Structuring a Local Virtual Work Ecology for a Collaborative, Multi-Institutional Higher Educational Project

2010 ◽  
pp. 264-292
Author(s):  
Shalin Hai-Jew
Keyword(s):  
Public Health ◽  
Community College ◽  
Kansas City ◽  
Virtual Work ◽  
Learning Objects ◽  
Digital Learning ◽  
E Learning ◽  
Accessibility Guidelines ◽  
Kansas State University ◽  
Digital Learning Objects

This chapter focuses on a multi-institutional shared curricular-build project (2009) out of Kansas State University, Johnson County Community College, Kansas City Kansas Community College, and Dodge City Community College. This project involved the building of a range of digital learning objects for modules for an online course that will be taught at the various institutions in both online and hybrid formats. This collaboration is unique in that it brought together experts from cross-functional domains (from both the empirical sciences and the humanities) for an interdisciplinary freshman level course. The team collaborated virtually through computer mediated communications and built e-learning based on instructional design precepts. The curriculum was built to the standards of the public health domain field, the Quality Matters™ rubric (for e-learning standards), federal accessibility guidelines, intellectual property laws, and technological interoperability standards (with the curriculum to be delivered through four disparate learning / course management systems). This chapter focuses on the socio-technical structuring of a local virtual work ecology to support this “Pathways to Public Health” project.

Structuring a Local Virtual Work Ecology for a Collaborative, Multi-Institutional Higher Educational Project

2011 ◽  
pp. 1364-1392
Author(s):  
Shalin Hai-Jew
Keyword(s):  
Public Health ◽  
Community College ◽  
Kansas City ◽  
Virtual Work ◽  
Learning Objects ◽  
Digital Learning ◽  
E Learning ◽  
Accessibility Guidelines ◽  
Kansas State University ◽  
Digital Learning Objects

This chapter focuses on a multi-institutional shared curricular-build project (2009) out of Kansas State University, Johnson County Community College, Kansas City Kansas Community College, and Dodge City Community College. This project involved the building of a range of digital learning objects for modules for an online course that will be taught at the various institutions in both online and hybrid formats. This collaboration is unique in that it brought together experts from cross-functional domains (from both the empirical sciences and the humanities) for an interdisciplinary freshman level course. The team collaborated virtually through computer mediated communications and built e-learning based on instructional design precepts. The curriculum was built to the standards of the public health domain field, the Quality Matters™ rubric (for e-learning standards), federal accessibility guidelines, intellectual property laws, and technological interoperability standards (with the curriculum to be delivered through four disparate learning / course management systems). This chapter focuses on the socio-technical structuring of a local virtual work ecology to support this “Pathways to Public Health” project.

Building Interactive and Immersive Imagery

2010 ◽  
pp. 169-200
Author(s):  
Shalin Hai-Jew
Keyword(s):  
Learning Objects ◽  
Digital Learning ◽  
Virtual Spaces ◽  
E Learning ◽  
Digital Learning Objects

The influence of immersive gaming and simulations on e-learning cannot be understated. While there has been some successful harnessing of interactivity and immersive spaces for e-learning, more awareness of related fundamentals may enhance e-learning. This chapter discusses the role of graphics in interactivity (live and automated) and immersion and strategies for creating effective interfaces, virtual spaces, contexts, agents, and 3D digital learning objects.

Building Interactive and Immersive Imagery

2011 ◽  
pp. 1682-1711
Author(s):  
Shalin Hai-Jew
Keyword(s):  
Learning Objects ◽  
Digital Learning ◽  
Virtual Spaces ◽  
E Learning ◽  
Digital Learning Objects

The influence of immersive gaming and simulations on e-learning cannot be understated. While there has been some successful harnessing of interactivity and immersive spaces for e-learning, more awareness of related fundamentals may enhance e-learning. This chapter discusses the role of graphics in interactivity (live and automated) and immersion and strategies for creating effective interfaces, virtual spaces, contexts, agents, and 3D digital learning objects.

Full-Surround “Instructional Design” Support for Quality E-Learning

2011 ◽  
pp. 91-108
Author(s):  
Shalin Hai-Jew
Keyword(s):  
Instructional Design ◽  
Learning Objects ◽  
Digital Learning ◽  
Technological Learning ◽  
Learning Domains ◽  
E Learning ◽  
Free Development ◽  
Perception Of Quality ◽  
Learning Platforms ◽  
Digital Learning Objects

Supporting quality e-learning in an institution of higher education is a non-trivial task. This challenge stems from the complexity of online learning with a mesh of laws (such as intellectual property and accessibility ones) and policies that undergird the foundational level of quality. There are the ever-evolving technological challenges—of technological learning platforms, digital learning objects, authoring tools, multimedia, the Internet, and the Web. In an academic environment which emphasizes academic freedom, there are few levers to motivate quality—except through faculty-imposed standards, funding mechanisms, quality endorsements, or other incentives. The variance in learning domains may make a shared concept of quality more elusive and likewise variant. Professional subject matter experts and faculty members have different preferences and standards as well, and their choices of teaching methods will vary. Learner expectations affect the concept and perception of quality. The normal constraints of resources, budget, time, knowledge, and skills, also apply as potential challenges to a friction-free development of quality e-learning. This chapter uses the instructional design framework to reflect on practical ways to support quality e-learning.

DEVELOPMENT OF DIGITAL LEARNING OBJECTS FOR E-LEARNING IN HEALTH CONSIDERING A SCRUM METHODOLOGY

2018 ◽  
Author(s):  
Ana Emilia Figueiredo de Oliveira ◽  
Elza Bernardes Monier ◽  
Maria Fátima Gatinho ◽  
Suzana Melo Franco ◽  
Marcelo Henrique Alves Junior
Keyword(s):  
Learning Objects ◽  
Digital Learning ◽  
E Learning ◽  
Digital Learning Objects

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

Augmented Reality in Online Teacher Traning for Digital Competence

2021 ◽  
Vol LXIV (5) ◽  
pp. 503-519
Author(s):  
Evgenia Goranova ◽  
◽  
Valentina Voinohovska ◽  
Keyword(s):  
Augmented Reality ◽  
Learning Objects ◽  
Variable Component ◽  
Qr Code ◽  
Digital Learning ◽  
Digital Competence ◽  
Video Information ◽  
Field Independent ◽  
E Learning ◽  
Teacher Traning

The article presents an approach applied in the online training of pre-service teachers to acquire digital competence. The content of the concept of ‘digital competence’ in its sustainable and variable component is clarified. The understanding of ‘augmented reality’ to e-learning objects is presented. Two forms of ‘augmented reality’ have been proposed to visualize video information to a clarified concept. The first one is presented via a QR code for quick access and applicable for mobile learning. The other is provided by icons and is applicable to e-learning with a computer. It is believed that ‘augmented reality’ can differentiate students’ online learning according to the field-dependent and field-independent cognitive style and their preferences on the use of different digital learning devices.

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