The Design and Prototyping of Digital Learning Material: Some New Perspectives

This chapter investigates the problem of connecting advanced domain knowledge (from geography educators in this instance) with the strong pedagogic descriptions provided by colleagues from the University of Southampton, as described in Chapter IX, and then adding to this the learning materials that together comprise a learning object. Specifically, the chapter describes our efforts to enhance our open-source concept mapping tool (ConceptVista) with a variety of tools and methods that support the visualization, integration, packaging, and publishing of learning objects. We give examples of learning objects created from existing course materials, but enhanced with formal descriptions of both domain content and pedagogy. We then show how such descriptions can offer significant advantages in terms of making domain and pedagogic knowledge explicit, browsing such knowledge to better communicate educational aims and processes, tracking the development of ideas amongst the learning community, providing richer indices into learning material, and packaging these learning materials together with their descriptive knowledge. We explain how the resulting learning objects might be deployed within next-generation digital libraries that provide rich search languages to help educators locate useful learning objects from vast collections of learning materials.

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The e-Learning Puzzle in Turkey

Cases on Successful E-Learning Practices in the Developed and Developing World ◽

10.4018/978-1-60566-942-7.ch010 ◽

2010 ◽

pp. 143-156 ◽

Cited By ~ 2

Author(s):

Selçuk Özdemir

Keyword(s):

Financial Resources ◽

Learning Material ◽

Digital Learning ◽

Ict Integration ◽

National Initiatives ◽

Complex Process ◽

Service Training ◽

E Learning ◽

Wide Perspective

This chapter aims to share Turkey’s ICT integration experiences from a country-wide perspective rather than a school or classroom case. Many experiences in different countries indicate that successful ICT integration requires interlocking components, such as purchasing hardware, in-service training for principals and teachers, curriculum integration, financial resources for maintenance, technical, and pedagogical support, and an adequate amount and quality of digital learning material. Lack of one of the components may cause the failure of the whole integration process. The employment of ICT in education is a complex process comprising intricate components, much like the pieces of a puzzle. Sharing the experiences gained from national initiatives is especially important for developing countries, which should make an effort to learn from the experiences of other countries because loans granted by foreign sources make up a majority of the e-learning investment.

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Learning and Teaching With Mobile Devices

International Journal of Mobile and Blended Learning ◽

10.4018/ijmbl.2015040102 ◽

2015 ◽

Vol 7 (2) ◽

pp. 17-32 ◽

Cited By ~ 2

Author(s):

Margarete Grimus ◽

Martin Ebner

Keyword(s):

Mobile Devices ◽

Mobile Phones ◽

National Curriculum ◽

Pilot Project ◽

Great Promise ◽

Learning Material ◽

Digital Learning ◽

Learning And Teaching ◽

Teachers And Students ◽

Students Attitudes

While many developing nations find Internet-based e-learning unsuitable for their needs mobile learning methods – specifically those involving the use of mobile-phones for both formal and informal learning – hold great promise for them (). In this paper chances and challenges introduced by mobile devices to support improvement and transformation of education in a Senior High School in Ghana are examined. The field-study draws attention to the local situation, looking at infrastructure and teachers and students attitudes in using digital learning material. This paper presents results of a pilot project at a Senior High Technical School in Ghana, by addressing the issue how mobile devices can be integrated in learning and teaching. Based on our results we conclude that teachers and students hold great promise for using mobile devices for learning. Together they developed content based on the national curriculum, available for eReaders and mobile phones.

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Design and Development of Digital Learning Material for Applied Data Analysis

The American Statistician ◽

10.1198/000313008x368837 ◽

2008 ◽

Vol 62 (4) ◽

pp. 329-339

Author(s):

M.C Busstra ◽

A Geelen ◽

E.J Feskens ◽

R.J.M Hartog ◽

P. van 't Veer

Keyword(s):

Data Analysis ◽

Learning Material ◽

Digital Learning ◽

Design And Development

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The effects of digital learning material on students’ mathematics learning in vocational education

Cogent Education ◽

10.1080/2331186x.2017.1313581 ◽

2017 ◽

Vol 4 (1) ◽

pp. 1313581 ◽

Cited By ~ 9

Author(s):

Diana P. Zwart ◽

Johannes E. H. Van Luit ◽

Omid Noroozi ◽

Sui Lin Goei ◽

May Cheng

Keyword(s):

Vocational Education ◽

Mathematics Learning ◽

Learning Material ◽

Digital Learning

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Examining the Digital Learning Material Preparation Competencies of Pre-Service Mathematics Teachers

Participatory Educational Research ◽

10.17275/per.21.68.8.3 ◽

2021 ◽

Vol 8 (3) ◽

pp. 323-343

Author(s):

Mertkan ŞİMŞEK ◽

Nurullah YAZICI

Keyword(s):

Mathematics Teachers ◽

Learning Material ◽

Digital Learning ◽

Material Preparation

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The Effect of Digital Learning Material on Students’ Social Skills in Social Studies Learning

International Journal of Instruction ◽

10.29333/iji.2021.14324a ◽

2021 ◽

Vol 14 (3) ◽

pp. 417-432

Author(s):

Sariyatun Sariyatun ◽

◽

Nunuk Suryani ◽

Leo Agung Sutimin ◽

Nur Fatah Abidin ◽

...

Keyword(s):

Social Skills ◽

Social Studies ◽

Learning Material ◽

Digital Learning

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Changes in Teacher Burnout and Self-Efficacy During the COVID-19 Pandemic: Interrelations and e-Learning Variables Related to Change

Frontiers in Education ◽

10.3389/feduc.2021.736992 ◽

2022 ◽

Vol 6 ◽

Author(s):

Marie Weißenfels ◽

Eric Klopp ◽

Franziska Perels

Keyword(s):

Self Efficacy ◽

Teacher Burnout ◽

Reciprocal Relationship ◽

Learning Material ◽

Digital Learning ◽

Research And Practice ◽

School Year ◽

E Learning ◽

Research Gap ◽

Relationship Of

Although the reciprocal relationship of teacher burnout and teacher self-efficacy (TSE) is well documented, the literature still lacks studies investigating their (latent) changes and interrelations of change over time. By applying a latent change regression model in our study, we aimed to contribute to this research gap by examining changes in burnout and their relations to changes in TSE during the COVID-19 pandemic—a very challenging time for teachers. As the implementation of digital learning material played a major role during the pandemic, we were also interested if attitudes and self-efficacy toward e-Learning were related to changes in burnout and TSE. Our sample consisted of 92 German in-service teachers who completed a questionnaire twice during the 2019–2020 school year. Our main findings are that the burnout components depersonalization and lack of accomplishment significantly increased from the pre- to post-COVID-19 outbreak, whereas emotional exhaustion did not. Changes in burnout were negatively correlated to changes in TSE, but we found little evidence for relations of change in burnout and TSE with variables concerning e-Learning. Our findings indicate that the challenge was not the work overload but rather a lack of resources. Implications for research and practice are discussed.

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