Bridging the Academic Divide

2007 ◽  
pp. 213-230
Author(s):  
Tom Cavanagh
Keyword(s):  
Workforce Development ◽  
Learning Objects ◽  
Academic Community ◽  
Postsecondary Institutions ◽  
Development Model ◽  
Collaborative Development ◽  
Web Based ◽  
Web Based Learning ◽  
Multimedia Production ◽  
Perception Gap

There is a commonly held perception in industry that the academic community is out of touch and irrelevant. Surely, there must be a way to bridge this perception gap and leverage academe’s disciplinary and instructional expertise to benefit the commercial workforce. This chapter presents a collaborative development model that accomplishes this goal, specifically relating to the production of self-paced, Web-based learning objects, catalogued within workforce development curricula. The model provides a roadmap that maximizes the expertise of college faculty, industry managers, and multimedia production specialists to meet the needs of government sponsors, commercial corporations, nonprofit postsecondary institutions, and individual learners.

scholarly journals PENGEMBANGAN MEDIA PEMBELAJARAN PENDIDIKAN AGAMA ISLAM (PAI) BERBASIS WEB DI KELAS VIII SMP UNISMUH MAKASSAR

Akademika ◽  
2020 ◽  
Vol 9 (01) ◽  
pp. 127-138
Author(s):  
Nasir Nasir
Keyword(s):  
Religious Education ◽  
Junior High School ◽  
Development Model ◽  
Teacher Response ◽  
Research Subjects ◽  
Web Based ◽  
Web Based Learning ◽  
Class Viii ◽  
The Media ◽  
D Model

This research aims to determine the results of the development of web-based learning media for Islamic Religious Education (PAI) which is valid and practical. This learning media development model refers to the 4-D development model (Four D-Model). This research was conducted at Unismuh Makassar Junior High School with research subjects 30 students and 1 teacher Islamic Education. The instruments used were validation sheets, student activity, teacher response and students. The data collection techniques used observation sheet instruments and student and teacher response questionnaires. The analysis used is descriptive qualitative statistical analysis. Based on the results of research and development shows that the media developed after validation is declared valid and reasonable for testing. The results of testing practicality show that the web-based learning media is practical because it has fulfills the criteria with the results: 1) students' activities in learning are carried out as expected, 2) teachers give excellent responses and, 3) students provide good response to the learning media. So it can be concluded that in the development of learning media activities fulfill valid and practical criteria used in the learning process especially in PAI subjects in class VIII.

HYPERMEDIA DEVELOPMENT AS SELF-REGULATED LEARNING RESOURCES FOR HIGH SCHOOL ENGLISH DEBATING TRAINING

2019 ◽  
Vol 1 (1) ◽  
pp. 39-45
Author(s):  
Ubaidah Ubaidah
Keyword(s):  
High School ◽  
Development Model ◽  
Learning Resources ◽  
High School English ◽  
Web Based ◽  
Self Regulated Learning ◽  
Expert Teacher ◽  
Web Based Learning ◽  
Regulated Learning ◽  
Test Result

This research was aimed to develop Hypermedia as an alternative learning resources that support self-regulated learning implementation for English Debating Training in Highschool. The product was developed by the framework of web-based learning environment development model. To ensure the effectivity of the product, hypermedia was tested on formative and sumative evaluation involving expert, teacher, and students as participants. At the end of the study, the product was found effective which is indicated by (1) 80% of students often use this hypermedia at their home as self-regulated learning resources, (2) the improvement of students debating knowledge which indicated by the improvement test result by 3.3 poin, and (3) outstanding the students’ achievement of debating competencies that 50% of the students have above average debating skills after learning with hypermedia “Enjoy Your Debate!”

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.

Learning Objects and Generative Learning for Higher Order Thinking

2011 ◽  
pp. 702-722
Author(s):  
Tan Wee Chuen ◽  
Baharuddin Aris ◽  
Mohd Salleh Abu
Keyword(s):  
Higher Order Thinking ◽  
Thinking Skills ◽  
Learning Objects ◽  
Higher Order ◽  
Learning System ◽  
Generative Learning ◽  
Web Based ◽  
Higher Order Thinking Skills ◽  
Web Based Learning ◽  
Integration Of Learning

This chapter aims to guide the readers through the design and development of a prototype Web-based learning system based on the integration of learning objects with the principles of generative learning to improve higher order thinking skills. The chapter describes the conceptual model called Generative Learning Object Organizer and Thinking Tasks (GLOOTT) which was used to design and build a technology- supported learning environment. The chapter then describes how the effectiveness of the Web-based learning system was evaluated and reflects on the importance of the findings more generally.

A Voice-Enabled Framework for Recommender and Adaptation Systems in E-Learning

2013 ◽  
pp. 71-96
Author(s):  
A. A. Azeta ◽  
C. K. Ayo ◽  
N. A. Ikhu-Omoregbe
Keyword(s):  
User Interfaces ◽  
User Satisfaction ◽  
Visually Impaired ◽  
Learning Objects ◽  
Online Learners ◽  
Web Based ◽  
Web Based Learning ◽  
E Learning ◽  
Dual User ◽  
The Web

With the proliferation of learning resources on the Web, finding suitable content (using telephone) has become a rigorous task for voice-based online learners to achieve better performance. The problem with Finding Content Suitability (FCS) with voice E-Learning applications is more complex when the sight-impaired learner is involved. Existing voice-enabled applications in the domain of E-Learning lack the attributes of adaptive and reusable learning objects to be able to address the FCS problem. This study provides a Voice-enabled Framework for Recommender and Adaptation (VeFRA) Systems in E-learning and an implementation of a system based on the framework with dual user interfaces – voice and Web. A usability study was carried out in a visually impaired and non-visually impaired school using the International Standard Organization’s (ISO) 9241-11 specification to determine the level of effectiveness, efficiency and user satisfaction. The result of the usability evaluation reveals that the prototype application developed for the school has “Good Usability” rating of 4.13 out of 5 scale. This shows that the application will not only complement existing mobile and Web-based learning systems, but will be of immense benefit to users, based on the system’s capacity for taking autonomous decisions that are capable of adapting to the needs of both visually impaired and non-visually impaired learners.

Using Semantis Web Technologies within E-Learning Applications

2011 ◽  
pp. 173-201
Author(s):  
Wilson Castello Branco Neto
Keyword(s):  
Learning Management Systems ◽  
Learning Objects ◽  
Semantic Web Technologies ◽  
Web Based ◽  
Tutoring Systems ◽  
Web Technologies ◽  
Web Based Learning ◽  
E Learning ◽  
Development And Management ◽  
The Web

This chapter reveals how the Web has improved e-learning as well as some of the problems that came along with it. It argues that the main problem is the gap between two groups involved on Web-based learning. The first group spent its energy studying learning processes, although they are not concerned with reducing the costs and the work necessary for the development and management of such systems. On the other hand, the second group aims at facilitating the construction and management of the courses, without turning its efforts toward learning subject. In this chapter, the union of technologies developed by both groups, such as intelligent tutoring systems, adaptive hypermedia, learning management systems, and learning objects, is discussed. The proposal to put together the four technologies is based on Semantic Web technologies, aiming to solve problems faced by developers, teachers, and learners of Web-based learning.

Leveraging Google Web Search Technology to Find Web-Based Learning Objects

2009 ◽  
Author(s):  
Cecilia Curlango-Rosas ◽  
Gregorio A. Ponce ◽  
Gabriel Lopez-Morteo ◽  
Monica Mendiola
Keyword(s):  
Web Search ◽  
Learning Objects ◽  
Web Based ◽  
Web Based Learning
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