scholarly journals The effect of tutorial feedback type on the choice of feedback type in pre-service teachers’ development of learning objects

2017 ◽  
Vol 7 (3) ◽  
pp. 71-85
Author(s):  
Burç Çeken ◽  
Yavuz Akpinar
Keyword(s):  
Teacher Learning ◽  
Video Feedback ◽  
Learning Objects ◽  
Learning Object ◽  
Feedback Type ◽  
Effective Feedback ◽  
Actual Use ◽  
Feedback Preferences ◽  
Pre Service Teacher

This study investigates the effect of feedback types presented in learning object (LO) development tutorials on the quality of pre-service teachers’ LOs and their choices of feedback types in authoring LOs. Results indicate that video feedback presented in the tutorials is the most effective feedback representation type, based on overall scores on the learning object review instrument and feedback quality of the LOs developed by the pre -service teachers. However, interaction between feedback types presented in the tutorial and pre -service teachers’ actual use of feedback in authoring LOs was not meaningful. The implications are discussed.Keywords: Pre-service teacher, learning object, authoring, feedback type, feedback preferences.

Towards a holistic model for quality of learning object repositories

2017 ◽  
Vol 35 (5) ◽  
pp. 953-976
Author(s):  
Christian Vidal-Castro ◽  
Alejandra Andrea Segura Navarrete ◽  
Victor Menendez-Dominguez ◽  
Claudia Martinez-Araneda
Keyword(s):  
Learning Objects ◽  
Learning Object ◽  
Quality Level ◽  
Quality Model ◽  
Holistic Model ◽  
Metadata Standard ◽  
Content Type ◽  
Learning Object Metadata ◽  
Quality Of Learning

Purpose This paper aims to address the need to ensure the quality of metadata records describing learning resources. We propose improvements to a metadata-quality model, specifically for the compliance sub-feature of the functionality feature. Compliance is defined as adherence level of the learning object metadata content to the metadata standard used for its specification. The paper proposes metrics to assess the compliance, which are applied to a set of learning objects, showing their applicability and usefulness in activities related to resources management. Design/methodology/approach The methodology considers a first stage of metrics refinement to obtain the indicator of the sub-feature compliance. The next stage is the proposal evaluation, where it is determined if metrics can be used as a conformity indicator of learning object metadata with a standard (metadata compliance). The usefulness of this indicator in the information retrieval area is approached through an assessment of learning objects where the quality level of its metadata and the ranking in which they are retrieved by a repository are correlated. Findings This study confirmed that the best results for metrics of standardization, completeness, congruence, coherence, correctness and understandability, which determine the compliance indicator, were obtained for learning objects whose metadata were better labelled. Moreover, it was found that the learning objects with the highest level of compliance indicator have better positions in the ranking when a repository retrieves them through an exact search based on metadata. Research limitations/implications In this study, only a sub-feature of the quality model is detailed, specifically the compliance of learning object standard. Another limitation was the size of the learning objects set used in the experiment. Practical implications This proposal is independent from any metadata standard and can be applied to improve processes associated with the management of learning objects in a repository-like retrieval and recommendation. Originality/value The originality and value of this proposal are related to quality of learning object metadata considered from a holistic point of view through six metrics. These metrics quantify both technical and pedagogical aspects through automatic evaluation and supported by experts. In addition, the applicability of the indicator in recovery systems is shown, by example to be incorporated as an additional criterion in the learning object ranking.

scholarly journals Interface Design of Learning Object Repository Based on Heuristic Approach/ Mereka Bentuk Antara Muka Repositori Objek Pembelajaran Berdasarkan Pemeriksaan Heuristik

2019 ◽  
Vol 11 (3) ◽  
Author(s):  
Siti Fadzilah Mat Noor ◽  
Shah Mohd Irwan Mat Ishak ◽  
Noraidah Sahari@Ashaari
Keyword(s):  
Interface Design ◽  
Learning Objects ◽  
Education Sector ◽  
Learning Object ◽  
Execution Phase ◽  
Heuristic Study ◽  
Learning Object Repository ◽  
Basic Functions ◽  
Interface Usability

A Learning Object Repository (LOR) is a concept of storage, reuse and sharing of learning objects accompanied by the community in the education sector consists of students and educators. One of the elements identified to distinguish the quality of a learning object repository is the interface usability. Usability is critical for the success of an application to help users achieve their objectives. Based on previous studies, very few researches have been conducted to highlight problems in the usability of LORs. In addition, the current LOR interfaces did not help facilitate users to achieve the objectives of their assignments. Hence, a comprehensive heuristic study on interface usability was conducted on three chosen LORs in order to identify the basic functions that must exist in the LOR interface, to develop an interface prototype to be used as a model reflecting the heuristic results, and to perform tests on the interface prototype developed. The methodology of this study involves three phases: planning, execution, and development. In the execution phase, the severity ratings for the LOR interfaces were identified by Nielsen Evaluation. The prototype was tested to ensure that the usability principles were adhered.

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 Implementing the Mindfulness-Based Interventions; Teaching Assessment Criteria (MBI:TAC) in Mindfulness-Based Teacher Training

2021 ◽  
Vol 10 ◽  
pp. 216495612199834
Author(s):  
GM Griffith ◽  
RS Crane ◽  
R Baer ◽  
E Fernandez ◽  
F Giommi ◽  
...  
Keyword(s):  
Teacher Training ◽  
Teaching Practice ◽  
Assessment Tool ◽  
Assessment Criteria ◽  
Optimal Conditions ◽  
Intervention Delivery ◽  
Effective Feedback ◽  
Teaching Assessment ◽  
Teaching Competence

The Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) was originally developed as a tool to assess the teaching competence of mindfulness-based program (MBP) teachers. The tool was made freely available and has since been used by mindfulness-based teacher training organisations internationally. During this time the MBI:TAC has evolved in its usage, from an assessment tool to one which informally supports how MBP teachers are trained. In this article, we first examine the rationale for implementing the MBI:TAC in MBP teacher training; second, we offer practical guidance on ways of integrating the tool into teacher training pathways with awareness of its potential and possible pitfalls; and third, we offer guidance on using the tool as a framework for giving effective feedback to trainees on their teaching practice. Implementing the MBI:TAC in teacher training may support the quality and integrity of MBP teacher training, and thus ensure high quality MBP teachers graduating. In turn this may help avoid the ‘implementation cliff’ – that is, the quality of an intervention delivery is delivered in optimal conditions when it is being researched, and drops in quality when delivered in sub-optimal, ‘real world’ conditions.

scholarly journals Historical and Philosophical Foundations of Learning Objects

10.28945/2913 ◽  
2005 ◽  
Author(s):  
Stephen L. Martin
Keyword(s):  
Instructional Design ◽  
Learning Objects ◽  
Reflective Learning ◽  
Learning Object ◽  
Instructional Designers ◽  
Philosophical Foundations ◽  
Practical Development ◽  
Computer Based ◽  
Knowledge Objects ◽  
The Relationship

Briefly the objective of this presentation is to provide an overview of the origin of the concept and term of learning object in instructional design within the context of standardized, sharable, computer-based operations. Secondly, the philosophical foundations will be discussed mainly in terms of the framework of the crucial distinction between learning objects as mere external knowledge objects and the process of self-reflective learning that is needed to make the use of learning objects truly successful. Both the historical and philosophical foundations of learning objects will be treated in terms of the relationship between learning objects and learning subjects. The latter includes both instructional designers in the historical and practical development of learning objects, and the audience for which learning objects are intended to help educate. Particularly, historical and philosophical foundations should recognize the dual trajectory towards producing standardized small curricular units and at the same time affecting, educating and even transforming learners.

scholarly journals Implementasi Supervisi Akademik Dalam Meningkatkan Kualitas Pembelajaran di SMA dan SMK Se-Kecamatan Abung Semuli Lampung Indonesia

EL-Ghiroh ◽  
2020 ◽  
Vol 18 (2) ◽  
pp. 179-193
Author(s):  
M. Ihsan Dacholfany ◽  
Nining Surya Ningsih ◽  
Sudirman Aminin
Keyword(s):  
Teacher Learning ◽  
Phenomenological Theory ◽  
Language Teachers ◽  
Research Approach ◽  
Implementation Evaluation ◽  
Quality Of Teaching ◽  
Educational Supervision ◽  
Quality Of Learning

Motivated by the problems of the quality of learning. To improve the quality of teaching carried out by teachers, through educational supervision. The research was conducted in SMA and SMK in Abung Semuli Subdistrict, Lampung which aims to describe the Principal's knowledge regarding the role of supervisor and to know the Implementation of Academic Supervision in Improving the Quality of Teacher Learning. Research using a qualitative research approach with phenomenological theory. Conclusions: Principals of SMA and SMK in Abung Semuli District, Lampung have good knowledge of academic supervision as evidenced by the supervision of these schools. Implementation of Academic Supervision in Improving the Quality of Learning Indonesian language teachers using individual techniques in the form of class visits begins with making a supervision program containing planning, preparation, implementation, evaluation.

scholarly journals Supervisi Pendidikan

2020 ◽  
Author(s):  
Maihilza Wiwi Fauziah
Keyword(s):  
Teacher Learning ◽  
Continuous Improvement ◽  
Teacher Professionalism ◽  
Learning Needs ◽  
Culture Of Learning ◽  
Science Technology ◽  
Educational Supervision ◽  
Training Activities ◽  
And Training

Educational supervision holds teacher learning which ultimately results in high student learning achievement. Improving the quality of learning needs to be done continuously as the development of science, technology, and the community. The approach to improving teacher professionalism can be done with supervision techniques, fostering a culture of learning organizations, and training activities. By using this approach, the performance of the institution can be done through continuous improvement of teacher professionalism, both individually and in groups.

scholarly journals Learning Object Repository Technologies for TeleLearning: The Evolution of POOL and CanCore

10.28945/2565 ◽  
2002 ◽  
Author(s):  
Griff Richards ◽  
Rory McGreal ◽  
Norm Friesen
Keyword(s):  
National Level ◽  
Learning Objects ◽  
Peer To Peer ◽  
Learning Object ◽  
Learning Program ◽  
Peer Network ◽  
Learning Object Repository ◽  
On Line ◽  
Learning Object Repositories ◽  
Peer To Peer Network

Repositories provide mechanisms to encourage the discovery, exchange and re-use of learning objects. This paper describes Portals for On-line Objects in Learning (POOL), a consortium project of the TeleLearning NCE to build a learning object repository scalable to the national level. Funded in part by the Canarie Learning Program, POOL contributes to the development of two focal technologies: “POOL POND and SPLASH” a distributed architecture for a peer-to-peer network of learning object repositories, and CanCore, a practical metadata protocol for cataloguing learning objects.

scholarly journals PROMOTING PROFESSIONAL IDENTITY AMONG PRE-SERVICE ENGLISH TEACHERS THROUGH TEACHER CAMPS

2021 ◽  
Vol 32 (2) ◽  
pp. 214
Author(s):  
Anderson Hidarto ◽  
Chindy Christine
Keyword(s):  
Professional Identity ◽  
Identity Formation ◽  
English Language ◽  
Principal Component ◽  
Language Teachers ◽  
Resource Exploitation ◽  
Before And After ◽  
Pre Service Teacher ◽  
Teaching Ideas

With a mission to enhance the quality of EFL teachers, the Regional English Language Office (RELO) of the U.S. Embassy in Indonesia has conducted a pre-service teacher camp where practical teaching innovations are taught alongside reflective practices and the development of social and intercultural competences. This paper aims to examine how the participants, who are pre-service language teachers, perceived their professional identity as potential EFL educators after attending Camp EPIC and to what extent the program contributed to this process of professional identity formation. The study employed a mixed-methods survey where a total of 45 participants of Camp EPIC 2018 were purposively selected. They were asked to provide descriptions of themselves as teachers before and after the teacher camp, which were then analysed qualitatively using thematic analysis. As for the quantitative data, a set of thirty-three Likert-scale items were examined using Principal Component Analysis (PCA). The triangulated data indicated that the participants’ perception was positively altered after the camp. While some mentioned that they were more resourceful and creative with teaching ideas, others showed a higher level of self-efficacy concerning their competence. These changes could be attributed to four major features of the camp: reflection, feedback, resource exploitation, and collaboration.

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