scholarly journals Case Study: Decolonising the Curriculum – An Exemplification

2021 ◽  
pp. 1-9
Author(s):  
Caroline Wilson ◽  
Christine Broughan ◽  
Guy Daly
Keyword(s):  
Curriculum Change ◽  
Learning Objects ◽  
Learning Object ◽  
New Materials ◽  
Learning And Teaching ◽  
Student Activity ◽  
Academic Texts ◽  
Strategic Commitment ◽  
Diverse Backgrounds

Coventry University has made a strategic commitment to address the dimension of ‘race’ in its learning and teaching. Central to this is the establishment of a cross-institution curriculum change initiative called ‘Curriculum 2025’. The case study shared here details how we are approaching this task and some early reflections. Two things are explained: first, the provision of resources for staff who want to learn more about possible actions to take; second, our approach to working alongside course teams on new materials, often designed as reusable learning objects. An example of such a learning object is discussed which uses Wikipedia to enable students from diverse backgrounds to examine critically academic texts, books and other resources to understand how their learning may be skewed in favour of Western-originated thought and to identify alternative perspectives. The student activity also provides a co-creation opportunity, in that students are discovering the curriculum for themselves.

Evaluasi Aksesibilitas Learning Object Berdasarkan Web Content Accessibility Guidelines 2.0

2017 ◽  
Vol 9 (2) ◽  
pp. 67-71
Author(s):  
Herru Darmadi ◽  
Yan Fi ◽  
Hady Pranoto
Keyword(s):  
Learning Objects ◽  
Authoring Tool ◽  
Learning Object ◽  
Web Content ◽  
Web Browser ◽  
E Learning ◽  
Index Terms ◽  
Accessibility Guidelines ◽  
Content Accessibility

Learning Object (LO) is a representation of interactive content that are used to enrich e-learning activities. The goals of this case study were to evaluate accessibility and compatibility factors from learning objects that were produced by using BINUS E-learning Authoring Tool. Data were compiled by using experiment to 30 learning objects by using stratified random sampling from seven faculties in undergraduate program. Data were analyzed using accessibility and compatibility tests based on Web Content Accessibility Guidelines 2.0 Level A. Results of the analysis for accessibility and compatibility tests of Learning Objects was 90% better than average. The result shows that learning objects is fully compatible with major web browser. This paper also presents five accessibility problems found during the test and provide recommendation to overcome the related problems. It can be concluded that the learning objects that were produced using BINUS E-learning Authoring Tool have a high compatibility, with minor accessibility problems. Learning objects with a good accessibility and compatibility will be beneficial to all learner with or without disabilities during their learning process. Index Terms—accessibility, compatibility, HTML, learning object, WCAG2.0, web

scholarly journals Panel Discussion - From Informing Objects to Learning Objects

10.28945/3362 ◽  
2009 ◽  
Author(s):  
Robert Skovira ◽  
Alex Koohang ◽  
Frederick Kohun ◽  
Richard Will
Keyword(s):  
Open Access ◽  
Panel Discussion ◽  
Learning Objects ◽  
Discussion Board ◽  
Learning Object ◽  
Graphic Image ◽  
Meaningful Connections ◽  
Instructional Settings ◽  
Digital Or

Harman & Koohang (2005) stated that a learning object “ .. is not merely a chunk of information packaged to be used in instructional settings. A learning object, therefore, can include anything that has pedagogical value - digital or non-digital such as a case study, a film, a simulation, an audio, a video, an animation, a graphic image, a map, a book, or a discussion board so long as the object can be contextualized by individual learners. The learner must be able to make meaningful connections between the learning object and his/her experiences or knowledge he/she previously mastered. “ The above definition asserts that a learning object must have “pedagogical value” and that a learning object is 1) anything digital or non-digital such as a film, a simulation, or a case study, and 2) the ability of the learner to contextualize the object, i.e., the learner is capable of making “meaningful connections” between the object and his/her previous experiences and/or knowledge. Once the contextualization occurs, the object will have “pedagogical value” and it no longer merely an object, it is a learning object. Can all objects be contextualized? Is it necessary for all objects to be contextualized? What shall one call an “object” that is retrieved (and may even have some value other than pedagogical value and/or use) from an open access or commercial learning objects repository labeled as a “learning object” with no pedagogical value? If these objects are not learning objects, but have some sort of value and use, how shall one refer to these objects? Perhaps “informing objects”?

scholarly journals Acessibilidade em Objetos de Aprendizagem na EaD: uma Análise em um Curso de Especialização

EAD em FOCO ◽  
2016 ◽  
Vol 6 (1) ◽  
Author(s):  
Juliana Dalbem Omodei ◽  
Édison Trombeta de Oliveira ◽  
Marcos Barros de Souza ◽  
Vanderlei Leite dos Santos
Keyword(s):  
Special Education ◽  
Distance Education ◽  
Virtual Environment ◽  
Inclusive Education ◽  
Literature Search ◽  
Learning Objects ◽  
Learning Object ◽  
Educational Materials ◽  
Digital Resources

Este trabalho tem como objetivo analisar os objetos de aprendizagem oferecidos em duas disciplinas do curso de especialização em Educação Especial na perspectiva da Educação Inclusiva, sob a ótica da acessibilidade. Os objetos de aprendizagem são recursos digitais reutilizáveis e que auxiliam a aprendizagem de algum conceito. Para atingir o objetivo proposto, foi empreendida uma pesquisa bibliográfica seguida de um estudo de caso. Para a coleta de dados optou-se no estabelecimento de categorias de análise que permitiram obter uma visão global dos recursos. Os dados foram analisados qualitativamente etapa a etapa de cada jogo, e os dados coletados foram organizados em uma planilha previamente elaborada para esse fim. Os resultados evidenciaram que, embora haja esforço da universidade promotora do curso em oferecer acessibilidade em todo o ambiente virtual e materiais disponíveis, ainda são necessárias algumas adaptações nos objetos de aprendizagem para que se tornem totalmente acessíveis às pessoas com necessidades especiais em nível sensorial. Todavia, é por meio de iniciativas como essa que são possíveis o crescimento e o aprimoramento de objetos educacionais acessíveis e, dessa forma, contribuir com o acesso de permanência de todos na educação a distância.Palavras-chave: Objetos de aprendizagem; Acessibilidade; Educação a Distância.  Accessibility in Objects Learning in EAD: an Analysis on a Course of Expertise AbstractThis work aims to analyze the learning objects offered in two course subjects of specialization in Special Education from the perspective of inclusive education from the perspective of accessibility. The learning objects are reusable digital resources and that help learning some concept. To achieve this purpose a literature search followed by a case study was undertaken. To collect data it was decided to establish categories of analysis, which provided an overview of resources. Data were analyzed qualitatively, step by step each game, and collected data organized in a spreadsheet previously prepared for this purpose. The results showed that although there is a university effort to offer accessibility across the virtual environment and available materials are still needed some adjustments to the learning object to become fully accessible to people with sensory disabilities. However, it is through such initiatives that are possible growth and improvement of accessible educational materials and thus contribute to the permanence of access for all in the distance. Keywords: Learning objects; Accessibility; Distance education.

Crafting safer spaces for teaching about race and intersectionality in Australian Indigenous Studies

2020 ◽  
pp. 1-8
Author(s):  
Leticia Anderson ◽  
Lynette Riley
Keyword(s):  
Higher Education ◽  
Paradigm Shift ◽  
Teaching And Learning ◽  
Approaches To Learning ◽  
Indigenous Studies ◽  
Learning And Teaching ◽  
Education Experience ◽  
Diverse Backgrounds ◽  
Teaching In Higher Education

Abstract The shift to massified higher education has resulted in surges in the recruitment of staff and students from more diverse backgrounds, without ensuring the necessary concomitant changes in institutional and pedagogical cultures. Providing a genuinely inclusive and ‘safer’ higher education experience in this context requires a paradigm shift in our approaches to learning and teaching in higher education. Creating safer spaces in classrooms is a necessary building block in the transformation and decolonisation of higher education cultures and the development of cultural competency for all staff and graduates. This paper outlines an approach to crafting safer spaces within the classroom, focusing on a case study of strategies for teaching and learning about race, racism and intersectionality employed by the authors in an undergraduate Indigenous Studies unit at an urban Australian university.

scholarly journals Deploying a WordPress-based learning object repository to scale up instruction and effect a culture of sharing

2017 ◽  
Vol 45 (1) ◽  
pp. 131-140 ◽  
Author(s):  
J. Lindsay O’Neill
Keyword(s):  
Scale Up ◽  
Learning Objects ◽  
Learning Object ◽  
Successful Implementation ◽  
Library Instruction ◽  
Online Students ◽  
Content Type ◽  
Learning Object Repository ◽  
Free Open Source

Purpose The purpose of this paper is to describe an academic library’s successful implementation of a WordPress-based learning object repository (LOR) that facilitates widespread sharing of learning objects, allowing librarians to save prep time and to scale up the library instruction program. Both practical and technical implications of using WordPress software as a repository platform are discussed. Design/methodology/approach WordPress is free, open-source software that may be used as a platform for an LOR. By using WordPress software to create a public index of content hosted on a server, the library created an LOR that features a record for each learning object which contains metadata about the object’s format, content and accessibility. The WordPress platform/repository is also expandable, through additional free and paid plug-ins, to function as a simple learning management system that may also issue badges. Findings As a result of implementing an LOR, librarians save time prepping for classes by reusing or adapting their colleagues’ work, librarians are able to offer tutorials to online students and the repository also serves as a showcase for the library instruction program. Originality/value Many academic libraries are feeling increased pressure to scale up library instruction and serve more online students. This paper illustrates a case study of how one library uses an easy-to-implement and low-budget LOR to make progress toward these goals.

scholarly journals Deploying a WordPress-based learning object repository to scale up instruction and effect a culture of sharing

2018 ◽  
Author(s):  
Lindsay O'Neill
Keyword(s):  
Open Source Software ◽  
Scale Up ◽  
Learning Objects ◽  
Learning Object ◽  
Successful Implementation ◽  
Library Instruction ◽  
Online Students ◽  
Learning Object Repository ◽  
Free Open Source

The purpose of this paper is to describe an academic library’s successful implementation of a WordPress-based learning object repository (LOR) that facilitates widespread sharing of learning objects, allowing librarians to save prep time and to scale up the library instruction program. Both practical and technical implications of using WordPress software as a repository platform are discussed.Design/methodology/approachWordPress is free, open-source software that may be used as a platform for an LOR. By using WordPress software to create a public index of content hosted on a server, the library created an LOR that features a record for each learning object which contains metadata about the object’s format, content and accessibility. The WordPress platform/repository is also expandable, through additional free and paid plug-ins, to function as a simple learning management system that may also issue badges.FindingsAs a result of implementing an LOR, librarians save time prepping for classes by reusing or adapting their colleagues’ work, librarians are able to offer tutorials to online students and the repository also serves as a showcase for the library instruction program.Originality/valueMany academic libraries are feeling increased pressure to scale up library instruction and serve more online students. This paper illustrates a case study of how one library uses an easy-to-implement and low-budget LOR to make progress toward these goals.

Developing Metadata Application Profiles for Open Educational Resources Federated Repositories

2017 ◽  
pp. 118-145 ◽  
Author(s):  
Panagiotis Zervas ◽  
Demetrios G. Sampson
Keyword(s):  
Learning Objects ◽  
End Users ◽  
Open Educational Resources ◽  
Learning Object ◽  
Instructional Designers ◽  
Teachers And Students ◽  
Learning Object Repositories ◽  
Application Profile

With many Learning Object Repositories (LORs) implemented and maintained independently from different organizations or communities, valuable Learning Objects (LOs) are scattered over different LORs and making it difficult for end-users (namely, instructional designers, teachers and students) to easily find and access them. A suggested solution towards addressing this issue is to create federated LORs, which aim to harvest and aggregate LOs' metadata from different LORs towards facilitating LOs' discovery across these LORs through a single infrastructure. However, a challenging issue during the development of federated LORs is the design of appropriate metadata application profile (AP) which supports harvesting heterogeneous metadata records from the aggregated LORs. Thus, the aim of this book chapter is twofold, namely (a) to present a methodology for developing metadata APs that can be used in building federated LORs and (b) to present a case study from the implementation of the proposed methodology for the development of the metadata AP used by the OpenDiscoverySpace federated LOR.

scholarly journals Design principles for authoring dynamic, reusable learning objects

2003 ◽  
Vol 19 (1) ◽  
Author(s):  
Tom Boyle
Keyword(s):  
Software Engineering ◽  
Design Principles ◽  
Learning Objects ◽  
Title Page ◽  
Learning Object ◽  
Learning Object Metadata ◽  
Reusable Learning Objects ◽  
The Creation ◽  
Considerable Work

<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>The aim of this paper is to delineate a coherent framework for the authoring of re-purposable learning objects. The approach is orthogonal to the considerable work into learning object metadata and packaging conducted by bodies such as IMS, ADL and the IEEE. The 'learning objects' and standardisation work has been driven largely by adding packaging and metadata to pre-constructed learning artefacts. This work is very valuable. The argument of this paper, however, is that these developments must be supplemented by significant changes in the creation of learning objects. The principal aim of this paper is to delineate authoring principles for reuse and repurposing. The principles are based on a synthesis of ideas from pedagogy and software engineering. These principles are outlined and illustrated from a case study in the area of learning to program in Java.</span></p></div></div></div>

scholarly journals The potential for adaptable accessible learning objects: A case study in accessible vodcasting

2009 ◽  
Vol 25 (2) ◽  
Author(s):  
Stavroula Gkatzidou ◽  
Elaine Pearson
Keyword(s):  
Rapid Development ◽  
Learning Objects ◽  
Learning Object ◽  
Mobile Technologies ◽  
Use Case ◽  
Access To Information ◽  
Learning Resource ◽  
Effective Learning ◽  
Research Initiative

<span>With the rapid development of wireless networks and mobile technologies and the increasing adoption of mobile learning, the need for 'anywhere, anytime and any device' access to information becomes more evident. This has influenced the design of learning objects. The small but developing literature on vodcasting indicates its potential as an effective learning resource for use in education. This paper explores the use of vodcasting in terms of accessibility and, through a specific use case, investigates the adaptations required for existing learning objects delivered as vodcasts (videos downloaded to an MP3 player). The case study is examined in the context of a larger research initiative which aims to contribute to the requirements specification for the development of an adaptable learning object authoring tool, and suggests a learning object adaptation service which allows for flexibility and personalisation to learners' needs and preferences. Detailing the theoretical aims, design, implementation and evaluation of the project, the paper supports the argument for the educational use and value of vodcasting, but also highlights potential limitations and problem areas.</span>

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