scholarly journals Crossing the Borders: Re-Use of Smart Learning Objects in Advanced Content Access Systems

2019 ◽  
Vol 11 (7) ◽  
pp. 160 ◽  
Author(s):  
Hamza Manzoor ◽  
Kamil Akhuseyinoglu ◽  
Jackson Wonderly ◽  
Peter Brusilovsky ◽  
Clifford A. Shaffer
Keyword(s):  
Development Process ◽  
Learning Objects ◽  
Third Party ◽  
Management Systems ◽  
Learning Tools ◽  
Educational Materials ◽  
Smart Learning ◽  
Learning Content ◽  
Python Programming

Researchers in many disciplines are developing novel interactive smart learning objects like exercises and visualizations. Meanwhile, Learning Management Systems (LMS) and eTextbook systems are also becoming more sophisticated in their ability to use standard protocols to make use of third party smart learning objects. But at this time, educational tool developers do not always make best use of the interoperability standards and need exemplars to guide and motivate their development efforts. In this paper we present a case study where the two large educational ecosystems use the Learning Tools Interoperability (LTI) standard to allow cross-sharing of their educational materials. At the end of our development process, Virginia Tech’s OpenDSA eTextbook system became able to import materials from Aalto University’s ACOS smart learning content server, such as python programming exercises and Parsons problems. Meanwhile, University of Pittsburgh’s Mastery Grids (which already uses the ACOS exercises) was made to support CodeWorkout programming exercises (a system already used within OpenDSA). Thus, four major projects in CS Education became inter-operable.

Paper2Wire – A Case Study of User-Centred Development of Machine Learning Tools for UX Designers

i-com ◽  
2021 ◽  
Vol 20 (1) ◽  
pp. 19-32
Author(s):  
Daniel Buschek ◽  
Charlotte Anlauff ◽  
Florian Lachner
Keyword(s):  
Machine Learning ◽  
Development Process ◽  
User Study ◽  
Concept Development ◽  
Lessons Learned ◽  
Design Tool ◽  
Learning Tools ◽  
Interface Elements ◽  
Industry Partner

Abstract This paper reflects on a case study of a user-centred concept development process for a Machine Learning (ML) based design tool, conducted at an industry partner. The resulting concept uses ML to match graphical user interface elements in sketches on paper to their digital counterparts to create consistent wireframes. A user study (N=20) with a working prototype shows that this concept is preferred by designers, compared to the previous manual procedure. Reflecting on our process and findings we discuss lessons learned for developing ML tools that respect practitioners’ needs and practices.

scholarly journals “Changing the Game—Neighbourhood”: An Energy Transition Board Game, Developed in a Co-Design Process: A Case Study

2020 ◽  
Vol 12 (24) ◽  
pp. 10509
Author(s):  
Mathias Lanezki ◽  
Catharina Siemer ◽  
Steffen Wehkamp
Keyword(s):  
Citizen Participation ◽  
Development Process ◽  
Energy Transition ◽  
Serious Game ◽  
Difficulty Level ◽  
Board Game ◽  
Learning Content ◽  
Complex Relationships ◽  
Neighborhood Level

Communicating knowledge about energy transition is a challenge of sustainable development. Serious games are a possible approach to explain complex relationships and present them to citizens. This paper discusses the development process of the serious board game “Changing the Game—Neighbourhood”. Therefore, this paper describes our approach of developing a serious game with co-designers in four phases and illustrates the process using an example. Doing so, the paper focus on two central challenges: (1) How can a serious game be developed for the energy transition, which keeps a balance between learning and playability? (2) How can co-design contribute to the development of a serious game? We found out that the use of prototypes and the influence of different stakeholders as informants, co-designers, and testers were crucial for the expansion of the learning content, the improvement of the gameplay, and the balancing of the difficulty level. In addition, the energy transition at the neighborhood level appeared to be a suitable topic for a serious game. During the development process, the serious game was already used for citizen participation, involving about 120 participants in 15 workshops.

scholarly journals Acessibilidade em Objetos de Aprendizagem na EaD: uma Análise em um Curso de Especialização

EAD em FOCO ◽  
2016 ◽  
Vol 6 (1) ◽  
Author(s):  
Juliana Dalbem Omodei ◽  
Édison Trombeta de Oliveira ◽  
Marcos Barros de Souza ◽  
Vanderlei Leite dos Santos
Keyword(s):  
Special Education ◽  
Distance Education ◽  
Virtual Environment ◽  
Inclusive Education ◽  
Literature Search ◽  
Learning Objects ◽  
Learning Object ◽  
Educational Materials ◽  
Digital Resources

Este trabalho tem como objetivo analisar os objetos de aprendizagem oferecidos em duas disciplinas do curso de especialização em Educação Especial na perspectiva da Educação Inclusiva, sob a ótica da acessibilidade. Os objetos de aprendizagem são recursos digitais reutilizáveis e que auxiliam a aprendizagem de algum conceito. Para atingir o objetivo proposto, foi empreendida uma pesquisa bibliográfica seguida de um estudo de caso. Para a coleta de dados optou-se no estabelecimento de categorias de análise que permitiram obter uma visão global dos recursos. Os dados foram analisados qualitativamente etapa a etapa de cada jogo, e os dados coletados foram organizados em uma planilha previamente elaborada para esse fim. Os resultados evidenciaram que, embora haja esforço da universidade promotora do curso em oferecer acessibilidade em todo o ambiente virtual e materiais disponíveis, ainda são necessárias algumas adaptações nos objetos de aprendizagem para que se tornem totalmente acessíveis às pessoas com necessidades especiais em nível sensorial. Todavia, é por meio de iniciativas como essa que são possíveis o crescimento e o aprimoramento de objetos educacionais acessíveis e, dessa forma, contribuir com o acesso de permanência de todos na educação a distância.Palavras-chave: Objetos de aprendizagem; Acessibilidade; Educação a Distância.  Accessibility in Objects Learning in EAD: an Analysis on a Course of Expertise AbstractThis work aims to analyze the learning objects offered in two course subjects of specialization in Special Education from the perspective of inclusive education from the perspective of accessibility. The learning objects are reusable digital resources and that help learning some concept. To achieve this purpose a literature search followed by a case study was undertaken. To collect data it was decided to establish categories of analysis, which provided an overview of resources. Data were analyzed qualitatively, step by step each game, and collected data organized in a spreadsheet previously prepared for this purpose. The results showed that although there is a university effort to offer accessibility across the virtual environment and available materials are still needed some adjustments to the learning object to become fully accessible to people with sensory disabilities. However, it is through such initiatives that are possible growth and improvement of accessible educational materials and thus contribute to the permanence of access for all in the distance. Keywords: Learning objects; Accessibility; Distance education.

Learning Managemnt Systems

2011 ◽  
pp. 66-96 ◽  
Author(s):  
William R. Watson ◽  
Sunnie Lee ◽  
Charles M. Reigeluth
Keyword(s):  
Information Age ◽  
Content Management ◽  
Learning Objects ◽  
Management Systems ◽  
New Paradigm ◽  
Learning Content ◽  
Industrial Age ◽  
History Of ◽  
Customized Learning ◽  
K 12

This chapter discusses learning management systems (LMS) as a technology necessary for supporting the educational needs of the information age. It defines LMS and argues that the move from the mechanistic, sorting-oriented paradigm of the industrial age to the customized, learning-oriented paradigm of the information age requires the application of LMSs to succeed. The history of LMS is presented and the definition further clarified by comparing and contrasting LMS with course management systems (CMS), learning content management systems (LCMS) and learning objects. Several major K-12 LMSs are presented, evaluated, and their features compared. Finally, the current trends of LMS are discussed, and goals for further development are offered. A better understanding of LMS, its role in the new paradigm, and the areas where it needs to improve and continue to grow are essential to improving the effectiveness of education in the information age.

scholarly journals Learning objects and learning designs: an integrated system for reusable, adaptive and shareable learning content

2005 ◽  
Vol 13 (2) ◽  
Author(s):  
J. Lukasiak ◽  
S. Agostinho ◽  
S. Bennett ◽  
B. Harper ◽  
L. Lockyer ◽  
...  
Keyword(s):  
Learning Objects ◽  
Integrated System ◽  
Learning Material ◽  
Learning Design ◽  
Design Framework ◽  
The Novel ◽  
Smart Learning ◽  
Learning Content ◽  
Sound Learning ◽  
Object Models

This paper proposes a system, the Smart Learning Design Framework, designed to support the development of pedagogically sound learning material within an integrated, platform-independent data structure. The system supports sharing, reuse and adaptation of learning material via a metadata-driven philosophy that enables the technicalities of the system to be imperceptible to the author and consumer. The system proposes the use of pedagogically focused metadata to support and guide the author and to adapt and deliver the content to the targeted consumer. A prototype of the proposed system, which provides proof of concept for the novel processes involved, has been developed. The paper describes the Smart Learning Design Framework and places it within the context of alternative learning object models and frameworks to highlight similarities, differences and advantages of the proposed system.DOI: 10.1080/09687760500104591

scholarly journals Model of Learning Objects Exchange between LCMS Platforms through Intelligent Agents1

2015 ◽  
Vol 19 (2) ◽  
pp. 145
Author(s):  
Paulo Alonso Gaona García ◽  
Carlos Enrique Montenegro Marin ◽  
Elvis Eduardo Gaona García
Keyword(s):  
Digital Libraries ◽  
Content Management ◽  
Learning Objects ◽  
Management Tools ◽  
Digital Resources ◽  
Learning Content ◽  
Development Policies ◽  
Regional Development Policies ◽  
Learning Content Management

Currently, there are a variety of digital resources hosted on the Internet, based on access points such as digital libraries and repositories. The majority of strategies to store information are used by specialized documentation centers, academic institutions, and databases of regional development policies. These entities have been directing their efforts to improve the access over a collection of digital resources for academic and professional purposes. There is still a lot of educational material that is hosted on content management tools known as Learning Content Management System (LCMS); however, those tools do not perform the corresponding indexing of digital resources for the use of repositories. In fact, this requirement reduces the access to digital resources even from the inside of each academic institution, losing coverage and recognition in other learning environments. Moreover, this factor also limits the enrichment and linking of related academic material. Then, strategies such as Linked Data cannot be extensively used to share digital resources. Therefore, this article aims to devise an indexing strategy to manage digital resources hosted in different LCMS by defining services that facilitate the exchange of digital resources and their reuse. Case Study: Efront and Moodle platforms.

FOSTERING STUDENTS’ EXPERIENCES IN ENGLISH WRITING WITH MICROBLOGGING IN TWITTER

2019 ◽  
Vol 13 (2) ◽  
pp. 113
Author(s):  
Pham Thi Thu Hien
Keyword(s):  
Qualitative Research ◽  
Language Learning ◽  
Research Design ◽  
Research Methodology ◽  
Learning Tools ◽  
Structured Interviews ◽  
English Writing ◽  
Qualitative Research Methodology

Twitter and Microblogging are two separate entities but completes each other. Both of them can be used as language learning tools and their potential has been proved by several scholars. This study tries to examine students’ experiences in integrating microblogging with twitter. It is also study about the beneficial roles of microblogging with Twitter in language learning, its relation to writing, and its appropriateness in language learning. This study employs a qualitative research methodology, and case study as its research design. Semi-structured interviews and questionnaires were employed in this study to find out about participants' views about microblogging and Twitter. From this study, it can be concluded that the participants of the study underwent various experiences during the implementation of microblogging with Twitter. They also felt that microblogging with Twitter at some point advantages them to systematically arrange their ideas, and allows them to choose appropriate diction of their ideas. They also stated that Twitter can be an appropriate means in language learning, especially in English writing<em>.</em>

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