“Computational Thinking” From Pre-K to Graduate Studies to Life

2022 ◽  
pp. 354-406
Keyword(s):  
Problem Solving ◽  
Graduate School ◽  
Computational Thinking ◽  
Learning Objects ◽  
Learning Resources ◽  
Digital Learning ◽  
Graduate Studies ◽  
Modern Life ◽  
The Social ◽  
Digital Learning Objects

If societies are to advance, they have to be able to harness the capabilities of their technologies in broad and efficient ways. One such technology is computation, writ large, which has crept into so many aspects of modern life. “Computational thinking,” as a bridge between people and computation-based and generalizable problem solving, is a multi-step approach that has seeped into pre-K through graduate school in formal (accredited) learning, nonformal (non-accredited) learning, and informal (byproduct) learning. This work explores what peer-shared open-learning resources are available for this approach based on a multi-channel search of the Social Web through social imagery, shared (digital) learning objects, shared slideshows, and social videos.

scholarly journals API ACCESSIBILITY EXTRACTION∗ API para Extração de Parâmetros em Objetos de Aprendizagem Digital para Validação de Acessibilidade

2020 ◽  
Author(s):  
Juliana De Fatima da Silva ◽  
Maicon André Dall’ Asta ◽  
Fábio J. Parreira ◽  
Renan Binda ◽  
Vânia Ribas Ulbricht ◽  
...  
Keyword(s):  
Social Media ◽  
Assistive Technology ◽  
Programming Languages ◽  
Social Inclusion ◽  
Visual Impairments ◽  
Learning Objects ◽  
Digital Learning ◽  
Santa Catarina ◽  
The Social ◽  
Digital Learning Objects

This article presents the development of an API in NodeJs to automatically extract parameters in EPUB, DOCX and PDF digital learning objects. These parameters are used to check the degree of accessibility of Digital Learning Objects for people with hearing and visual impairments. The API uses refactoring techniques and the use of recursive functions, resulting in a JSON object that can be used by many programming languages. The article presents the results of preliminary tests, where it was found that EPUB files are better structured, leaving the parameters completely free to be extracted. The validation will be supported by the Development and Innovation group in Rehabilitation and Digital Assistive Technology (DIRTA-UFSM) and the accessibility team at the Social Media and Social Inclusion (LAMID) laboratory at the Federal University of Santa Catarina (UFSC).

scholarly journals Using Scratch to facilitate mathematical thinking

2019 ◽  
Vol 23 (2) ◽  
Author(s):  
Nigel Calder
Keyword(s):  
Problem Solving ◽  
Mathematical Thinking ◽  
Learning Objects ◽  
Programming Environment ◽  
Digital Learning ◽  
Interactive Software ◽  
Graphical Programming ◽  
Problem Solving Environments ◽  
Digital Learning Objects ◽  
Research Period

This article reports on a research project that examined the ways that 10-year-old students, who were using Scratch for coding, engaged with mathematical ideas. Interactive software is emerging that has cross-curricula implications and facilitates thinking in rich, problem-solving environments. Scratch, a free-to-use graphical programming environment provides opportunities for creative problem solving. When students process mathematics through digital technologies, the digital pedagogical media influences the learning process and students’ understanding emerges in distinctive ways. The children used Scratch to create mathematical digital learning objects, including games. An interpretive approach was undertaken, with the data collected over a two-week research period. The students wrote daily blogs articulating their progress and reflections. Students and the teacher were interviewed, and classroom observations (both written and photographic) were recorded. The findings suggest that mathematical thinking, including geometry and problem-solving processes, was facilitated through this process. Together, these findings indicate that teachers should not only use Scratch in primary school classroom programmes to develop coding skills but also be aware of its potential to facilitate thinking in other related areas.

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.

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.

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.

Being a Content Expert is Fun Again with Pachyderm

2007 ◽  
pp. 232-244
Author(s):  
Tom Hapgood
Keyword(s):  
Learning Objects ◽  
Learning Object ◽  
Digital Learning ◽  
Storage Devices ◽  
Promotion And Tenure ◽  
Content Expert ◽  
Organizational Information ◽  
Digital Learning Objects ◽  
Organizational Procedures ◽  
And Storage

This chapter discusses the reasoning behind the lack of the expected authoring of digital learning objects. It argues that the creation and dissemination of learning objects by university faculty have not occurred as a result of technical hurdles and frightening acronyms, lack of organizational procedures, unclear legal and ownership issues, and the ineffectiveness of “selling” the idea to faculty as part of the promotion and tenure process. The technology, interfaces and storage devices have been in place for some time, waiting for the learning object authors to publish their work. The Pachyderm 2.0 software is discussed as a tool for faculty to utilize. The author hopes that discussing and enumerating the obstacles to learning object authoring and dissemination, combined with the proposal of using the Pachyderm software along with a model of working with organizational information technology (IT) staff, will assist all involved in circulating successful digital learning objects.

Sign in / Sign up

Export Citation Format

Share Document