DESIGN OF ACTIVATING DIGITAL LEARNING MATERIAL FOR FOOD CHEMISTRY EDUCATION

The non-classical learning model used in this study was a jigsaw type cooperative learning model with the assignment treatment of making learning material video which is expected to make it easier in finding knowledge in teaching materials, with the creativity of students’ forming skills. The purpose of this study are to determine: (a) the effect of animation video and review video making in non-classical learning model on the ability to learn independently of students of the chemistry education study program at USN Kolaka, (b) the effect of animation video and review video making in non-classical learning model on the ability of spatial independence of students in the chemistry education study program at USN Kolaka, and (c) the effect of animation video and review video making in non-classical learning model on the learning outcome of students in the chemistry education study program at USN Kolaka. This research was a quasi-experimental research (quasy experiment) with a posttest only research design. The research population was students in the IV and VI semester of Chemistry Education Study Program. The instrument used was a questionnaire of learning independence, spatial ability and learning outcome.

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Concept Mapping to Design, Organize, and Explore Digital Learning Objects

E-Learning for Geographers ◽

10.4018/978-1-59904-980-9.ch010 ◽

2010 ◽

pp. 170-184

Author(s):

David DiBiase ◽

Mark Gahegan

Keyword(s):

Learning Community ◽

Concept Mapping ◽

Digital Libraries ◽

Domain Knowledge ◽

Learning Objects ◽

Learning Material ◽

Digital Learning ◽

Learning Materials ◽

Mapping Tool ◽

Descriptive Knowledge

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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