LPCEL Editor: A Web-Based Visual Authoring Tool for Learning Design

2012 ◽  
Author(s):  
Jorge Torres ◽  
Jesus Resendiz ◽  
Juan Manuel Dodero ◽  
Ignacio Aedo
Keyword(s):  
Authoring Tool ◽  
Learning Design ◽  
Web Based

scholarly journals HyCo – An Authoring Tool to Create Semantic Learning Objects for Web-Based E-learning Systems

2004 ◽  
pp. 344-348 ◽  
Author(s):  
Francisco J. García ◽  
Adriana J. Berlanga ◽  
Maria N. Moreno ◽  
Javier García ◽  
Jorge Carabias
Keyword(s):  
Learning Objects ◽  
Learning Systems ◽  
Authoring Tool ◽  
Web Based ◽  
Semantic Learning ◽  
E Learning

An Ontology-Based Framework for Authoring Tools in the Domain of Sustainable Energy Education

2012 ◽  
pp. 120-142
Author(s):  
Sotirios Karetsos ◽  
Dias Haralampopoulos ◽  
Konstantinos Kotis
Keyword(s):  
Sustainable Development ◽  
Sustainable Energy ◽  
Energy Development ◽  
Authoring Tool ◽  
Learning Material ◽  
Design Domain ◽  
Learning Design ◽  
Educational Model ◽  
Energy Education ◽  
Learning Scenarios

This paper presents an ontology-based framework for the production of learning designs, focusing on the domain of sustainable energy education. An ontology of the sustainable energy development domain and educational model designed in compliance with widespread standards constitute the proposed framework to disprove the vagueness of “sustainable development” and enhance reusability and shareability of learning material respectively. The authors envisage this framework both as a means to support the authoring of learning scenarios and as a provisioning of a field for conversation about the appropriate authoring tool in this area. In this sense, an integrating approach for the representation of the learning design domain is kept, focusing on the concept of “mediating artefacts”.

Visual Authoring Tool for Web-Based Training

2001 ◽  
Vol 34 (16) ◽  
pp. 457-461
Author(s):  
Tatiana Gavrilova ◽  
Natalia Stash ◽  
Rodolphe Texier
Keyword(s):  
Authoring Tool ◽  
Web Based

scholarly journals A Web-based Authoring Tool for Intelligent Tutors: Blending Assessment and Instructional Assistance

2007 ◽  
pp. 23-49 ◽  
Author(s):  
Leena Razzaq ◽  
Mingyu Feng ◽  
Neil T. Heffernan ◽  
Kenneth R. Koedinger ◽  
Brian Junker ◽  
...  
Keyword(s):  
Authoring Tool ◽  
Web Based ◽  
Intelligent Tutors

scholarly journals PENERAPAN PRINSIP DISAIN PEMBELAJARAN DAN LEARNING OBJECT UNTUK SITUS KELAS MAYA MATA KULIAH GIZI TERAPAN

2015 ◽  
pp. 95-112
Author(s):  
Dewi Salma Prawiradilaga Ari Istiany Diana Ariani
Keyword(s):  
Instructional Design ◽  
Learning Objects ◽  
Learning Object ◽  
Learning Design ◽  
Design Framework ◽  
Integrative Learning ◽  
Learning Materials ◽  
Web Based ◽  
Design Learning ◽  
Web Based Learning

Abstrak:Penelitian pengembangan ini bertujuan untuk menciptakan baik bahan belajar berbasis web mapun panduan belajar untuk mata kuliah Gizi Terapan. Pengembangan tersebut didasarkan pada prinsip desain pembelajaran, learning object, desain pesan dan pembelajaran mandiri personalisasi. Proses pengembangan menggunakan model Dabbagh & Bannan-Ritland yang dikenal dengan model “integrative learning design framework (IDLF)”. Model ini terdiri dari tiga tahapan, yaitu explorating, enactment, dan evaluation. Hasil tahap explorating adalah serangkaian permasalahan dan alternatif solusi untuk mengembangkan mata kuliah tersebut sebagai learning object. Tahap enacment menghasilkan hal-hal apa saja yang harus dikembangkan/diproduksi sebagai aspek pembelajaran seperti urutan topik, naskah, produksi prototipa (vide klip, slide presentasi, draft panduan belajar dll.), serta situs kelas maya mata kuliah Gizi Terapan tersebut pada http:://www.unj.web-bali.net. Evaluasi adalah tahap pembuktian melalui evaluasi satu-satu, review ahli, dan evaluasi kelompok kecil. Penelitian ini sendiri menggunakan tujuh siswa dari Program Studi Tata Boga dan lima dosen sebagai ahli lintas disiplin, yaitu ahli pembelajaran, desain pembelajaran, media (hypermedia) dan gizi terapan.Kata Kunci: gizi terapan, desain pembelajaran, learning object, model IDLF, bahan belajar berbasis web.Abstract:This is a development research which aims to create both web-based learning materials and a learning guide (LG) book for the course on Applied Nutrition. Its underlying theories are principles of instructional design, learning objects (LOs) as well as message design, personalization inindependent learning. The development process is through a model called Integrative learning design framework (IDLF) of Dabbagh & Bannan – Ritland. The IDLF consists of three phases; those are explorating, enactment, and evaluation. Explorating phase results a list of problems and its alternative solutions on how to develop topics chosen (Gizi Balita and Gizi Anak Sekolah) as learning objects. Then, these LOsare to be uploaded into learning paths in theLCMS claroline. Enactment is a process which allows research team to develop those topics into tangible aspects of instruction, such scripts, production of prototypes (slides, video clips, the draft of LG book etc), and a coursesite of Applied Nutrition (Gizi Terapan) at www.unj.web-bali.net. Evaluation consists of tryouts of one-to-one, expert review, and small group evaluation. The research invited seven students of Department of Food Management (Tata Boga) as subjects and five lecturers as transdisciplinary experts of instructional design, instruction, hypermedia and applied nutrition.Keywords : Applied Nutrition, instructional design, learning objects, model IDLF, web-based learning materials.

scholarly journals Examining pre-service teachers’ design capacities for web-based 21st century new culture of learning

2016 ◽  
Author(s):  
Ching Sing Chai ◽  
Lynde Tan ◽  
Feng Deng ◽  
Joyce Hwee Ling Koh
Keyword(s):  
21St Century ◽  
Learning Design ◽  
Web Based ◽  
Pedagogical Content ◽  
Culture Of Learning ◽  
Design Practices ◽  
School Based ◽  
Teachers Beliefs ◽  
Relevant Factors ◽  
Beliefs About Learning

Although there is an established body of work arguing that teachers’ technological pedagogical content knowledge (TPACK) is necessary for designing ICT-integrated lessons, little is known about the relationships among teachers’ beliefs about learning, their design dispositions, learning design practices and TPACK. Critical inquiry in this aspect is timely as a new culture of learning is emerging from the informal contexts of learning and challenging how school-based learning should be designed to foster 21st century competencies. In this study, a survey instrument was developed to assess and investigate the relationships among pre-service teachers’ beliefs about the new culture of learning and school-based learning, their design dispositions, learning design practices and relevant factors of TPACK. Based on the sample size of 223 pre-service teachers in Singapore, the validation shows that the relevant factors pertaining to TPACK, teachers’ beliefs and design were distinctive. The study shows that teachers’ beliefs about learning and their design capacities changed along with their TPACK efficacy. It also identified factors that might affect teachers’ competencies needed to design lessons that could cultivate a new 21st century culture of learning. Implications of the relationships among teachers’ beliefs about learning, their design capacities and TPACK to foster 21st century competencies are discussed.

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