Towards a Global Component Architecture for
Learning Objects: An Ontology Based Approach
Katrien Verbert, Joris Klerkx, Michael Meire, Jehad Najjar, and Erik Duval
Dept. Computerwetenschappen, Katholieke Universiteit Leuven
Celestijnenlaan 200A, B-3001 Heverlee, Belgium
{katrien, jorisk, michael, najjar, erikd}@cs.kuleuven.ac.be
Abstract. This paper investigates basic research issues that need to be
addressed in order to reuse learning objects in a flexible way. We propose
an ontology based approach. Our ontology for learning objects defines
content structures and relationships between their components. A con-
ceptual framework for structuring learning objects and their components
is introduced. Architectures like Horn’s Information Blocks and the Dar-
win Information Typing Architecture are investigated as an approach to
define learning object component types.
1 Introduction
Learning objects are often regarded as traditional documents. The interest is
to re-use and re-purpose the learning object in its entirety. In many cases, a
paragraph, a sentence or an illustration of a document is re-used by copy and
paste in new and different documents. However, it is possible to reuse learning
objects in a much more sophisticated way if we can access the components of a
learning object and re-purpose them on-the-fly. This requires a more innovative
and flexible underlying model of learning object components [DH03]. In earlier
work we developed an abstract model that defines a framework for learning
objects and their components [VD04]. Much more detail is required in order to
develop a flexible architecture that enables on-the-fly composition of learning
objects. It is necessary to develop an architecture that enables:
– Structuring of learning objects and their components
– Interactions between learning objects and their components
Separating structure from content is an important step towards reusability. In
this paper we will focus on structural aspects of learning objects and their com-
ponents. In the next section, we briefly outline our abstract learning object
content model. In section 3, we further detail this content model and introduce
a conceptual framework for an ontological approach for structural aspects of
learning objects. Information architectures, like Horn’s Information Blocks and
the Darwin Information Typing Architecture, are introduced in order to define
learning objects and their components in a precise way. Conclusions and remarks
on future work conclude this paper.
R. Meersman et al. (Eds.): OTM Workshops 2004, LNCS 3292, pp. 713–722, 2004.
c© Springer-Verlag Berlin Heidelberg 2004

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Fig. 1. Abstract Learning Object Content Model
2 Abstract Learning Object Content Model
We developed an abstract model that roughly outlines learning objects and their
components [VD04]. Figure 1 illustrates the model. We distinguish between:
– content fragments
– content objects
– learning objects
Content fragments are learning content elements in their most basic form, like
text, audio and video. They represent individual resources in isolation. Content
objects are sets of content fragments. They aggregate content fragments and
add navigation. A content object can include other content objects. At the next
level, learning objects aggregate content objects and add a learning objective.
Various learning object content models, like the SCORM Content Aggregation
Model1 and the Learnativity Content Model2 are more or less a specific profile
of our abstract model. We need this general model to develop an architecture
that allows interoperability of learning objects and their components developed
within a different content model. It would be nice if a SCORM learning object
can reuse learning object components of a CISCO3 learning object and vice
versa. In the next section, we will further detail our model.
1 http://www.adlnet.org/
2 http://www.learnativity.com/
3 http://www.cisco.com/