Structures For Mapping Learning Content

Our research group is interested in different attempts at systematically mapping learning objects within a subject matter. We believe this will help in designing different curricula targeted for specific groups using specific resources, as well as for designing adaptive learning systems. What constitutes a learning object is left open, but can be of the following types; competencies, skills, knowledge, approaches and more. Of special interest is overviewing the different attempts at visuospatially or structurally arranging learning objects in relation to each other. To achieve this, we have conducted a systematic qualitative literature review. This has involved a highly iterative development of a query for use in various research databases (ProQuest, ERIC, Web of Science and EbscoHost). Here the emphasis has been on not excluding work that uses very different phrases to describe structure and types of learning objects, while attempting to eliminate work that uses these otherwise common phrases without describing a concrete notation for mapping learning objects in relation to each other. The full reading of 50 works allowed us to identify a number of structuring mechanisms: lists, tables and multiple types of directed graphs. Furthermore, the semantics of identified objects and the relations between the objects are considered. Representative examples are used to illustrate these variations and the strengths, weaknesses and trade-offs of these different approaches are reflected on. Of particular interest is a trade-off between structures that are flexible enough to express complex relations between learning objects and structures that are simple enough to provide simple overviews of the subject matter.