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. 

scholarly journals Calidad de objetos virtuales de aprendizaje para el desarrollo de la inteligencia práctica en niños sordos

2013 ◽  
Vol 4 (1) ◽  
pp. 2
Author(s):  
Clemencia Del Consuelo Zapata Lesmes ◽  
María C. Bonfante Rodríguez ◽  
María C. Suarez García
Keyword(s):  
Balance Sheet ◽  
Learning Objects ◽  
Added Value ◽  
Deaf Children ◽  
Practical Intelligence ◽  
National Education ◽  
Strongly Agree ◽  
The University ◽  
Intelligence Development

En este trabajo es un valor agregado al proyecto “Objetos virtuales de aprendizaje (OVAs) para niños sordos: Desarrollo de Inteligencia Práctica”, financiado por el Ministerio de Educación Nacional de Colombia y un asocio entre 3 Universidades, la Corporación Universitaria Rafael Núñez (CURN) institución ejecutora, más la Fundación Universitaria Antonio de Arévalo y la Universidad Tecnológica de Bolívar, instituciones acompañantes. Se realiza este estudio para valorar la calidad de los OVAs diseñados y desarrollados en el proyecto antes mencionado, en este ejercicio se realizó una revisión de las diferentes metodologías propuestas para la evaluación de la calidad de Objetos de Aprendizaje, de los enfoques del producto y el proceso de desarrollo, incluyendo categorías y características de calidad tecnológicas y pedagógicas, para luego proponer un instrumento que permitiera evaluar la calidad de los objetos de aprendizaje que son un ayuda didáctica para desarrollarlos componentes de la inteligencia práctica en niños sordos. Bajo esta pretensión, sepresentan los (4) OVAs diseñados y desarrollados en para el proyecto de investigación mencionado al inicio de este resumen con una descripción pedagógica centrada en los aportes de estos OVAs al desarrollo de la inteligencia práctica. En el siguiente capítulo se describen los aspectos que se validaron después de la revisión literaria como criterios para evaluar la calidad de los OVAs desarrollados, con los indicadores y las características asociadas a cada uno de estos, los cuales fueron valorados por una comunidad de 73 sujetos a quienes se les aplicó una encuesta valorativa según los niveles de estimación de la escala de Likert. Los resultados en un balance general, mostraron en todos los criterios una estimación marcada de la estimación De Acuerdo, y en segundo lugar con Muy De Acuerdo; las estimaciones, más los comentarios y observaciones permitieron a los investigadores determinar desde el lugar de los usuarios las ventajas y aportes de los OVAs, como también reconocer aspectos para refinar y mejorar los objetos de aprendizaje en pro del aprendizaje y del desarrollo de la inteligencia práctica en los niños sordos.ABSTRACT: This work is an added value to the project "Virtual Learning Objects (OVAs) for deaf children: Practical Intelligence Development" funded by the Ministry of National Education of Colombia and partnership between three universities, The University Corporation Rafael Nunez (CURN ) implementing institution plus the Universitaria Antonio de Arévalo Foundation and the Technological University of Bolivar, accompanying institutions. We carried out this study to assess the quality of the OVAs designed and developed in the project mentioned above, in this exercise re A review of the different methodologies proposed for quality assessment of learning objects, the approaches of the product and the development process, including categories and characteristics of technological and pedagogical quality, and then propose an instrument to assess the quality of the learning objects that are a teaching aid to develop the components of practical intelligence in deaf children. Under this claim, we present the (4) OVAs designed and developed for the research project mentioned earlier in this summary centered pedagogical description of these OVAs contributions to the development of practical intelligence. The next chapter describes the aspects that were validated after the literature review as criteria for evaluating the quality of the OVAs developed, with indicators and characteristics associated with each of these, which were valued by a community of 73 subjects who were surveyed as valuation estimate levels Likert scale. The results in a balance sheet, showing in all criteria marked estimate Agree estimation, and second with Strongly Agree, estimates, plus comments and observations allowed researchers to determine from where the users benefits and contributions of the OVAs as well recognize aspects to refine and improve the learning objects and learning towards the development of practical intelligence in deaf children.

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 Diagnóstico de necesidades para el desarrollo de la inteligencia práctica. Diseño de objetos virtuales de aprendizaje para niños sordos// Needs assessment for the development of practical intelligence. Design of virtual learning objects for deaf children.

2012 ◽  
Vol 3 (1) ◽  
pp. 176
Author(s):  
Clemencia Del Consuelo Zapata Lesmes
Keyword(s):  
Needs Assessment ◽  
Cognitive Skills ◽  
Virtual Learning ◽  
Learning Objects ◽  
Deaf Children ◽  
Intelligence Analysis ◽  
Ministry Of Education ◽  
Practical Intelligence ◽  
El Sistema ◽  
The University

El proyecto completo propone la construcción de objetos virtuales de aprendizaje para desarrollar inteligencia práctica en niños sordos de 5 a 9 años, financiado por el Ministerio de Educación Nacional, liderado y ejecutado la Corporación Universitaria Rafael Núñez; en este artículo se presenta el proceso y los resultados de la primera fase: “Diagnóstico denecesidades para el desarrollo de la inteligencia práctica en niños sordos de 5 a 9 años”, a propósito, se construyeron tres rejillas (rejillas 1, 2 y 3) para registrar los resultados que arrojaron las actividades diseñadas para valorar los aspectos básicos de la inteligencia práctica; se realizó un análisis desde el sentir pedagógico, el cual reveló problemas dramáticos: los niños presentan atraso en el desarrollo de habilidades cognitivas, como también en las sociales y comunicativas; están limitados al uso del lenguaje de señas porque no leen y no escriben usando el sistema simbólico de lengua castellana; no reconocen la naturaleza de problemas simples acordes con sus edades, entre otros, esto les impide modificar situaciones a conveniencia, posibilidad que si tienen quienes han desarrollado su inteligencia práctica.ABSTRACT:The entire project proposes the construction of virtual learning objects to develop practical intelligence in deaf children 5-9 years old, funded by the Ministry of Education, led and executed the University Corporation Rafael Nunez, in this paper we present the process and results from the first phase:  "needs assessment for the development of practical intelligence deaf children of 5-9 years ", by the way, were built three grids (Tables 1, 2 and 3) to record the results yielded activities that were designed to assess the basics of practical intelligence, analysis was performed from the pedagogical sense, which revealed dramatic problems: children have delayed development of cognitive skills, as well as in social and communication, are limited to the use of sign language because they do not read and write using the symbolic system of the Spanish language , do not recognize the nature of simple problems according to their age, among others, this prevents them from modifying situations desirability, possibility that if those who have developed their practical intelligence.

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.

scholarly journals Guía De Diseño Y Producción de Objetos Virtuales de Aprendizaje para el Desarrollo de la Inteligencia Práctica en Niños Sordos Guide To Design And Production Virtual Learning Objects for the Development of Practical Intelligence in Deaf Children

2014 ◽  
Vol 5 (1) ◽  
pp. 156
Author(s):  
Marcos Chico Ruíz ◽  
Juan Antonio Contreras ◽  
María Claudia Bonfante Rodríguez
Keyword(s):  
Virtual Learning ◽  
Learning Objects ◽  
Deaf Children ◽  
Practical Intelligence ◽  
Design And Production

Este artículo describe la metodología aplicada en una investigación para producción deobjetos virtuales de aprendizaje para el desarrollo de la inteligencia en niños sordos, en elque se propone la conformación de un equipo interdisciplinario al que se le asignaron rolespor cada actividad; se revisaron los modelos instruccionales para elaborar la secuencia defases que se siguieron en la producción del recurso didáctico, para proponer una guía dediseño y estructura para producción de OVA para niños con déficit auditivo.

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.

Understanding Factors that Influence the Effectiveness of Learning Objects in Secondary School Classrooms

2009 ◽  
pp. 419-435 ◽  
Author(s):  
Robin Kay
Keyword(s):  
Higher Education ◽  
Secondary School ◽  
Teaching Strategies ◽  
Self Efficacy ◽  
Subject Area ◽  
Learning Objects ◽  
Learning Object ◽  
Design Development ◽  
K 12

The design, development, reuse, and accessibility of learning objects has been examined in some detail for almost 10 years (Kay & Knaack, 2007c, 2007d), however, research on the effectiveness of learning objects is limited (Kay & Knaack, 2005; Nurmi & Jaakkola, 2006a, 2006b, Sosteric & Hesemeirer, 2004), particularly in the K-12 environment. Until recently, learning objects were solely used in higher education (Haughey & Muirhead, 2005; Kay & Knaack, 2005, 2007c). The purpose of the current chapter is to examine factors that influence the effectiveness of learning objects in secondary school classrooms. These factors will include learning object qualities, gender, self-efficacy, grade, subject area, and teaching strategies.

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.

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

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