scholarly journals A digital learning object for teaching human embryology: version 2 of Embryon (725.13)

2014 ◽  
Vol 28 (S1) ◽  
Author(s):  
John Fredieu ◽  
Jennifer Kerbo ◽  
Brendan Mulcahy ◽  
Carly Bartel ◽  
Maia Fedor‐Garcia ◽  
...  
Keyword(s):  
Learning Object ◽  
Digital Learning ◽  
Human Embryology

Being a Content Expert is Fun Again with Pachyderm

2007 ◽  
pp. 232-244
Author(s):  
Tom Hapgood
Keyword(s):  
Learning Objects ◽  
Learning Object ◽  
Digital Learning ◽  
Storage Devices ◽  
Promotion And Tenure ◽  
Content Expert ◽  
Organizational Information ◽  
Digital Learning Objects ◽  
Organizational Procedures ◽  
And Storage

This chapter discusses the reasoning behind the lack of the expected authoring of digital learning objects. It argues that the creation and dissemination of learning objects by university faculty have not occurred as a result of technical hurdles and frightening acronyms, lack of organizational procedures, unclear legal and ownership issues, and the ineffectiveness of “selling” the idea to faculty as part of the promotion and tenure process. The technology, interfaces and storage devices have been in place for some time, waiting for the learning object authors to publish their work. The Pachyderm 2.0 software is discussed as a tool for faculty to utilize. The author hopes that discussing and enumerating the obstacles to learning object authoring and dissemination, combined with the proposal of using the Pachyderm software along with a model of working with organizational information technology (IT) staff, will assist all involved in circulating successful digital learning objects.

scholarly journals Use of Educational Films in Environmental Education as a Digital Learning Object

2020 ◽  
Vol 6 (2) ◽  
pp. 134-147 ◽  
Author(s):  
Merve TOPAL ◽  
Ezgi GÜVEN YILDIRIM ◽  
Ayşe Nesibe ÖNDER
Keyword(s):  
Environmental Education ◽  
Learning Object ◽  
Digital Learning ◽  
Educational Films

scholarly journals PENGEMBANG TEKNOLOGI PEMBELAJARAN: KEBUTUHAN PELUANG DAN TANTANGAN DI INDONESIA

2015 ◽  
pp. 161-172
Author(s):  
Purwanto Purwanto
Keyword(s):  
Educational Institution ◽  
Instructional Designer ◽  
Learning Object ◽  
Instructional Designers ◽  
Learning Technology ◽  
Digital Learning ◽  
Ministry Of Education ◽  
Learning Paradigm ◽  
The People ◽  
Ict Development

Abstrak:Tulisan ini menyajikan hasil analisis penulis mengenai kebutuhan akan peluang dan tantangan bagi pengembang teknologi pembelajaran, suatu jabatan fungsional baru yang dibina oleh Kemendikbud pada saat ini. Permasalahan yang diajukan adalah: (1) mengapa diperlukan pengembang teknologi pembelajaran; (2) bagaimana peluang untuk menduduki jabatan pengembang teknologi pembelajaran di lembaga pendidikan; dan (3) apakah tantangan yang dihadapi oleh pengembang teknologi pembelajaran saat ini. Hasil kajian literatur dan pengamatan terhadap perkembangan Teknologi Informasi dan Komunikasi (TIK) terkini menunjukkan bahwa PTP diperlukan karena beberapa hal berikut ini: (1) berkembangnya budaya kerja secara kolaboratif; 2) perlunya pembagian kerja karena disebabkan berkembangnya kawasan pekerjaan; (3) perubahan paradigma pembelajaran; dan 4) perkembangan pesat teknologi pembelajaran. PTP lahir sebagai akibat dari terjadinya hyperspesialisasi, yaitu pekerjaan yang sebelumnya dilakukan oleh satu orang menjadi dikerjakan oleh beberapa orang profesional yang berbeda untuk bagian-bagian yang lebih khusus. Penulis menyimpulkan bahwa jabatan PTP terbuka bagi yang memiliki kompetensi, karena: (1) telah menjadi kebijakan pemerintah; (2) kebutuhan yang terus meningkat akan aneka sumber belajar, media, dan digital learning object; dan (3) banyak lembaga pendidikan saat ini yang memanfaatkan teknologi pembelajaran. Selain itu, tantangan yang dihadapi PTP saat ini yaitu: (1) PTP harus kreatif dan inovatif mengembangkan model pembelajaran yang sesuai paradigma belajar abad 21; (2) PTP perlu meningkatkan kompetensi di bidang pembelajaran dan teknologi, khususnya mengenai media terbaru; dan (3) PTP perlu menunjukkan karya nyata dan menawarkan solusi atas permasalahan dalam pembelajaran.Kata Kunci: pengembang teknologi pembelajaran, perubahan paradigma, kompetensiAbstract:This paper presents the author’s analysis about the need for opportunity and challenges for Instructional Designers, a new functional position nurtured by the Ministry of Education and Culture recently. The proposed questions are: (1) why Instructional Designers are required; (2) how the oportunities for the people to hold an Instructional Designer post in an educational institution are; and (3) what challenges Instructional Designers face are. The result of literature review and observation towards the latest ICT development shows that Instructional Designers are required because of: (1) developing collaborative working culture; (2) the need for specification of jobs; (3) learning paradigm changes; and (4) fast ICT development. Instructional Designers were born as a result of Hyperspecialization. It is a job which is done by one person, which should then be done by some different professional persons to hold different more specific parts of the job. The author concludes that Instructional Designer post is open for those who has right competences, because: (1) it has become a government policy; (2) the need for various learning sources, media, and digital learning object is continuously increasing; (3) many educational institutions has been applying learning technology. Beside that, the challenges Instructional Designer face are: (1) Instructional Designers must be creative and innovative in developing learning models in accordance with the 21st learning paradigm; (2) Instructional Designers need to enhance their competency in the field of education and technology, especially the newest media; and (3) Instructional Deisgners should show their real work and offer the solutions for the whole problems in learning.Key Words: Instructional Designers; paradigm changes; competence

COLLABORATION WHEN ADAPTING DIGITAL LEARNING OBJECTS IN THE EDUCATIONAL PROCESS

2020 ◽  
Vol 1 ◽  
Author(s):  
Gintarė Milčė
Keyword(s):  
Process Improvement ◽  
Teaching Methods ◽  
Learning Objects ◽  
Educational Process ◽  
Learning Object ◽  
Digital Learning ◽  
Reform Teaching ◽  
Teachers And Students ◽  
Process Collaboration ◽  
Digital Learning Objects

Teachers who seek for continuous education (learning) process improvement, not only reform teaching methods, but also use a variety of digital innovations, including the digital learning objects. Usually, a teacher becomes responsible for the introduction of innovations and a student for the mastering them. In many cases, the teacher's qualities determine whether innovation will be accepted or rejected, but in order to incorporate digital learning objects into the educational process, collaboration between a teacher and a student becomes an important element. The teacher decides which digital learning object to use when at this point student can evaluate, test and discuss with the teacher how much it benefits. Thus, the object of this presentation–collaboration when adapting digital learning objects in the educational process. The analysis has revealed that the adaptation of digital learning objects requires collaboration, and in the process of adapting the digital learning object, there is collaboration that ensures a smooth adaptation process: discussions, sharing knowledge and ideas. All this helps to make targeted use of the digital learning object in the process of education, according to the different needs of teachers and students.

Digital learning object repositories

2012 ◽  
Vol 28 (1) ◽  
pp. 14-16 ◽  
Author(s):  
H. Frank Cervone
Keyword(s):  
Learning Object ◽  
Digital Learning ◽  
Learning Object Repositories

scholarly journals Impact of the Use of a Digital Learning Object in the Teaching of Clinical Assessment of Preterm Infants: A Comparative Study

2012 ◽  
Vol 46 ◽  
pp. 1192-1197 ◽  
Author(s):  
Luciana Mara Monti Fonseca ◽  
Natália Del’ Angelo ◽  
Marcelo de Almeida Reis ◽  
Giselle Dupas ◽  
Maria Isabel Ruiz Beretta ◽  
...  
Keyword(s):  
Comparative Study ◽  
Preterm Infants ◽  
Clinical Assessment ◽  
Learning Object ◽  
Digital Learning

scholarly journals Usage of digital learning object about breast cancer in primary health care

2012 ◽  
Vol 3 (5) ◽  
Author(s):  
Denise Tolfo Silveira ◽  
Agnes Ludwig Neutzling ◽  
Tamyres Oliveira dos Santos ◽  
Stephani Catherini Paz Brondani
Keyword(s):  
Breast Cancer ◽  
Health Care ◽  
Primary Health Care ◽  
Learning Object ◽  
Digital Learning ◽  
Primary Health

scholarly journals Evaluation of the Digital Learning Object Taking Care of the Sensory Environment in Neonatal Units: Noise, Light and Handling

2012 ◽  
Vol 46 ◽  
pp. 509-514 ◽  
Author(s):  
Luciana Mara Monti Fonseca ◽  
Mayra Jardim Medeiros ◽  
Fernanda Santos Nogueira Góes ◽  
Nelma Ellen Zamberlan-Amorim ◽  
Carmen Gracinda Silvan Scochi
Keyword(s):  
Learning Object ◽  
Digital Learning ◽  
Sensory Environment ◽  
Taking Care

scholarly journals PENGEMBANGAN BAHAN BELAJAR DIGITAL LEARNING OBJECT

2014 ◽  
pp. 583-595
Author(s):  
Kusnandar Kusnandar
Keyword(s):  
Learning Object ◽  
Learning Material ◽  
Digital Learning ◽  
Learning Materials ◽  
Materials Development ◽  
Innovative Learning ◽  
Information And Communication ◽  
Basic Ideas ◽  
Specific Learning ◽  
Digital Or

diterima: 09 Januari 2013; dikembalikan untuk revisi: 20 Januari 2013; disetujui: 4 Februari 2013;Abstrak: Tulisan ini merupakan sebuah gagasan dalam pengembangan bahan belajar digital, learning object melalui pendekatan analisis kurikulum. Dengan pendekatan ini dimungkinkan terjadi sinergi antar para penyedia konten pembelajaran, sehingga pada gilirannya dapat mempercepat pemenuhan kebutuhan bahan belajar sesuai dengan tuntutan kurikulum. Kurikulum 2013 yang antara lain memiliki karakteristik pendekatan proses, tematik, terintegrasi TIK (teknologi komunikasi dan informasi), aneka sumber, serta metodologi yang menyenangkan, akan dapat diimplementasikan secara baik apabila didukung ketersediaan konten bahan belajar yang memadai. Learning object adalah segala entitas, digital atau non-digital, yang dapat digunakan untuk pembelajaran, pendidikan atau pelatihan. Learning object merupakan satuan terkecil bahan belajar yang memuat satu tujuan (objective) pembelajaran yang spesifik. Ibarat sebuah puzzle, learning object adalah potongan puzzle yang dapat dipasang-pasangkan dengan potongan lainnya sehingga membentuk sebuah bangun tertentu. Learning object memiliki karakter memuat gagasan tunggal, interoperable, dan reusable. Dengan karakterisktik ini, learning object memungkinkan untuk dapat dimanfaatkan oleh guru atau siswa dalam pengembangan pembelajaran yang kreatif dan inovatif. Langkah-langkah pengembangan learning object dimulai dengan analisis kurikulum, identifikasi topik. penyusunan peta materi, membuat deskripsi materi, mengembangkan standardisasi, menyusun naskah atau skenario pembelajaran, menyusun metadata, melaksanakan produksi atau pembuatan learning object, melakukan quality control, sampai dengan upload di web atau disimpan sebagai pustaka asset digital. Selanjutnya learning object dapat dimanfaatkan sebagai media pembelajaran, baik secara langsung ataupun diadaptasi dalam berbagai aktivitas pembelajaran yang kreatif dan inovatif. Kata kunci: learning object, bahan belajar digital, peta materi, metadataAbstract: This paper is about some basic ideas of the digital learning materials development of learning object through curriculum analysis approach. This approach enables the sinergy between learning material developers to occur, so that in time it wil accelerate the fulfillment of learning material need based on curriculum. The 2013 curriculum that has several characteristic such as process-approached, thematic, integrated with information and communication technology, rich of learning resources, and joyfully methodology will be well implemented if it is supported by the availability of adequate learning materials. Learning object is every entity, digital or non-digital, that can be used for learning, education or training. Learning object is the smallest learning material that contains one specific learning objective. There are some characteristic of learning object, such as relatively small, granular, interoperable, and reusable. Those characteristics enables learning object to be used by teachers or students in developing creative and innovative learning. There are several steps to develop learning object; curriculum analyzing, topic identifying, content mapping, content explaining, standardizing, script writing, metadata organizing, producing, quality controlling, and uploading. Learning object then can be used as learning media both directly or by adaptation in various kinds of creative and innovative learning activities.Keyword: learning object, digital learning materials, content mapping, metadata

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