Current literature shows the lack of learning object repositories exclusively related to environmental education and that there is no predominant software. This paper presents Re-Mar, a marine learning object repository based on open source software. Re-Mar is a part of an effort to promote ocean literacy through educational content for students and teachers. The repository is supported by computational technologies to catalog and organize learning objects to retrieve and reuse. Our prototype shows that is possible to store, catalog, retrieve, and link learning objects to support environmental education and coping with learning objects lifecycle. This is the first step to future aggregation of linked data, ontologies, and artificial intelligence aspects.

Metadata is broadly used to describe learning objects and its standards have been developed to improve interoperability. With the current Web extension by the Semantic Web, learning object metadata has been migrating from XML-based metadata standards to semantic metadata standards. This work explores XSLT to provide a solution for this transition of descriptions to educational metadata. The approach consists of retrieve, convert, and store metadata in Semantic Web context. In this work, we converted OBAA metadata in XML to OWL format. The OWL format aims to give more semantic and improve the reasoners inference capabilities. The converted metadata can be managed by different applications and systems. In addition, we have been working in OWL to OWL mappings through aligned ontologies.

This paper seeks to identify the pedagogical resources used by kindergarten, primary and secondary teachers in Azores Islands. Additionally, an investigation will be made into how these resources are mobilized in teachers’ pedagogical practice, with the aim of understanding to what extent digital resources, particularly learning objects, are present in schools. For this purpose, a study was developed, which included a questionnaire survey conducted online, and sent to teachers in 2021/22. A total of 426 answers allowed us to conclude that the use of pedagogical resources is still far from the current and emerging need to mobilize digital resources, particularly learning objects, as a tool to enhance meaningful learning.