Building Multimedia and Web Resources for Teaching Mathematical Concepts through their Historical Development

2011 ◽  
pp. 370-391 ◽  
Author(s):  
Wajeeh Daher ◽  
Nimer Baya’a
Keyword(s):  
Preservice Teachers ◽  
Lesson Plan ◽  
Structured Interviews ◽  
Learning Materials ◽  
Mathematical Concepts ◽  
Web Based ◽  
Web Resources ◽  
Web Based Learning ◽  
Attitudes And Perceptions ◽  
Pedagogical Models

This chapter describes how teachers can use technology to build learning materials and non-traditional lessons that incorporate heritage and history. Students are expected in these lessons to be engaged by a combination of mathematics, cultural heritage, and technological presentation. The chapter describes a project carried out in a teacher training college and presents the structure of the web-based learning environment. Preservice teachers who participated in the project developed the online materials and carried out the educational activities. The technological tools used to build learning materials were based on ICT pedagogical models and were integrated into the mathematical lessons. The chapter also describes various models and teaching settings in which heritage and technology can be utilized and integrated, followed by an example lesson plan which elaborates on the model. The chapter also describes the educational, pedagogical, technical, and logistical difficulties that the preservice teachers confronted during the project. They also struggled with reading historical material and relating it to mathematics. Semi structured interviews revealed that the preservice teachers overcame these difficulties by reflection and by communicating and collaborating with each other and with their lecturers. A questionnaire with yes-no items was used to collect data about attitudes and perceptions of the preservice teachers during the project. They viewed this technological project connected with their heritage as fun, benefiting them, making them proud of their mathematical heritage, and encouraging them to use such projects in their future teaching.

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.

An Approach to the Use and Automatic Generation of Web-Based Learning Materials

2004 ◽  
pp. 201-208
Author(s):  
Victor Fresno-Fernández ◽  
Soto Montalvo-Herranz ◽  
Joaquin Pérez-Iglesias ◽  
Jaime Urquiza-Fuentes ◽  
J. Ángel Velázquez-Iturbide
Keyword(s):  
Automatic Generation ◽  
Learning Materials ◽  
Web Based ◽  
Web Based Learning

scholarly journals Developing Guidelines for Evaluating the Adaptation of Accessible Web-Based Learning Materials

2016 ◽  
Vol 17 (4) ◽  
Author(s):  
Marko Radovan ◽  
Mojca Perdih
Keyword(s):  
Relevant Literature ◽  
Information And Communications Technology ◽  
Learning Materials ◽  
Web Based ◽  
Web Based Learning ◽  
Learning From Text ◽  
Alternative Means ◽  
E Learning ◽  
Main Component ◽  
Access To Knowledge

<p class="2">E-learning is a rapidly developing form of education. One of the key characteristics of e-learning is flexibility, which enables easier access to knowledge for everyone. Information and communications technology (ICT), which is e-learning’s main component, enables alternative means of accessing the web-based learning materials that comprise the content of e-learning. However, these materials can help provide a good educational experience only if they are designed carefully, which is especially true for people that have difficulties with learning from text or those with other learning disabilities (e.g., dyslexia). The main obstacle to learning for such people is usually posed by the form in which web-based learning materials are provided. Using guidelines from relevant literature, this article provides a checklist that assesses the degree to which web-based learning materials take account of the needs of people with disabilities, especially those with dyslexia. The article focuses more on the technical aspects of web-based learning materials, as they are a crucial factor that can influence the accessibility of web-based learning materials.</p>

scholarly journals PENGEMBANGAN BAHAN AJAR STRUKTUR ALJABAR BERBASIS WEBSITE

2011 ◽  
Vol 23 (XIV) ◽  
pp. 74-84
Author(s):  
Fadli Fadli
Keyword(s):  
Student Teachers ◽  
Instructional Development ◽  
Field Test ◽  
Formative Evaluation ◽  
Potential Effect ◽  
Algebra Structure ◽  
Teaching Program ◽  
Learning Materials ◽  
Web Based ◽  
Web Based Learning

This research was conducted to produce a web based learning materials which is used in algebra structure course. The respondents of this research were student teachers of 6th semester, majoring in Maths, Faculty of Educational and Teaching Program, University of PGRI Palembang. The learning materials were developed by IDI (Instructional Development Institute) model. To measure of its validity, practicality, and effectiveness, a formative evaluation and a field test were used. The results showed that the 4th prototype of the learning materials is potentially effective that 67,57% of students are motivated, 56,76% of students are interested and the students’ result of study which reached the point of 54,05%, are considered excellent. It can be concluded that the learning materials of structure of algebra based on website is valid and practical on study of structure of algebra, and has a potential effect.

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