Visualização sintético-imagética de parâmetros e metadados de objetos de aprendizagem

O presente trabalho traz os resultados de pesquisa que objetivou o desenvolvimento de uma linguagem visual que representasse parâmetros e metadados de objetos de aprendizagem de maneira sintético-imagética, a fim de facilitar seu processo de avaliação e seleção por educadores. A pesquisa fundamentou-se em princípios da teoria de NURBS e da lógica do banco de dados de Manovich (2001, 2010), além dos conceitos de objeto de aprendizagem, metadados e sistemas de recomendação (WILEY, 2000; CAZELLA et al., 2009, 2010). A pesquisa revelou profícua a possibilidade da transformação da cultura subjetiva em dados, mediante a proposição de categorizações que levaram em conta variáveis qualitativas na análise de OAs a partir de teorias de aprendizagem aplicadas ao design instrucional e de características padronizadas utilizadas em sua organização e catalogação em repositórios digitais.Abstract: This paper presents results of research aimed at developing a visual language to represent parameters and metadata for learning objects in a synthetic-imagetic manner, in order to facilitate the process of their evaluation and selection by educators. The research was based on principles of NURBS theory and database logic by Manovich (2001, 2010), and the concepts of learning object (LO), metadata and recommendation systems (WILEY, 2000; CAZELLA et al., 2009, 2010). The inquiry revealed a possibility of fruitful transformation of subjective culture on data through the proposition of categorizations that take into account qualitative variables in the analysis of LOs from the perspective of learning theories applied to instructional design and standardized features used in their organization and cataloging in digital repositories. Keywords: Synthetic-imagetic visualization. Learning objects. Metadata. Repositories. Learning parameters.Resumen: Este trabajo presenta los resultados de investigación que apuntaba a desarrollar un lenguaje visual para representar parámetros y metadatos de objetos de aprendizaje vía imágenes sintéticas para facilitar su proceso de evaluación y selección de los profesores. La investigación se basa en los principios de la teoría de NURBS y la lógica de la base de datos de Manovich (2001, 2010), además de los conceptos de objeto de aprendizaje (OA), metadatos y sistemas de recomendación (Wiley, 2000; Cazella et al., 2009, 2010). La encuesta reveló fructífera la posibilidad de transformación de la cultura subjetiva en datos a través de la proposición de categorizaciones que tuvieron en cuenta las variables cualitativas en el análisis de OA a partir de las teorías de aprendizaje aplicadas al diseño instruccional y características estándar utilizadas en su organización y catalogación en repositorios digitales.Palavras clave: Vista previa de imágenes sintéticas. Objetos de Aprendizaje. Metadatos. Repositorios. Parámetros de Aprendizaje.

Download Full-text

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.

Download Full-text

Adaptation of Descriptive Metadata for Managing Educational Resources in the GREDOS Repository

Online Course Management ◽

10.4018/978-1-5225-5472-1.ch105 ◽

2018 ◽

pp. 2063-2085

Author(s):

Erla M. Morales Morgado ◽

Rosalynn A. Campos Ortuño ◽

Ling Ling Yang ◽

Tránsito Ferreras-Fernández

Keyword(s):

Learning Styles ◽

Mobile Apps ◽

Learning Objects ◽

Educational Resources ◽

Learning Object ◽

Institutional Repository ◽

Dublin Core ◽

Digital Repositories ◽

Learning Object Metadata ◽

Metadata Mapping

In this chapter the authors describe a Project entitled “Divulgación de Recursos Educativos Digitales (DIRED)” (Divulgation of Digital Educational Resources) addressed to promoting specific educational resources and mobile apps for educational proposals in order to manage them through the institutional repository of the Salamanca University (GREDOS). The authors present a proposal for describing learning objects based on pedagogical information, digital competences and learning styles. The authors also suggest educational information for classifying useful mobile apps. To achieve their suitable access and recovery, the authors focus on the use of Learning Object specific metadata in digital repositories such as LOM (Learning Object Metadata). The authors study the metadata mapping necessary to adapt from LOM to Qualified Dublin Core, because this is the standard used in the GREDOS repository built with a DSpace platform. Finally, the authors present their implementation of Learning Object Description in the GREDOS repository.

Download Full-text

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

Jurnal Teknodik ◽

10.32550/teknodik.v18i1.115 ◽

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 â€œintegrative learning design framework (IDLF)â€. 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 â€“ 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.

Download Full-text

Diseño instruccional de objetos de aprendizaje para niños sordos. Desarrollo de la Inteligencia Práctica// Learning Objects Instructional Design for deaf children. Practical Intelligence Development.

Hexágono Pedagógico ◽

10.22519/2145888x.314 ◽

2013 ◽

Vol 4 (1) ◽

pp. 132

Author(s):

María Claudia Bonfante ◽

Joaquín Lara Sierra ◽

Marco A. Chico Ruiz

Keyword(s):

Instructional Design ◽

Teaching Strategies ◽

Direct Contact ◽

Learning Objects ◽

Learning Object ◽

Deaf Children ◽

Practical Intelligence ◽

Intelligence Development

Este artículo revisa los conceptos relacionados con la Inteligencia Práctica, Objetos de Aprendizaje y Diseño Instruccional, y propone una metodología para la planeación del diseño de Objetos de Aprendizaje con estrategias pedagógicas que propicien potenciar los procesos de la Inteligencia Práctica en niños sordos, lo cual servirá de modelo y de motivación para toda ésta comunidad, así mismo para los profesores y personas que tienen un contacto directo con esta población.ABSTRACT:This paper reviews the concepts related to practical intelligence, learning objects and instructional design. A methodology for planning Learning Object Design with teaching strategies is proposed. This methodology promotes the application of practical intelligence in deaf children which will serve as a model and motivation for all this community, also for teachers and people who have direct contact with this population.

Download Full-text

Learning Object Repositories

10.28945/2908 ◽

2005 ◽

Cited By ~ 1

Author(s):

Permanand Mohan

Keyword(s):

Business Models ◽

Learning Objects ◽

Learning Object ◽

Metadata Standard ◽

Client Server ◽

Digital Repositories ◽

Advantages And Disadvantages ◽

Learning Object Repository ◽

Learning Object Repositories ◽

Uniform Manner

In order to reuse learning objects created by others, they must be made available to potential users on the Web, and services must be provided to allow users to discover, obtain rights to, and use these learning objects in their own instructional scenarios. In the learning object economy, these services are typically provided by learning object repositories, which are collections of learning objects that are accessible to users via a network without prior knowledge of the structure of the collections. This chapter discusses the important role played by learning object repositories in the learning object economy. The success of the learning objects' approach depends on users worldwide (such as instructors, learners, and software agents) being able to access and search for learning objects in different repositories in a uniform manner. The first part of the chapter explains how this can be achieved using a standardized approach for accessing and describing learning objects in a repository. Standardized access and retrieval is facilitated by implementing a specification from the IMS known as the Digital Repositories Interoperability (DRI) specification, while standardized search and discovery is facilitated by implementing a metadata standard such as the IEEE Learning Object Metadata (LOM) standard, described earlier in the book. There are different architectural approaches and business models that can be employed when designing a learning object repository and these are discussed next in the chapter. Typical architectural choices include using a centralized repository based on the client/server approach versus using several local repositories connected in a peer-to-peer fashion. Typical choices for business models include using an online broker for advertising and receiving payment for learning objects versus making the learning objects freely available. The advantages and disadvantages of the different approaches and models are carefully examined, and concrete examples of research prototypes and real-world deployments are provided wherever appropriate.

Download Full-text

Development of Mobile Learning in Faculty of Economics, Bina Nusantara University

ComTech Computer Mathematics and Engineering Applications ◽

10.21512/comtech.v8i3.3905 ◽

2017 ◽

Vol 8 (3) ◽

pp. 163

Author(s):

Herru Darmadi ◽

Suryadiputra Liawatimena

Keyword(s):

Instructional Design ◽

Mobile Devices ◽

Interactive Multimedia ◽

Simple Random Sampling ◽

Learning Objects ◽

Learning Object ◽

Initial Learning ◽

The Subject ◽

Analysis Design ◽

Multimedia Instructional Design

The research wanted to find the workflow and solution by developing m-learning object for Android and iOS-based smartphone and tablet that supported interactive multimedia. The research began with analysis, design, implementation, and evaluation. Currently, the learning objects were not compatible with mobile devices. To overcome this problem, the research focused on designing the instructional design for m-learning and the development of interactive multimedia. Instructional design was created by the collaboration of the subject matter expert and instructional designer. M-learning was designed using UML and developed using Adobe AIR technology. The implementation of this research was a prototype of m-learning for concept of cost in Faculty of Economics, Bina Nusantara University. Then, the evaluation was conducted by distributing m-learning object to 32 selected students by simple random sampling in their first week of lectures in February 2014. The observation was conducted during m-learning object installation and initial learning process. At the end of the second week of the experiment, summative assessment and questionnaire were given to students. The results show that m-learning object is compatible with mobile devices. The students also say that m-learning is easy to use and helpful for their learning.

Download Full-text

Adaptation of Descriptive Metadata for Managing Educational Resources in the GREDOS Repository

International Journal of Knowledge Management ◽

10.4018/ijkm.2014100104 ◽

2014 ◽

Vol 10 (4) ◽

pp. 50-72 ◽

Cited By ~ 3

Author(s):

Erla M. Morales Morgado ◽

Rosalynn A. Campos Ortuño ◽

Ling Ling Yang ◽

Tránsito Ferreras-Fernández

Keyword(s):

Learning Styles ◽

Mobile Apps ◽

Learning Objects ◽

Educational Resources ◽

Learning Object ◽

Dublin Core ◽

Digital Repositories ◽

Object Description ◽

Learning Object Metadata ◽

Metadata Mapping

In this paper the authors describe a Project entitled “Divulgación de Recursos Educativos Digitales (DIRED)” (Divulgation of Digital Educational Resources) addressed to promoting specific educational resources and mobile apps for educational proposals in order to manage them through the institutional repository of the Salamanca University (GREDOS). The authors present a proposal for describing learning objects based on pedagogical information, digital competences and learning styles. The authors also suggest educational information for classifying useful mobile apps. To achieve their suitable access and recovery, the authors focus on the use of Learning Object specific metadata in digital repositories such as LOM (Learning Object Metadata). The authors study the metadata mapping necessary to adapt from LOM to Qualified Dublin Core, because this is the standard used in the GREDOS repository built with a DSpace platform. Finally, the authors present their implementation of Learning Object Description in the GREDOS repository.

Download Full-text

MILO - A Proposal of Multiple Intelligences Learning Objects

10.28945/3137 ◽

2007 ◽

Author(s):

Hamilton Matos ◽

Pollyana Mustaro ◽

Ismar Silveira

Keyword(s):

Instructional Design ◽

Multiple Intelligences ◽

Learning Style ◽

Adaptive Learning ◽

Learning Objects ◽

Learning Object ◽

Proof Of Concept ◽

Personal Learning ◽

Learning Contexts ◽

Instructional Content

Learning objects-driven approaches for the development of instructional content have been widely used to structure entire courses and repositories for distinct learning contexts. Nonetheless, their use is still done in a static, non-adaptive manner, since students are presented to prebuilt compilations of learning object having few or none relationship with its learning current conditions, history or personal learning style, which together compose the student momentum. This work presents an analysis of current instructional design and multiple intelligences theories in order to create learning objects that provide adaptive learning methods according to different students’ characteristics. Using technologies that allow such dynamic approaches, it was created -as a proof of concept - a learning object about the Pythagorean Theorem.

Download Full-text

Evaluasi Aksesibilitas Learning Object Berdasarkan Web Content Accessibility Guidelines 2.0

Jurnal ULTIMATICS ◽

10.31937/ti.v9i2.602 ◽

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

Download Full-text

Should K-12 Teachers Develop Learning Objects?

10.28945/3134 ◽

2007 ◽

Author(s):

Yavuz Akpinar ◽

Huseyin Simsek

Keyword(s):

Science Teachers ◽

Prospective Teachers ◽

Computer Literacy ◽

Statistical Tests ◽

Learning Objects ◽

Learning Theories ◽

Instructional Designers ◽

Literacy Class ◽

Teaching Learning ◽

K 12

The emergence of learning objects for teachers as a focus of educational concentration is relatively new and much of the discussion has not been based on the actual development of objects, but different definitions, learning theories, properties and standards or decorative packages of learning objects (LOs). Also, in many teacher education programs, prospective teachers take a computer literacy class separate from content methods classes and rarely engage in producing authentic teaching/learning experiences. This research goes somewhat to address prospective K-12 teachers’ development of learning objects. In this study, a group of prospective K-12 science teachers’ learning objects were examined, evaluated and compared with LOs developed by instructional designers (IDs). A total of forty learning objects were closely investigated and effectiveness of eight of them was tried out with 180 target students in classrooms. Detailed analysis of the LOs demonstrated that while both the preservicers and the IDs use similar number of instructional elements in their LOs, the IDs seem to represent concepts and procedures with screen objects other than the text and used the text for supporting graphical objects. Both groups developed LOs similar in quality measured with the LORI 1.5. Statistical tests on the data obtained from classroom usage of the LOs showed marked improvements in the students’ learning.

Download Full-text