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

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.

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.

Feature-Based Multimedia Semantics

2008 ◽  
pp. 435-464
Author(s):  
M. May
Keyword(s):  
Instructional Design ◽  
Compositional Analysis ◽  
Learning Objects ◽  
Semantic Gap ◽  
Multimedia Semantics ◽  
Media Objects ◽  
Feature Based ◽  
Analysis Design ◽  
Spatio Temporal

The aim of this chapter is to sketch a semantic taxonomy of representational forms (or “sign types” in the terminology of semiotics) relevant for the compositional analysis, design, and indexing of multimodal multimedia, specifically, in the domain of instructional design of learning objects, and to contribute to current attempts to bridge the “semantic gap” between the technical and spatio-temporal description of media objects and the contextual perception and interpretation by users of their content.q

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

2015 ◽  
Vol 13 (3) ◽  
pp. 632
Author(s):  
Raquel Salcedo Gomes ◽  
Daniel Steinbruch Pereira ◽  
Érico Marcelo Hoff do Amaral ◽  
Rodrigo Sychocki da Silva ◽  
Rosana Wagner ◽  
...  
Keyword(s):  
Instructional Design ◽  
Recommendation Systems ◽  
Learning Objects ◽  
Visual Language ◽  
Learning Object ◽  
Learning Theories ◽  
Digital Repositories ◽  
Qualitative Variables ◽  
Database Logic

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.

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.

Feature-Based Multimedia Semantics

2006 ◽  
pp. 47-80 ◽  
Author(s):  
Michael May
Keyword(s):  
Instructional Design ◽  
Compositional Analysis ◽  
Learning Objects ◽  
Semantic Gap ◽  
Multimedia Semantics ◽  
Media Objects ◽  
Feature Based ◽  
Analysis Design ◽  
Spatio Temporal

The aim of this chapter is to sketch a semantic taxonomy of representational forms (or “sign types” in the terminology of semiotics) relevant for the compositional analysis, design, and indexing of multimodal multimedia, specifically, in the domain of instructional design of learning objects, and to contribute to current attempts to bridge the “semantic gap” between the technical and spatio-temporal description of media objects and the contextual perception and interpretation by users of their content.q

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

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. 

Participatory Approach in Reusable Learning Object (RLO) Development Using ASPIRE Framework

2021 ◽  
pp. 90-104
Author(s):  
Nurhanim Hassan ◽  
Renukha Sellappans ◽  
Phelim Yong Voon Chen ◽  
Wei Hsum Yap ◽  
Enna Ayub ◽  
...  
Keyword(s):  
Development Process ◽  
Learning Experience ◽  
Participatory Approach ◽  
Learning Objects ◽  
Learning Object ◽  
The European Union ◽  
Subject Matter Experts ◽  
E Learning ◽  
The Subject ◽  
Erasmus Programme

A reusable learning object (RLO) is a type of e-learning resource developed that can be reused again in a variety of different e-learning activities, modules, and courses. Each has its own learning objective, but they can still be combined to form a comprehensive e-learning experience. This chapter investigates the design and development process of developing reusable learning objects (RLO) to digitize healthcare curricular in Malaysia, a project co-funded by the Erasmus+ Programme of the European Union with partner universities from UK, Europe, and Malaysia. This participatory approach is based on the ASPIRE framework developed by one of the project partners (University of Nottingham). Using the ASPIRE process, stakeholders such as the subject matter experts (SME) and students are involved at the onset of the development process: storyboarding workshop and specification ideation. The completed RLOs are used in the module as part of the student's learning delivery.

scholarly journals Game Edukasi Adventure Pengenalan Komponen Komputer Untuk Peserta Didik SMK Dar El Hikmah Pekanbaru

2020 ◽  
Vol 1 (1) ◽  
pp. 22-29
Author(s):  
Dede Darmawan ◽  
Rahmad Al Rian ◽  
Pratama Benny Herlandy
Keyword(s):  
Instructional Design ◽  
Design Process ◽  
Instructional Design Process ◽  
Analysis Design ◽  
Multimedia Instructional Design ◽  
Power Point

Media pembelajaran yang hanya menggunakan buku ajar, sesekali menggunakan power point dan pendidik menjelaskan materi dengan metode konvensional yang dilakukan terus menerus tanpa adanya variasi akan menyebabkan kejenuhan. Oleh karena itu, penelitian ini bertujuan untuk membuat game edukasi adventure pengenalan komponen komputer. Untuk mencapai tujuan diatas digunakan penelitian pendidikan dengan jenis penelitian Research and Develompment (R&D). Pengembangan media pembelajaran mengacu pada model Multimedia Instructional Design Process. Adapun tahapan Multimedia Instructional Design Process yaitu, Analysis, Design, Deveploment, Implementation, Evaluations. Data yang dikumpulkan melalui angket (skala likert) pada saat uji coba. Hasil penilaian dari ahli materi terhadap kelayakan game edukasi adventure mencapai skor rerata 4,58 dengan kategori sangat baik . Hasil penilaian dari ahli media terhadap kelayakan game edukasi adventure mencapai skor rerata 4,33 kategori sangat baik . Hasil penilaian dari peserta didik terhadap game edukasi adventure pada uji coba mencapai skor rerata 4,56 dengan kategori sangat baik . Berdasarakan hasil penelitian yang dilakukan diperoleh kesimpulan bahwa game edukasi adventure ini layak digunakan sebagai media pembelajaran.

scholarly journals 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.

Development of SETS E-Module Integrated with POE Model for Science Learning

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Insih Wilujeng ◽  
Tri Suci Yolanda Putri
Keyword(s):  
Junior High School ◽  
Science Learning ◽  
Design Development ◽  
Feasibility Assessment ◽  
Teachers And Students ◽  
Assessment Sheet ◽  
The Subject ◽  
Analysis Design ◽  
Addie Model ◽  
Readability Assessment

This research developed Science, Environment, Technology, Society (SETS) e-module integrated with predict, observe, explain (POE) model on the subject matter of Earth Layer and Its Dynamics for grade VII students. This study aimed to reveal i) the feasibility of the developed e-module for grade VII students, and ii) the practicality of the developed e-module and its dynamics. This is a developmental research adopting the ADDIE model consisting of five stages, i.e.: analysis, design, development, implementation, and evaluation. The subject of the limited test consisted of 15 students of grade VIII.G of Public Junior High School 8 Yogyakarta. The data were collected using a product feasibility assessment sheet for material and media experts, a product practicality assessment sheet for teachers, and a product readability assessment sheet for students. The results show that the developed e-module was feasible to be used according to the material and media experts and the developed e-module is practical according to teachers and students.

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