History, Context, and Policies of a Learning Object Repository
| dc.contributor.advisor | Tindal, Gerald | |
| dc.contributor.author | Simpson, Steve | |
| dc.date.accessioned | 2016-10-27T18:55:14Z | |
| dc.date.available | 2016-10-27T18:55:14Z | |
| dc.date.issued | 2016-10-27 | |
| dc.description.abstract | Learning object repositories, a form of digital libraries, are robust systems that provide educators new ways to search for educational resources, collaborate with peers, and provide instruction to students in unique and varied ways. This study examines a learning object repository created by a large suburban school district to increase teaching information and encourage collaboration among teachers. Despite investing nearly $2 million to develop the software and seed the repository with materials, data suggest that teacher use falls below set goals. This document explores five years of site traffic, user engagement, social interaction, asset growth, as well as the authoring of instructional materials as a means to evaluate the repository. The results of the study may inform the policy decisions of educational organizations when considering digital learning environments. | en_US |
| dc.identifier.uri | https://hdl.handle.net/1794/20541 | |
| dc.language.iso | en_US | |
| dc.publisher | University of Oregon | |
| dc.rights | Creative Commons BY-NC-ND 4.0-US | |
| dc.subject | Curation | en_US |
| dc.subject | Digital libraries | en_US |
| dc.subject | Learning object | en_US |
| dc.subject | Repository | en_US |
| dc.title | History, Context, and Policies of a Learning Object Repository | |
| dc.type | Electronic Thesis or Dissertation | |
| thesis.degree.discipline | Department of Educational Methodology, Policy, and Leadership | |
| thesis.degree.grantor | University of Oregon | |
| thesis.degree.level | doctoral | |
| thesis.degree.name | D.Ed. |
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