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<p>The development of learning objects, much like software development, is a creative yet often time-consuming and expensive process. Despite the longstanding SCORM standard, ontologies, and Semantic Web technologies are not widely applied for delivering learning objects. The perceived lack of interoperability among learning systems is commonly argued, but the real barrier to reusability lies in the learning objects themselves. This issue mirrors the software development landscape in 1968, where complexity hindered source code reuse until the arrival of Software Product Lines (SPL). These systems share a multitude of common features, yet they also incorporate some distinctive variable aspects. Thus, the transposition - Educational content product lines may be a new idea, but their potential application is facing an obstacle - producing shareable and reusable learning objects. In this paper, we address this obstacle by an approach establishing interrelations between the tasks defined within the sprint backlog and the solution found based on the task itself and the artifacts bound to it. This paper introduces a relevant analogy of Learning Object creation with practices from Software Engineering and also demonstrates the possibility of knowledge interrelation through a proof of concept, formal definition using algebraic specification and an experiment.</p>

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Engineering Learning Content Through Question and Answer Pairs

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年5月22日

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  • Oliver Udvardi,
  • Ján Lang

摘要

The development of learning objects, much like software development, is a creative yet often time-consuming and expensive process. Despite the longstanding SCORM standard, ontologies, and Semantic Web technologies are not widely applied for delivering learning objects. The perceived lack of interoperability among learning systems is commonly argued, but the real barrier to reusability lies in the learning objects themselves. This issue mirrors the software development landscape in 1968, where complexity hindered source code reuse until the arrival of Software Product Lines (SPL). These systems share a multitude of common features, yet they also incorporate some distinctive variable aspects. Thus, the transposition - Educational content product lines may be a new idea, but their potential application is facing an obstacle - producing shareable and reusable learning objects. In this paper, we address this obstacle by an approach establishing interrelations between the tasks defined within the sprint backlog and the solution found based on the task itself and the artifacts bound to it. This paper introduces a relevant analogy of Learning Object creation with practices from Software Engineering and also demonstrates the possibility of knowledge interrelation through a proof of concept, formal definition using algebraic specification and an experiment.