Open Social-Shared Animated GIFs for Peer-to-Peer Teaching and Learning

2022 ◽  
pp. 194-228
Keyword(s):  
User Interfaces ◽  
Teaching And Learning ◽  
Learning Objects ◽  
Graphical User Interfaces ◽  
Peer Teaching ◽  
Digital Learning ◽  
Learning Space ◽  
Shared Learning ◽  
Digital Learning Objects ◽  
Motion Images

In the open-shared teaching and learning space, the complexity of the shared learning contents vary. These range from stand-alone items and digital learning objects to full learning sequences and sets of resources. One humble object is the animated GIF, lightweight motion images used in graphical user interfaces (GUIs), expressive memes and commentary, emoticons, and other applications. Animated GIFs are fairly easy to create; they may be integrated into learning documents (handouts, slideshows, articles) and other objects, and it plays offline (and without the need for any downloadable player). This work involves an analysis of some available animated GIFs for education in social imagery collections. Based on findings, this work explores the viability of animated GIFs for various open-shared learning applications globally and some potential strategies and tactics, given real-world limits.

scholarly journals Metodología PODA ¨Plataformas y Objetos Digitales de Aprendizaje¨, aplicada a la evaluación de Servicios de Apoyo para el Aprendizaje (SAPA) del CONAIC

2019 ◽  
Vol 6 (2) ◽  
pp. 19-30
Author(s):  
Carmen C. Ortega Hernández ◽  
Laura de J. Velasco Estrada ◽  
Aarón F. Lugo López ◽  
Christian M. Castillo Estrada
Keyword(s):  
Public Education ◽  
Support Services ◽  
Teaching And Learning ◽  
Learning Objects ◽  
Academic Programs ◽  
Virtual Education ◽  
Digital Learning ◽  
Multiple Services ◽  
Digital Learning Objects

Los Organismos de Acreditación de programas académicos reconocidos por el Consejo para la Acreditación de laEducación Superior y avalados por la Secretaria en Educación Pública, incluyen en su marco de referencia la evaluación de los Servicios de Apoyo para el Aprendizaje (SAPA). Sin embargo, el grado de aplicación difiere según la especialidad del programa educativo; por ejemplo, los especializados en el área de informática y computación que son acreditados por CONAIC se enfrentan a indicadores más exhaustivos que además de medir los mecanismos e instrumentos de control y administración de servicios múltiples, se enfocan en la calidad de las herramientas que dan soporte a la educación semipresencial o virtual, por medio del uso y manejo de plataformas educativas en línea y objetos de aprendizaje digitales contextualizados con una metodología de trabajo que da seguimiento a las actividades, recursos y actores involucrados en el proceso de enseñanza y aprendizaje. The Accreditation Bodies of academic programs recognized by the Council for the Accreditation of Higher Education and endorsed by the Secretary of Public Education, include in their frame of reference the evaluation of Support Services for Learning (SAPA). However, the degree of application differs according to the specialty of the educational program; For example, those specialized in the area of computer science and computing that are accredited by CONAIC face more exhaustive indicators that, in addition to measuring the mechanisms and instruments of control and administration of multiple services, focus on the quality of the tools that support to blended or virtual education, through the use and management of online educational platforms and digital learning objects contextualized with a work methodology that tracks the activities, resources and actors involved in the teaching and learning process.  

Pedagogical design in teaching future bachelors of preschool education in the field of organization of artistic and aesthetic development of children

2020 ◽  
pp. 35-43
Author(s):  
Anastasia A. Druzhinina
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Preschool Education ◽  
Learning Objects ◽  
Learning Goals ◽  
Digital Learning ◽  
Face To Face ◽  
Aesthetic Development ◽  
Pedagogical Design ◽  
Digital Learning Objects

We substantiate the relevance of the use of pedagogical design at different levels of education, including preschool, general, and higher education. It is noted that in order to ensure the development of future bachelors’ ability to organize the artistic and aesthetic development of pre-school children, taking into account the principles of pedagogical design, it is necessary to design and implement an educational discipline for bachelors of pedagogical education, the profile “Pre-school Education” – “Method of Artistic and Aesthetic Development of a Preschooler”. For this purpose, modern interpretations of the term “pedagogical design” are analyzed, and the stages of the ADDIE method of pedagogical design are studied. Pedagogical design is defined as the colla-borative process of developing a course using specific learning goals and pedagogical theories to define learning strategies, activities, and assessments to achieve the desired educational outcomes. It is revealed that pedagogical design uses design principles to promote student engagement and includes the development of structures, digital learning objects, and multimedia resources to im-prove the quality of teaching and learning. We disclose the conceptual and analytical stage of the pedagogical design of the course “Methods of Artistic and Aesthetic Development of a Preschoo-ler” taking into account Bloom’s taxonomy and knowledge types by L.W. Anderson and D.R. Krathwohl. The results of the survey of students are presented. It is noted that the use of pe-dagogical design is a promising direction that allows building mixed learning. It is established that the effective format of interaction between the teacher and the student in the framework of mixed learning will be Face-to-face driver, when the teacher gives the main volume of the educational plan in person and uses online training as an auxiliary.

Metadados em Objetos Digitais de Aprendizagem: Dois Casos de Literatura

2018 ◽  
Vol 19 (1) ◽  
pp. 24
Author(s):  
Marcelo Francisco de Araújo ◽  
Rodolfo Barroso ◽  
Anderson Teixeira Rolim ◽  
Celso Leopoldo Pagnan
Keyword(s):  
Teaching And Learning ◽  
Distribution Systems ◽  
Learning Objects ◽  
Digital Learning ◽  
Dublin Core ◽  
International Bank ◽  
On Line ◽  
Digital Objects ◽  
Digital Learning Objects ◽  
And Storage

Tradicionalmente centrados na fgura do professor, os contextos de ensino e de aprendizagem também são afetados, signifcativamente, pela introdução das TDIC no cotidiano. É nesse cenário que se destacam os Objetos Digitais de Aprendizagem. Na caracterização específca dos ODA, os metadados exercem função primordial. É a partir dessas instâncias, em que se organizam os sistemas digitais de busca e armazenamento de arquivos, que os ODA se diferenciam de outros objetos digitais disponíveis on-line. O presente trabalho verifca a caracterização dos metadados em dois objetos digitais de aprendizagem disponíveis no Banco Internacional de Objetos Educacionais, observando sua confguração, segundo dois diferentes padrões: IEEE-LOM e Dublin Core. Conclui-se apontando que a organização do Banco Internacional de Objetos Educacionais aponta para a valorização da interoperabilidade em sistemas de armazenamento e distribuição de conteúdo digital. A adoção do padrão Dublin Core tem vantagens signifcativas no que tange a interoperação de objetos digitais, facilitado pelo esquema básico com quinze elementos capazes de serem traduzidos para outros padrões.Palavras-chave: Ensino. Objetos Digitais de Aprendizagem. Metadados. Literatura.AbstractTraditionally centered on the teacher’s fgure, the contexts of teaching and learning are also signifcantly affected by the ICT introduction in everyday life. It is in this scenario that the Digital Learning Objects stand out. In the specifc ODS characterization, the metadata exert a primordial function. It is from these instances, in which the digital systems of search and storage of fles are organized, that the ODA differentiate themselves from other digital objects available online. The present work verifes the metadata characterization in two digital learning objects available in the International Bank of Educational Objects, observing its confguration according to two different standards: IEEE-LOM and Dublin Core. It concludes by pointing out that the organization of the International Bank of Educational Objects points to the valorization of interoperability in digital content storage and distribution systems. The adoption of the Dublin Core standard has signifcant advantages in terms of the digital objects interoperation, facilitated by the basic scheme with ffteen elements capable of being translated to other standards.Keywords: Teaching. Digital Learning Objects. Metadata. Literature.

Coding Digital Learning Objects for Adoption for Online Teaching and Learning

2017 ◽  
pp. 414-476
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Objects ◽  
Instructional Designers ◽  
Digital Learning ◽  
General Observation ◽  
Online Teaching And Learning ◽  
Main Challenge ◽  
Development Teams ◽  
Digital Learning Objects

A general observation is that 20% of reusable learning objects (RLOs) are adopted at least for a time, but a majority of LOs are created (probably for local purposes), placed online, and not used at all by others. This work explores how digital learning objects (DLOs) may be coded for desirable features for local adoption and usage. This then explores how DLOs are actually designed with varying weights applied to the desirable DLO features of users. Finally, there is a gaps analysis between what inheritors of DLOs are looking for and what design and development teams and instructional designers actually create. If digital learning objects are to be more widely shared, having instructional designers and developers close the gap in LO work may be an important step. A main challenge involves a fundamental imbalance in incentives in the LO economy as currently practiced.

Course Management Systems for Learning

2011 ◽  
pp. 296-306
Author(s):  
Barbara Ross
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Learning Objects ◽  
Course Management System ◽  
Course Management Systems ◽  
Course Management ◽  
Digital Learning ◽  
Personal Reflection ◽  
Effective Pedagogy ◽  
Digital Learning Objects

Author Barbara Ross, co-founder and Chief Operating Office of WebCT, Inc., posits that in the future the “course” will become a decreasingly important construct in the “course management system.” Building on a personal reflection on teaching and learning in higher education, she predicts an evolving focus on effective pedagogy will drive academic enterprise systems to support learning outcomes and assessment, a proliferation of digital learning objects, commercial and open source tool integration and an increasing focus on the student. In conclusion, she reminds skeptics of the changes in the last five years and looks forward to a bright, dynamic future.

scholarly journals Nätverk - en förutsättning för pedagogisk utveckling?

2020 ◽  
Vol 12 (1) ◽  
pp. 41-49
Author(s):  
Lina Ahlgren ◽  
Britt-Marie Holm ◽  
Anja Hoppe ◽  
Åsa Forsberg ◽  
Annika Nilsson ◽  
...  
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Learning Objects ◽  
Digital Learning ◽  
Pedagogical Development ◽  
Higher Education Teaching ◽  
Digital Learning Objects

The importance of networking is often emphasized in higher education teaching and learning. In this article we discuss significant networks and their impact on pedagogical development. We also share our experience of working in different kinds of networks. We focus on a Nordic project with the aim to develop digital learning objects in co-creation between librarians, students and teachers.

Implementation of Digital Learning Objects as Innovation in the Classroom Activities

2021 ◽  
pp. 119-133
Author(s):  
Jolita Horbacauskiene ◽  
Brigita Janiunaite
Keyword(s):  
Research Question ◽  
Learning Objects ◽  
Technology Enhanced Learning ◽  
Digital Learning ◽  
Technological Advancement ◽  
Main Research ◽  
Classroom Activities ◽  
Use Of Technology ◽  
Teacher Training Programs ◽  
Digital Learning Objects

Recent and ongoing technological advancement has resulted in omnipresence of technology everywhere. More importantly, the use of technology has become characteristic of today's education. Pedagogy as it is traditionally understood is now changing more swiftly than ever before. Scholars suggest that such shift is natural and needed because Industry 4.0 requires the type of education that anticipates and meets its demands or helps to solve its challenges. Even though technology-enhanced learning (TEL) promises positive changes, the lifetime of the smaller TEL units, namely digital learning objects (DLOs), is not necessarily a long one. In scientific discourse, there is considerable criticism towards unsustainable use of technology and innovative teachers' practices. The main research question focuses on what peculiarities and, especially barriers, occur when teachers implement DLOs and what aspects should be highlighted in teacher training programs for the adaptation to be implemented successfully.

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