# The Interoperability of Learning Object Design, Search and Adaptation Processes in the Repositories
## 2 Overview on Existing Practices  
The theoretical multifunctional platform of the ELO design and adaptation is based on the learning paradigm, reusability of learning resources. The basis of the research methodology encloses the analytical, generalizing, constructivist and evaluative methods. Semantic technologies are important in educational practice. They can be applied to area conceptualization and the educational systems. The educational semantic web is usually related to the practical implementation of the ELOs, where the use of standards is related to the annotation of learning objects. This creates many additional requirements for the successful use of standards. One or several technologies based on e-learning objects can be improved or adapted with new ELOs. Semantics-based resource recommendation is very important for personalized resource recommendation. One of the key issues in developing well-functioning practical personalized e-learning systems is related to the required complex ontological models. However, developing all the necessary ontologies for any intelligent education system is very labour-intensive, costly, and poses serious system interoperability problems [22]. There are many open educational resources in different open repositories (Udemy, OER Commons, Merlot, Khan Academy, etc.) that can be found online ([[http://roar.eprints.org/](http://roar.eprints.org/)]([http://roar.eprints.org/](http://roar.eprints.org/)), accessed on 4 January 2022), though, for many teachers, it is a challenging task to find a useful ELO in the existing repositories. Three processes of the ELO: namely design, search, and adaptation, are further discussed in the paper. There are many models for the ELO design presented by different authors, for example, the [PERSON] and Duval model [2], the [PERSON] model [3], [PERSON] model [6], the [PERSON] and [PERSON] integrated model [7], Learn activity content model [2], NETg MO model [8], BNTOPM model [23], Navy content model [2], and ALOCOM model [24]. The authors [9; 25; 26; 27; 28] analyse the design of learning objects based on pedagogical practices in the semantic web as well as search on the semantic web has been analysed by many authors, however, we could not find the platforms where search and adaptation are integrated into the multifunctional environment. The authors [11] discuss the issue of learning to recognize objects by retaining other factors of variation. The authors [12] analyse the problem of the search for interdisciplinary learning objects. Other authors [13; 14; 29] consider the use of agents to realize a federated searching of learning objects. [PERSON] [30] suggests a method for designing learning objects using animation and computer graphics. The learning objects developed using this method are characterized by the reusability, and operability in the e-learning environment. [PERSON] et al. [31] present a method for creating interactive learning objects to teach students to solve problems using data mining techniques. Meanwhile, the use of technological devices is a trend in people's lives in many fields [32]. Particularly in educational settings, when real and virtual learning environments are combined with computational support, they can be called Ubiquitous Learning Environments (ULEs). When associated with multimedia capture systems, ULEs can automatically generate documents that reconstruct the experiences taking place on them (e.g., lectures) for later use and review, preventing users from losing any important point while making notes, etc. Technologies offer many ways through interaction with multimedia and through communication and collaboration with peers [33]. Learning occurs in a dynamic and ever-changing environment by using advanced mobile technology. In this way, the surrounding observations can be detected, which ultimately allows for the development of adaptive learning content [34].