Aspects and indicators for assessing the quality of learning objects created by the University of Information Sciences, Havana

Con el auge en la creación de Objetos de Aprendizaje (OA) para apoyar el proceso de enseñanza-aprendizaje en las universidades cubanas, ha cambiado de manera significativa la forma en que los docentes diseñan y preparan sus cursos, permitiéndoles actualizar su contenido con el uso cotidiano de la tecnología. Como parte de este proceso, se comienzan a tener en cuenta la forma de evaluar eficientemente la calidad de los Objetos de Aprendizaje que se producen. Para ello se consideran diferentes criterios a la hora de evaluarlos. En esta investigación se resumen las características, definiciones y ventajas de los OA. Se exponen además diferentes modelos de evaluación y estándares de catalogación. El objetivo principal de este trabajo es lograr conformar la base necesaria para fundamentar una guía que permita evaluar la calidad de los Objetos de Aprendizaje una vez creados en la Universidad de las Ciencias Informáticas, y de esta manera garantizar una mayor utilización y una mejor aceptación de los mismos.The quality of the learning objects produced at the university of information sciencesAbstractWith the boom in the creation of Learning Objects to support the teaching-learning process in Cuban universities, has significantly changed the way in which teachers design and prepare their courses, allowing them to update the content daily use of technology. As part of this process, they begin to consider how to efficiently evaluate the quality of learning objects that are produced. This will consider various criteria when evaluating them. This research summarizes the characteristics, definitions and benefits of OA. Also discussed different models of evaluation and documentation standards. The main objective of this work is to form the basis for founding a guide for evaluating the quality of learning objects once created at the University of Information Sciences, and thereby ensure greater use and greater acceptance of them.

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Application of Multiple Criteria Decision Analysis and Optimisation Methods in Evaluation of Quality of Learning Objects

Curriculum, Learning, and Teaching Advancements in Online Education ◽

10.4018/978-1-4666-2949-3.ch010 ◽

2013 ◽

pp. 136-150

Author(s):

Eugenijus Kurilovas ◽

Irina Vinogradova ◽

Silvija Serikoviene

Keyword(s):

Decision Analysis ◽

Quality Criteria ◽

Learning Objects ◽

Scientific Models ◽

Expert Evaluation ◽

Quality Of Learning ◽

Technological Quality ◽

Optimisation Methods ◽

Quality Optimisation

This paper analyses and presents the new scientific models and methods for the expert evaluation of quality of learning objects (LOs) paying special attention to LOs reusability level. Currently all existing approaches in the area are quite subjective and depend only on the experience of the decision-makers. The authors analyse several scientific methods and principles to minimise the subjectivity level in the expert evaluation of LOs quality. They are: (a) the principles of multi-criteria decision analysis for identification of quality criteria, (b) technological quality criteria classification principle, (c) fuzzy group decision making theory to obtain evaluation measures, (d) normalisation of the weights of criteria, and (e) scalarisation method for LOs quality optimisation. The authors demonstrate that the complex application of these approaches could significantly improve the quality of the expert evaluation of LOs and noticeably reduce the level of the expert evaluation subjectivity. The paper also presents the example of practical application of these approaches for evaluation of LOs for Mathematics subject.

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Project-Based Learning

Advances in Educational Marketing, Administration, and Leadership - Learning Styles and Strategies for Management Students ◽

10.4018/978-1-7998-2124-3.ch010 ◽

2020 ◽

pp. 161-178

Author(s):

María Pache-Durán ◽

Esteban Pérez-Calderón ◽

Alicia Fernanda Galindo-Manrique

Keyword(s):

University Students ◽

Teaching And Learning ◽

Methodological Approach ◽

Project Based Learning ◽

Learning Processes ◽

University Teachers ◽

Quality Of Learning ◽

The University ◽

Academic Year

This study focuses on the results obtained from the teacher's assessment of Project-Based Learning, a methodological approach that implies a change in the university pedagogical paradigm that affects both the teaching and learning processes. To this end, a study is carried out taking as a sample university teachers during the academic year 2018-2019. Among the results obtained, it is worth mentioning that the teacher considers the Project-Based Learning a methodology that favours in the classroom, constituting a valid alternative to improve the quality of learning in university students.

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Towards a holistic model for quality of learning object repositories

The Electronic Library ◽

10.1108/el-10-2015-0202 ◽

2017 ◽

Vol 35 (5) ◽

pp. 953-976

Author(s):

Christian Vidal-Castro ◽

Alejandra Andrea Segura Navarrete ◽

Victor Menendez-Dominguez ◽

Claudia Martinez-Araneda

Keyword(s):

Learning Objects ◽

Learning Object ◽

Quality Level ◽

Quality Model ◽

Holistic Model ◽

Metadata Standard ◽

Content Type ◽

Learning Object Metadata ◽

Quality Of Learning

Purpose This paper aims to address the need to ensure the quality of metadata records describing learning resources. We propose improvements to a metadata-quality model, specifically for the compliance sub-feature of the functionality feature. Compliance is defined as adherence level of the learning object metadata content to the metadata standard used for its specification. The paper proposes metrics to assess the compliance, which are applied to a set of learning objects, showing their applicability and usefulness in activities related to resources management. Design/methodology/approach The methodology considers a first stage of metrics refinement to obtain the indicator of the sub-feature compliance. The next stage is the proposal evaluation, where it is determined if metrics can be used as a conformity indicator of learning object metadata with a standard (metadata compliance). The usefulness of this indicator in the information retrieval area is approached through an assessment of learning objects where the quality level of its metadata and the ranking in which they are retrieved by a repository are correlated. Findings This study confirmed that the best results for metrics of standardization, completeness, congruence, coherence, correctness and understandability, which determine the compliance indicator, were obtained for learning objects whose metadata were better labelled. Moreover, it was found that the learning objects with the highest level of compliance indicator have better positions in the ranking when a repository retrieves them through an exact search based on metadata. Research limitations/implications In this study, only a sub-feature of the quality model is detailed, specifically the compliance of learning object standard. Another limitation was the size of the learning objects set used in the experiment. Practical implications This proposal is independent from any metadata standard and can be applied to improve processes associated with the management of learning objects in a repository-like retrieval and recommendation. Originality/value The originality and value of this proposal are related to quality of learning object metadata considered from a holistic point of view through six metrics. These metrics quantify both technical and pedagogical aspects through automatic evaluation and supported by experts. In addition, the applicability of the indicator in recovery systems is shown, by example to be incorporated as an additional criterion in the learning object ranking.

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Calidad de objetos virtuales de aprendizaje para el desarrollo de la inteligencia práctica en niños sordos

Hexágono Pedagógico ◽

10.22519/2145888x.307 ◽

2013 ◽

Vol 4 (1) ◽

pp. 2

Author(s):

Clemencia Del Consuelo Zapata Lesmes ◽

María C. Bonfante Rodríguez ◽

María C. Suarez García

Keyword(s):

Balance Sheet ◽

Learning Objects ◽

Added Value ◽

Deaf Children ◽

Practical Intelligence ◽

National Education ◽

Strongly Agree ◽

The University ◽

Intelligence Development

En este trabajo es un valor agregado al proyecto “Objetos virtuales de aprendizaje (OVAs) para niños sordos: Desarrollo de Inteligencia Práctica”, financiado por el Ministerio de Educación Nacional de Colombia y un asocio entre 3 Universidades, la Corporación Universitaria Rafael Núñez (CURN) institución ejecutora, más la Fundación Universitaria Antonio de Arévalo y la Universidad Tecnológica de Bolívar, instituciones acompañantes. Se realiza este estudio para valorar la calidad de los OVAs diseñados y desarrollados en el proyecto antes mencionado, en este ejercicio se realizó una revisión de las diferentes metodologías propuestas para la evaluación de la calidad de Objetos de Aprendizaje, de los enfoques del producto y el proceso de desarrollo, incluyendo categorías y características de calidad tecnológicas y pedagógicas, para luego proponer un instrumento que permitiera evaluar la calidad de los objetos de aprendizaje que son un ayuda didáctica para desarrollarlos componentes de la inteligencia práctica en niños sordos. Bajo esta pretensión, sepresentan los (4) OVAs diseñados y desarrollados en para el proyecto de investigación mencionado al inicio de este resumen con una descripción pedagógica centrada en los aportes de estos OVAs al desarrollo de la inteligencia práctica. En el siguiente capítulo se describen los aspectos que se validaron después de la revisión literaria como criterios para evaluar la calidad de los OVAs desarrollados, con los indicadores y las características asociadas a cada uno de estos, los cuales fueron valorados por una comunidad de 73 sujetos a quienes se les aplicó una encuesta valorativa según los niveles de estimación de la escala de Likert. Los resultados en un balance general, mostraron en todos los criterios una estimación marcada de la estimación De Acuerdo, y en segundo lugar con Muy De Acuerdo; las estimaciones, más los comentarios y observaciones permitieron a los investigadores determinar desde el lugar de los usuarios las ventajas y aportes de los OVAs, como también reconocer aspectos para refinar y mejorar los objetos de aprendizaje en pro del aprendizaje y del desarrollo de la inteligencia práctica en los niños sordos.ABSTRACT: This work is an added value to the project "Virtual Learning Objects (OVAs) for deaf children: Practical Intelligence Development" funded by the Ministry of National Education of Colombia and partnership between three universities, The University Corporation Rafael Nunez (CURN ) implementing institution plus the Universitaria Antonio de Arévalo Foundation and the Technological University of Bolivar, accompanying institutions. We carried out this study to assess the quality of the OVAs designed and developed in the project mentioned above, in this exercise re A review of the different methodologies proposed for quality assessment of learning objects, the approaches of the product and the development process, including categories and characteristics of technological and pedagogical quality, and then propose an instrument to assess the quality of the learning objects that are a teaching aid to develop the components of practical intelligence in deaf children. Under this claim, we present the (4) OVAs designed and developed for the research project mentioned earlier in this summary centered pedagogical description of these OVAs contributions to the development of practical intelligence. The next chapter describes the aspects that were validated after the literature review as criteria for evaluating the quality of the OVAs developed, with indicators and characteristics associated with each of these, which were valued by a community of 73 subjects who were surveyed as valuation estimate levels Likert scale. The results in a balance sheet, showing in all criteria marked estimate Agree estimation, and second with Strongly Agree, estimates, plus comments and observations allowed researchers to determine from where the users benefits and contributions of the OVAs as well recognize aspects to refine and improve the learning objects and learning towards the development of practical intelligence in deaf children.

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ENHANCING THE QUALITY OF CONTROL OF LEARNING A FOREIGN LANGUAGE IN DISTANCE LEARNING MODE: WAYS TO ELIMINATE THE PROBLEM

Izvestiya of the Samara Science Centre of the Russian Academy of Sciences. Social, Humanitarian, Medicobiological Sciences ◽

10.37313/2413-9645-2021-23-78-17-22 ◽

2021 ◽

Vol 23 (78) ◽

pp. 17-22

Author(s):

A.P. Zhuravlev ◽

Keyword(s):

Distance Learning ◽

Foreign Language ◽

Foreign Languages ◽

Quality Of Control ◽

Quality Of Learning ◽

The Subject ◽

Basic Features ◽

The University ◽

Stated Problem

The article deals with the issue of improving the quality of learning a foreign language, namely the ways to eliminate the problems that occur during teaching the subject in distance learning mode. By means of the Ishikawa diagram the basic groups of factors that affect the quality of learning a foreign language specifically in distance learning mode are figured out. After that the factors that cannot be affected directly by a teacher are excluded from consideration. The remaining factors are carefully considered in order to find which one of them is the best in terms of neutralizing the stated problem. A number of modern methods of teaching foreign languages is analyzed; as the result, a range of indicative tasks for qualitative control of learning a foreign language is proposed, with basic features of distance learning taken into account. In conclusion it is pointed out that the proposed tasks can be used by the university tutors to enhance the quality of control of learning a foreign language in distance learning mode.

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SELECTION AND QUALITY OF LEARNING OBJECTS. ARE THEY USABLE AND REUSABLE?

Information Technologies and Learning Tools ◽

10.33407/itlt.v59i3.1531 ◽

2017 ◽

Vol 59 (3) ◽

pp. 28

Author(s):

Margarita María Ayala Doval ◽

Marcela Georgina Gómez-Zermeño

Keyword(s):

Online Education ◽

Graduate Program ◽

Learning Objects ◽

Learning Material ◽

Design Teams ◽

Face To Face ◽

Quality Of Learning ◽

Evaluation Of Learning

This pilot- study focused on the evaluation of Learning Objects for face-to-face and online education, proposing a set of quality indicators for design teams to consider while selecting learning material. The aim was to find out whether the Learning Objects were suitable enough to be used and/or reused. A sample of teachers, tutors and computer technicians of a graduate program in a Colombian university participated in the study. To analyze the data collected, indicators for the evaluation of the quality of Learning Objects were based on three main aspects: the role of the tutor and their previous experience, the design process, and the evaluation of the learning object. Conclusions established that a standardization of Learning Objects may be difficult, however, in order to be usable and reusable, these Learning Objects must all be flexible to adapt to students’ needs.

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