asp , Stanford Center for Professional Development (SCPD) program at Stanford University (http://scpd.stanford.edu) which provides distance education using digital videos recorded from live classes, MIT Open Courseware which is a free and open educational resource for faculty, students, and self-learners (http://ocw.mit.edu/index.html), and eduCommons, a project of the Center for Open and Sustainable Learning, is a free and open Content Management System used for Open Courseware creation and use (http://cosl.usu.edu/cosl/projects/eduCommons) among others. …