Designing Learning Objects for Generic Web Sites

2011 ◽  
pp. 808-826
Author(s):  
Henk Huijser
Keyword(s):  
Web Sites ◽  
Learning Objects ◽  
Academic Learning ◽  
Net Generation ◽  
Learning Support ◽  
Learning Design ◽  
Careful Attention ◽  
Web Environment ◽  
Theoretical Assumptions

This chapter provides an in depth discussion of the issues involved in integrating learning design and learning objects into generic Web sites. It has a dual focus and consists of two parts: the first part outlines and critiques the notion of the Net Generation and its implications for learning design, while the second part is based on a case study of a generic academic learning support Web site and allows for the testing of some of the theoretical assumptions about the Net Generation. Informed by empirical research, this chapter concludes by offering suggestions on ways to exploit convergent possibilities of integrating learning design and learning objects in a Web environment, while paying careful attention to divergent capabilities of students targeted in such an environment.

Real World Learning

2011 ◽  
pp. 326-352
Author(s):  
Nigel Ford
Keyword(s):  
Learning Style ◽  
Real World ◽  
Teaching And Learning ◽  
Support Systems ◽  
Adaptive Behaviour ◽  
Learning Support ◽  
Learning Design ◽  
Information And Computer Technology ◽  
Real World Learning

This chapter focuses on limitations in our knowledge of learning, learning design, and the design of information and computer technology (ICT)-based learning support systems. We need to overcome these limitations in order to enable us to improve our own learning, the design of other people’s learning, and the design of learning support systems that will work effectively in the real world. The chapter starts by focusing on some of the problems besetting research into humans, and the need to recognise the serious limitations of knowledge derived from such research when it comes to practical application in real world teaching and learning. It explores, as a mini case study, a notion that is central to much educational informatics research and development, namely personalisation, and within this, a construct that a number of researchers and developers have used and are using as a driver of adaptive behaviour—learning style. The chapter goes on to present another mini case study in which the applicability of a well established and influential theoretical framework for learning design in higher education—Laurillard’s conversational. framework—is evaluated in a real world blended learning context.

Adapting Problem-Based Learning to an Online Learning Environment

2011 ◽  
pp. 676-701 ◽  
Author(s):  
Lisa Lobry de Bruyn
Keyword(s):  
Learning Outcomes ◽  
Problem Based Learning ◽  
Learning Objects ◽  
Learning Activity ◽  
Discussion Boards ◽  
Learning Design ◽  
Student Interactions ◽  
Face To Face ◽  
Face To Face Instruction

This chapter explores through a case study approach of a tertiary-level unit on Land Assessment for Sustainable Use, the connections between three key elements of learning—learning outcomes, learning design, and learning objects—in the context of problem based learning conducted in an online environment. At the “heart” of learning is the achievement of learning outcomes guided pedagogically by the learning design (“head”) with the support of well-designed, pedagogically-sound learning objects (“hands”). All the students participating in this case study were undertaking the unit as off-campus or “distance” students, either at under- or post-graduate level. This chapter defines the use of learning objects and learning design in a problem based learning context. Primary evidence is presented to demonstrate the effectiveness of the problem based learning design and integrated learning objects in facilitating learning outcomes when students communicated online on discussion boards within a course management system (WebCT) under two circumstances: one, as a collective group (2001-2003) before face-to-face instruction and practice in problem based learning; and two, in small groups (2004-2006) after receiving face-to-face instruction and practice in problem based learning. Improved student participation rates and quantity and quality of online student interactions on discussion boards seemed to be the consequence of early scaffolding of student learning through face-to-face instruction and practice in the problem-based learning activity, as well as working in small peer groups for subsequent discussion board activity. Overall there seemed to be improved student comprehension of and interaction with the learning design and learning objects in the small group experience of the problem based learning activity, which resulted in a more fulfilling and robust form of learning.

scholarly journals Quantifying the reuse of learning objects

2008 ◽  
Vol 24 (2) ◽  
Author(s):  
Kristine Elliott ◽  
Kevin Sweeney
Keyword(s):  
De Novo ◽  
Learning Objects ◽  
Learning Resources ◽  
Learning Design ◽  
Design Development ◽  
Project Outcomes ◽  
Threefold Increase ◽  
Development Times ◽  
E Learning

<span>This paper reports the findings of one case study from a larger project, which aims to quantify the claimed efficiencies of reusing learning objects to develop e-learning resources. The case study describes how an online inquiry project </span><em>Diabetes: A waste of energy</em><span> was developed by searching for, evaluating, modifying and then integrating as many pre-existing learning objects as possible into a learning design. Development times for the reuse approach were recorded and compared to estimates for the de novo development of an equivalent project. Outcomes suggest that considerable savings can be made using the reuse approach; we estimate a threefold increase in time to develop the Diabetes project using new objects in comparison to reuse. In this case study, gaining permission from owners to reuse objects was not a barrier to reuse. However, in some circumstances, being unable to source pre-existing objects to meet specific requirements, or having to modify objects for reuse, could be problematic.</span>

Facilitating Learner-Generated Animations with Slowmation

2011 ◽  
pp. 312-329 ◽  
Author(s):  
Garry Hoban
Keyword(s):  
Science Education ◽  
Web Sites ◽  
Slow Motion ◽  
Primary Teachers ◽  
Learning Objects ◽  
Teaching Approach ◽  
Learning Design ◽  
Future Directions ◽  
Complex Process ◽  
Science Concepts

Digital animations are complex to create and are usually made by experts for novices to download from Web sites or copy from DVDs and CDs to use as learning objects. A new teaching approach, “Slowmation” (abbreviated from “Slow Motion Animation”), simplifies the complex process of making animations so that learners can create their own comprehensive animations of science concepts. This chapter presents the learning design that underpins this new teaching approach to facilitate the responsibility for creating animations to be shifted from experts to learners. The learning design has four phases which guides instructors and learners in creating animations of science concepts: (i) planning; (ii) storyboarding; (iii) construction; and (iv) reconstruction. This learning design will be illustrated with two examples created by preservice primary teachers in science education as well as providing a discussion about possible future directions for further research.

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

Family as a Redistributive Principle of the Welfare State. The Case of Germany

2021 ◽  
pp. 1-21
Author(s):  
PATRICIA FRERICKS ◽  
MARTIN GURÍN ◽  
JULIA HÖPPNER
Keyword(s):  
Welfare State ◽  
Public Support ◽  
Microsimulation Model ◽  
State Regulations ◽  
State Research ◽  
Theoretical Assumptions ◽  
Research Gap ◽  
Support Family ◽  
The Welfare State

Abstract Family is one of the major principles of welfare state redistribution. It has, however, rarely been at the centre of welfare state research. This contribution intends to help remedy the research gap in family-related redistribution. By examining the German welfare state which is known to be both redistributive and family-oriented, we want to answer the question of how and how far the German welfare state institutionalises family as a redistributive principle. Our case-study of German welfare state regulations in terms of family is based on the tax-benefit microsimulation model EUROMOD and its Hypothetical Household Tool (HHoT). We differentiate 54 family forms to adequately reflect our three theoretical assumptions, which are: (1) redistributive logics differ across family forms, and in part markedly; (2) these differences are not the result of one coherent set of regulations, but of an interplay of partially contradictory regulations; (3) family as a redistributive principle manifests itself not only in terms of additional benefits to families, but also in terms of particular obligations of families to financially support family members before they are entitled to public support. These aspects have hardly been analysed before and combining them allows a clear evaluation of family-related redistribution.

Cybercoven: Being a witch online

2002 ◽  
Vol 31 (1) ◽  
pp. 51-62 ◽  
Author(s):  
Chris Klassen
Keyword(s):  
Web Sites ◽  
Discussion Group ◽  
Selection Of

Through a case study of one email discussion group, cybercoven, along with an analysis of a selection of typical Witchcraft web sites, I show how a rethinking of the divide between "virtual" and "real" allows solitary Witches to practice their earth-based religion online. Included in the analysis is a discussion of how divination rites are affected by online practice.

Creating and using Web corpora

2005 ◽  
Vol 10 (4) ◽  
pp. 517-541 ◽  
Author(s):  
Mike Thelwall
Keyword(s):  
Search Engine ◽  
Web Sites ◽  
Web Crawler ◽  
Commercial Search Engine ◽  
British National Corpus ◽  
The Uk ◽  
The University ◽  
The Web ◽  
National Corpus

The Web has recently been used as a corpus for linguistic investigations, often with the help of a commercial search engine. We discuss some potential problems with collecting data from commercial search engine and with using the Web as a corpus. We outline an alternative strategy for data collection, using a personal Web crawler. As a case study, the university Web sites of three nations (Australia, New Zealand and the UK) were crawled. The most frequent words were broadly consistent with non-Web written English, but with some academic-related words amongst the top 50 most frequent. It was also evident that the university Web sites contained a significant amount of non-English text, and academic Web English seems to be more future-oriented than British National Corpus written English.

scholarly journals Managing brand presence through social media: the case of UK football clubs

2014 ◽  
Vol 24 (2) ◽  
pp. 181-204 ◽  
Author(s):  
Jeff McCarthy ◽  
Jennifer Rowley ◽  
Catherine Jane Ashworth ◽  
Elke Pioch
Keyword(s):  
Social Media ◽  
Web Sites ◽  
Short Term ◽  
Content Type ◽  
Study Approach ◽  
Football Clubs ◽  
Multiple Case ◽  
Community Growth ◽  
Further Development

Purpose – The purpose of this paper is to contribute knowledge on the issues and benefits associated with managing brand presence and relationships through social media. UK football clubs are big businesses, with committed communities of fans, so are an ideal context from which to develop an understanding of the issues and challenges facing organisations as they seek to protect and promote their brand online. Design/methodology/approach – Due to the emergent nature of social media, and the criticality of the relationships between clubs and their fans, an exploratory study using a multiple case study approach was used to gather rich insights into the phenomenon. Findings – Clubs agreed that further development of social media strategies had potential to deliver interaction and engagement, community growth and belonging, traffic flow to official web sites and commercial gain. However, in developing their social media strategies they had two key concerns. The first concern was the control of the brand presence and image in social media, and how to respond to the opportunities that social media present to fans to impact on the brand. The second concern was how to strike an appropriate balance between strategies that deliver short-term revenue, and those that build longer term brand loyalty. Originality/value – This research is the first to offer insights into the issues facing organisations when developing their social media strategy.

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