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Learning objects: A practical definition
... Οι ΑΕΠ, ανάλογα με την άδεια χρήσης τους, μπορούν να χρησιμοποιηθούν ως έχουν, να βελτιωθούν, να προσαρμοστούν, να συνδυαστούν με άλλους και να επαναδιαμοιραστούν για να αξιοποιηθούν στην διδασκαλία και τη μάθηση (Βαγγελάτος & Παναγιωτόπουλος, 2017α). Οι ΑΕΠ συνήθως αποθηκεύονται και διαμοιράζονται μέσω υποδομών που ονομάζεται αποθετήρια εκπαιδευτικών αντικειμένων -ΑΕΑ -(Learning Objects Repositories) (McGreal, 2004). Ο σκοπός των ΑΕΑ είναι να δρουν ως ψηφιακές βιβλιοθήκες που διευκολύνουν την αποθήκευση, ανάκτηση, διαχείριση, διανομή και χρήση των μαθησιακών αντικειμένων (Holden, 2003). ...
... Οι εκπαιδευτικοί πόροι, συχνά αποκαλούνται επίσης και μαθησιακά αντικείμενα (ΜΑ), μαθησιακοί πόροι, ψηφιακοί πόροι, ψηφιακό περιεχόμενο, ψηφιακά αντικείμενα, ψηφιακές πηγές, επαναχρησιμοποιήσιμα μαθησιακά αντικείμενα, εκπαιδευτικά αντικείμενα, εκπαιδευτικοί πόροι και εκπαιδευτικό περιεχόμενο στον τομέα της ψηφιακά υποστηριζόμενης μάθησης (McGreal, 2004). ...
... Οι ΑΕΠ συνήθως αποθηκεύονται και μοιράζονται μέσω αποθετηρίων εκπαιδευτικών αντικειμένων -ΑΕΑ (learning object repositories) (McGreal, 2004). Τα ΑΕΑ δεν είναι απλά ένας χώρος αποθήκευσης και διαμοιρασμού των εκπαιδευτικών αντικειμένων, αλλά επιτρέπουν την επαναχρησιμοποίηση, την κοινή χρήση και υποστηρίζουν μια σειρά άλλων λειτουργιών (Duncan, 2002). ...
Εστιάζοντας ιστορικά στην εξέλιξη της εκπαιδευτικής διαδικασίας την περίοδο της εισόδου των νέων τεχνολογιών, παρατηρούμε ότι οι ερευνητές και οι μελετητές της εξ αποστάσεως εκπαίδευσης, είδαν μια μεγάλη και αναπάντεχη ευκαιρία μετασχηματισμού λόγω της εξέλιξης των ΤΠΕ (Τεχνολογίες πληροφορίας και επικοινωνιών) και της ένταξής τους στην καθημερινότητα του μέσου ανθρώπου. Η ευκαιρία για συνεργασία εξ αποστάσεως και σύνδεσης με γεωγραφικά απομακρυσμένα μέρη μέσω τηλεπικοινωνιακών συνδέσεων μπορούσαν να επιτρέψουν την αξιοποίηση καινοτόμων μεθόδων για εκπαιδευτικούς και εκπαιδευτές, που ούτε καν είχαν φανταστεί μέχρι τότε. Επιπρόσθετα οι ευκαιρίες για συσσώρευση γνώσης και για ανάπτυξη της εκπαίδευσης σε νέους δρόμους φάνταζαν επαναστατικές. Στο ίδιο πλαίσιο κινήθηκαν και οι εμπλεκόμενοι με την παραδοσιακή εκπαίδευση, με κύριο μέλημά τους, την ανάγκη για διερεύνηση του τρόπου που η νέα πραγματικότητα θα πρέπει να ενταχθεί στην καθημερινή εκπαιδευτική διαδικασία ώστε να
αξιοποιηθεί στο βέλτιστο βαθμό. Μέχρι τότε (τέλη του 20ού αιώνα) το ψηφιακό περιεχόμενο δεν ήταν ακόμα ούτε πολύ, ούτε ελεύθερο (ανοιχτό) ούτε «πανταχού παρών» (ubiquitous), κυρίως λόγω του υψηλού κόστους των υποδομών, που είχε και ως αποτέλεσμα την μικρή διείσδυση των νέων τεχνολογιών στoν μέσο πολίτη. Η δυνατότητα που προσφερόταν πλέον, με την αρχή της νέας χιλιετίας, να δημιουργήσει κανείς ένα ψηφιακό πόρο (αντικείμενο) που θα μπορούσε να αποθηκευτεί οπουδήποτε και να προσπελαστεί – εν δυνάμει - από οποιονδήποτε με έναν υπολογιστή συνδεδεμένο στο διαδίκτυο, ήταν κάτι μοναδικό. Ειδικά η ευκαιρία που
θα μπορούσε να δοθεί σε κάθε ενδιαφερόμενο να προσπελάσει ένα τέτοιο αντικείμενο,
«δανεισμένη» από τις κινήσεις ανοιχτού περιεχομένου και λογισμικού που είχαν ήδη
σχηματιστεί λίγα χρόνια πριν, απέκτησε γρήγορα φανατικό κοινό. Και ως αποτέλεσμα
είχαμε τη δημιουργία μιας δυναμικής με στόχο την προώθηση ανοιχτών εκπαιδευτικών
πόρων.
Σύντομα, η κίνηση των ανοιχτών εκπαιδευτικών πόρων (ΑΕΠ) απέκτησε έναν εξέχοντα
υπέρμαχο: τον εκπαιδευτικό, επιστημονικό και Πολιτιστικό Οργανισμό των Ηνωμένων
Εθνών (UNESCO), όταν σε ένα σχετικό συνέδριο του 2002 πρωτοχρησιμοποιήθηκε ο
σχετικός όρος (ΑΕΠ), και ορίστηκε ως: «εκπαιδευτικοί, μαθησιακοί και ερευνητικοί πόροι, που είναι δημόσια και ελεύθερα διαθέσιμοι, ή έχουν παραχθεί με δικαίωμα ελεύθερης χρήσης και επαναχρησιμοποίησης από όλους». Στη συνέχεια, άλλοι οργανισμοί και φορείς μπήκαν στο «κύμα» της νέας τάξης εκπαιδευτικών πραγμάτων, με πρωτεργάτη ανάμεσα σε πολλούς το Τεχνολογικό Ινστιτούτο της Μασαχουσέτης (Massachusetts Institute of Technology) το οποίο ξεκίνησε και το πρώτο σχετικό έργο για την παραγωγή ανοιχτού εκπαιδευτικού περιεχομένου. Η Ευρώπη δεν έμεινε πίσω στην κίνηση αυτή. Έτσι στα Ευρωπαϊκά «καθ’ ημάς», ιδιαίτερο ενδιαφέρον έχει το γεγονός ότι η Ευρωπαϊκή Επιτροπή, έχει πλέον αναγάγει την ανάπτυξη των ΑΕΠ και γενικότερα της ανοιχτής εκπαίδευσης σε κεντρική στρατηγική της (2014).
Ιστορικά φαίνεται ότι η Ινδία ήταν η πρώτη χώρα που το 2007 ενέταξε τους ΑΕΠ στον εθνικότης σχεδιασμό για την εκπαίδευση (αν και στη συνέχεια, λόγω έλλειψης προϋπολογισμού, ο σχεδιασμός αυτός δεν υλοποιήθηκε). Στη συνέχεια η Ολλανδία, μια Ευρωπαϊκή χώρα, το 2009 υιοθέτησε ένα στρατηγικό σχεδιασμό για την ανάπτυξη και αξιοποίηση ΑΕΠ σε όλα τα επίπεδα της εκπαίδευσης – αλλά όταν η χρηματοδότηση σταμάτησε μετά από πέντε έτη, το πρόγραμμα διακόπηκε και αυτό με εξαίρεση τη δευτεροβάθμια εκπαίδευση. Στις ΗΠΑ, το 2011 ξεκίνησε ένα ισχυρά χρηματοδοτούμενο τετραετές πρόγραμμα για τη δημιουργία ΑΕΠ
για τα κοινοτικά κολλέγια (community colleges). Παράλληλα, και ειδικότερα μετά την
διακήρυξη του Παρισιού στο πρώτο παγκόσμιο συνέδριο για τους ΑΕΠ (2012)
όλο και περισσότερες χώρες ανά τον κόσμο υιοθέτησαν και προώθησαν σχέδια για την αξιοποίηση ΑΕΠ.
Στην παρούσα εργασία καταπιανόμαστε με τη διερεύνηση του χώρου των ΑΕΠ, βασιζόμενοι κατά κύριο λόγο σε ανασκόπηση της βιβλιογραφίας (δευτερογενής έρευνα). Όπως φάνηκε και εκ του αποτελέσματος, ο χώρος των ΑΕΠ (αλλά και της Ανοιχτής Εκπαίδευσης γενικότερα) έχει προσελκύσει το ενδιαφέρον των ερευνητών, αλλά και όσων σχεδιάζουν και καθορίζουν το μέλλον της εκπαίδευσης. Έτσι τα τελευταία χρόνια υπάρχει σημαντική παραγωγή δημοσιεύσεων αλλά και άλλων σχετικών κειμένων πολιτικής (γκρίζα βιβλιογραφία, κ.α.) που παρουσιάζουν σημαντικό ενδιαφέρον.
Στόχος της εργασίας ήταν να διερευνηθεί ειδικότερα: ποια είναι η θέση των ΑΕΠ στο
μάλλον θολό ακόμα τοπίο της αξιοποίησης των νέων τεχνολογιών στην εκπαίδευση, τι
υπόσχονται και τι προσφέρουν, ποιοι παράγοντες φαίνεται να επηρεάζουν την εξέλιξή
τους, ποιες είναι οι παιδαγωγικές προϋποθέσεις εφαρμογής τους και αν τελικά το μοντέλο ανάπτυξής τους (εφόσον υφίσταται) είναι βιώσιμο. Και όλα αυτά ξεκινώντας από την εκπαίδευση γενικότερα, εστιάζοντας όμως τελικά στην Εκπαίδευση Ενηλίκων.
Τα αποτελέσματα της εργασίας φαίνεται να φωτίζουν κάποιες πτυχές του οικοσυστήματος που δημιουργείται, αλλά γενούν και επί πλέον ερωτήματα. Αυτό ισχύει επειδή πράγματι τεκμαίρεται ότι βρισκόμαστε σε μια μεταβατική περίοδο «αλλαγής παραδείγματος» (paradigm shift) στο χώρο αυτό και όλοι οι εμπλεκόμενοι από την δική τους οπτική γωνία, προσπαθούν να αποκρυσταλλώσουν και να προσδιορίσουν την επόμενη μέρα. Έτσι, για παράδειγμα, το 2012 στο Παρίσι υπήρξε ένας μάλλον υπέρμετρος ενθουσιασμός, στο πλαίσιο του οποίου προσκλήθηκαν οι κυβερνήσεις των χωρών να «υποστηρίξουν την ανάπτυξη ΑΕΠ διαθέτοντας ελεύθερα το εκπαιδευτικό περιεχόμενο που αναπτύσσεται με δημόσια χρηματοδότηση» με στόχο μια ποιοτικότερη εκπαίδευση χωρίς αποκλεισμούς. Όμως στη συνέχεια έγινε κατανοητό ότι απλά και μόνο οι προτροπές δε φτάνουν αλλά χρειάζονται περισσότερες και δυναμικότερες υποστηρικτικές ενέργειες, ευαισθητοποίηση
και συναντίληψη, σε σχέση με τους στόχους και τους σκοπούς της κίνησης. Έτσι μετά από πέντε χρόνια από τη δήλωση του Παρισιού, το 2ο συνέδριο για τους ΑΕΠ που θα γίνει στην Λουμπλιάνα της Σλοβενίας (9/2017), έχει ως υπότιτλο: «από την δέσμευση στη δράση». Ίσως με λίγο περισσότερη δόση αυτοκριτικής, θα ταίριαζε να τιτλοφορηθεί και: «από τον ενθουσιασμό στην ωριμότητα»
... Del estudio de las definiciones aportadas por veintiocho autores (entre ellos, algunas organizaciones) [2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,20,21,22,23,24,25,26,27,28,29,30,31,32,33,34,35] (14) OVA, (15) ODE, (16) Recurso Educativo Abierto. La Tabla I exhibe la frecuencia de uso de esta terminología según el orden cronológico de aparición en la literatura y pone en evidencia que OA es el término utilizado con mayor frecuencia (para un autor dado se cuenta sólo una ocurrencia la primera vez que utiliza el término). ...
... La naturaleza del formato sobre el que se soporta un OA, que incluso fue motivo de debate entre los propios autores, es objeto de la primera discusión. Mientras que tres consideran que un OA es cualquier recurso digital o no digital involucrado en la educación basada o apoyada en la Web [5,12,26], hay dieciocho que refieren de manera explícita en sus definiciones a la naturaleza sólo digital [2,3,6,8,9,15,16,17,18,21,22,23,24,27,28,29,30,31,32,33] y siete lo hacen implícitamente por lo que puede inferirse de sus obras [4,7,10,11,13,14,19,20,25,34,35]. Este asunto no es trivial porque las iniciativas por lograr la accesibilidad e interoperabilidad de OA, la abultada literatura sobre metodologías de desarrollo, la elaboración de instrumentos para evaluar la calidad de OA y el mero hecho de ser utilizados para personalizar la enseñanza en ambientes de aprendizaje mediados por la tecnología requieren de materiales digitales exclusivamente. ...
... 3) Interoperable: está relacionado con el uso de un sistema de empaquetamiento normalizado que garantice el correcto funcionamiento del OA en diferentes plataformas de software, sin problemas de compatibilidad [3,10,15,32]. 4) Accesible: tiene que ver con la posibilidad de acceso a los OA desde una ubicación remota y su entrega en muchas otras ubicaciones [18]. Esta propiedad está relacionada con el uso de metadatos. ...
... ÖN literatürde çok çeşitli şekillerde tanımlanmıştır. Öğrenmeyi desteklemek için kullanılabilmesi, bağımsız varlığa sahip olup referans verilebilmesi, değişik eğitim ortamlarında tekrar kullanılabilir ve sayısal (dijital) olması bu tanımların ortak noktasıdır (McGreal, 2004). Ramachandran, S. & Doctor, G., 2008). ...
... There are a lot of definitions of learning objects and this term brings different materials to mind from a picture to a courseware include whole lesson. There is no single definition accepted by everyone (Mcgreal, 2004). Therefore, in this study, we regarded learning packages as a learning object which defined as "a unit of instructionally sound content centered on a learning objective or outcome intended to teach a focused concept" by Gallenson, Heins, & Heins (2002, p.2). ...
The technology of constructive learning is presented as a nanopsychopedagogical approach to learning. This is a creative-active learning. It puts student’s intellect in the forefront, creates circumstances in which every student builds up their own knowlodge based upon his/her existing experience and sets up an individual transition bridge to the future knowledge. The constructive teaching principles, its difference from constructivist approaches to teaching , structures and elements of the lesson are discribed in the article. This technology is based on Piaget’s logic integrity ( or completeness ) and on Zade‘s linguistic logic. Combining two logics in one single technology creates a new tendency in psychopedagogics – nanopsychopedagogies and profiles of changes are being outlined to which the tendency can be led in education. Principles of constructive education, elements of a lesson are described and the roles of teachers and students in this process of knowledge are given as well in the article. Logical structure of knowledge; Logical thought operations; Nanostructure of knowledge; Nanopysichopedagogy; Horizontal building of knowledge structure; Formal-logical modeling of the subject knowledge- knowledge nanostructure; The comparative machine translation.
... The term Learning Object (LO) was introduced by Wayne Hodgins [McGreal 2004] who transferred the concept of Objects from IT to training /education. ...
... A deeper understanding of the different meanings associated to the Learning Object concept can be found in Learning Objects: A Practical Definition [McGreal, 2004] WHY LEARNING OBJECTS? ...
Teaching methods have to continuously change and adapt to suit the needs, and meet the expectations, of our information society. Whether we willingly accept this or not this revolution is happening. There is a new generation of students living amongst us - those born after 1980 - and now called the Net Generation. These students learn and communicate differently from previous generations. They find information quickly and readily from the Internet, as part of an every day life which is now unthinkable without computers. The places where education takes place are not only the schools any more but also the self organizing virtual communities beyond institutional control. No doubt that the teachers are challenged by the Net Generation: most of them are digital immigrants, growing up as a “typographic man”1 while their students – the digital natives – need new media literacy to become critical consumers in the network where they are
always connected. The European level educational strategies stressed the responsibility of the teachers in "Learning 2.0” , the conceptualisations of the actions to treat the problems.
Compared to the key principles of educational developments of the recent years, the ideas mentioned above are unique. Apart from constantly emphasizing the need for developing teachers’ ICT competences the author points out that participating in network collaboration is vitally important to be able to improve their pedagogical methods required by the digital age.
In order to progress towards this direction the methods of teachers’ further training must be reconsidered. Training teachers for using software applications in traditional classrooms will not be sufficient at all to develop advanced networking competences.
This was the main challenge in the Tenegen project which we managed to meet: the traditional knowledge distribution was embedded in an environment providing the same experience of networking which is a feature of every day life for their students.
... Dessa forma, nem tudo pode ser considerado um OA; por exemplo, um vídeo de entretenimento sem uma finalidade pedagógica não pode ser classificado como tal. McGreal (2004), interpretando autores como Koper (2003), Polsani (2004), Sloep (2004) e Wieseler (1999), sintetiza que um objeto de informação torna-se um OA quando é projetado para ser usado sozinho ou em combinação com outros objetos de mídia para facilitar ou promover a aprendizagem, desde que esse aprendizado seja demonstrável e testável por meio de avaliação e observação. Sosteric e Hesemeier (2002, p. 3) enfatizam a importância do contexto na definição de um OA. ...
Este artigo aborda o desenvolvimento do jogo "Subsolo do Absurdo", baseado na revista "Logi Kingdom", com foco na criação do personagem Fantasma como um Objeto de Aprendizagem (OA) mediador na Zona de Desenvolvimento Proximal (ZDP). A metodologia incluiu a concepção do universo do jogo, o design dos personagens e cenários, a integração das dinâmicas e mecânicas, e a implementação de uma galeria. O modelo “OA-ZDP-Fantasma” demonstra como o Fantasma pode ser um OA, estruturando a exploração das galerias com diferentes formas de interação e o registro do conhecimento adquirido. A validação do modelo foi realizada por meio da implementação de uma das galerias do jogo.
... Open Educational Resources (OERs) include various educational resources with open license facilitating their use, adaptation and modification, often under a Public Domain License, aiming to the free distribution and modification of educational material (Wiley et al., 2014). Digital Learning Objects (DLOs) -a subclass of OERs-are small autonomous units of digital content that can be reused to support the learning process, with specific learning value (McGreal, 2004). DLOs are often accumulated to repositories to ensure accessibility. ...
Την άνοιξη του 2020, όταν οι εκπαιδευτικοί κλήθηκαν να προσφύγουν στην επείγουσας εξ αποστάσεως διδασκαλία ήρθαν αντιμέτωποι με τεράστιες προκλήσεις. Προκλήσεις που στην Ελλάδα εντάθηκαν λόγω κρατικών ελλείψεων και παραλείψεων. Ωστόσο οι εκπαιδευτικοί δεν έμειναν άπραγοι. Αντιθέτως, προσπαθώντας να οργανωθούν και να αλληλοϋποστηριχθούν στράφηκαν μαζικά σε άτυπες διαδικτυακές κοινότητες. Στη βάση αυτή, η παρούσα ποσοτική έρευνα μελετά τις αντιλήψεις 210 εκπαιδευτικών σχετικά με το ρόλο μιας άτυπης διαδικτυακής κοινότητας στο Facebook ως μέσο στήριξης και άτυπης επαγγελματικής ανάπτυξης. Από τα αποτελέσματα φαίνεται η θετική επίδραση σε επίπεδο συμβουλευτικής και υποστήριξης σε ζητήματα τεχνικά, αλλά και εξ αποστάσεως εκπαίδευσης και διδασκαλίας, ενώ αναγνωρίζονται οφέλη σε επίπεδο απόκτησης υλικού, πρακτικής βοήθειας και ενίσχυσης/εμπλουτισμού πρακτικής γνώσης. Σημείο-κλειδί για την εξαγωγή συμπερασμάτων αποτελεί η υιοθέτηση μιας ολιστικής προσέγγισης που συνδέει τα αποτελέσματα με το ελληνικό πλαίσιο και τις ιδιάζουσες συνθήκες της περιόδου, αξιοποιεί τη βιβλιογραφική επισκόπηση και αντιπαραβάλλει τα ευρήματα με αυτά αντίστοιχων ερευνών.
... LOs can be text, images, videos, animations, and even educational games. Among the many advantages that LOs offer, it is possible to mention that they make students more interested in the content and develop logical reasoning and creativity McGreal [2004]. ...
This article introduces an educational game designed to teach girls about the concept of digital footprinting. The primary objective of the game is to impart knowledge on the significance of safeguarding their online privacy and security while encouraging responsible digital citizenship. The game's design incorporates a playful and interactive approach, integrating challenges that engage and sustain the players' interest. We envision this game as a valuable resource for educators and professionals working with girls, aiming to enhance their comprehension of their online presence. The game was applied in a workshop at a high school in Brazil, providing a hands-on opportunity for female students to use acquired concepts and stimulate meaningful discussions on digital security. The results showed that usability, gameplay, and learning issues were all well evaluated.
... Open Educational Resources (OERs) include various educational resources with open license facilitating their use, adaptation and modification, often under a Public Domain License, aiming to the free distribution and modification of educational material (Wiley et al., 2014). Digital Learning Objects (DLOs) -a subclass of OERs-are small autonomous units of digital content that can be reused to support the learning process, with specific learning value (McGreal, 2004). DLOs are often accumulated to repositories to ensure accessibility. ...
Το θέμα της εργασίας αυτής, είναι η χαρτογράφηση της Μεγάλης Πυρκαγιάς του 1917 στη Θεσσαλονίκη, σε ψηφιακό διαδραστικό διαδικτυακό χάρτη αφήγησης (story map). Η Πυρκαγιά αποτέλεσε σημαντικό γεγονός για την νεότερη ιστορία της Θεσσαλονίκης. Η σχετική βιβλιογραφία είναι πλούσια -όμως, ενώ πρόκειται για ένα γεγονός με έντονο γεωγραφικό χαρακτήρα που αφορά τον ζωτικό χώρο της πόλης, μέχρι τώρα δεν υπήρξε μια πλήρης χαρτογραφική αναπαράσταση, που να απεικονίζει σαφώς και αναλυτικά την εξέλιξη της φωτιάς
στον χώρο και στο χρόνο. Οι σύγχρονες ψηφιακές τεχνολογίες μπορούν να συμβάλουν στην κάλυψη του κενού αυτού και να δημιουργήσουν ένα χρήσιμο ενημερωτικό και ευρύτερα εκπαιδευτικό χαρτογραφικό προϊόν που απευθύνεται τόσο σε ευρύ κοινό ή μαθητές, όσο και σε κοινό με ειδικότερες γνώσεις (π.χ. ακαδημαϊκό ακροατήριο με ιστορικό ή/και πολεοδομικό ενδιαφέρον). ‘Ενας ψηφιακός χάρτης που αναπαριστά την χρονική εξέλιξη του φαινομένου στον γεω- χώρο συμβάλλει στην αποτελεσματικότερη κατανόηση και εντύπωσή του στη μνήμη του ακροατή/θεατή, σε σχέση με την αφήγηση ή την γραπτή εξιστόρησή του.Η φωτιά, που ξεκίνησε το μεσημέρι της 18ης Αυγούστου 1917, διήρκησε 36 ώρες, αποτέφρωσε
τα 2/3 της εντός των τειχών πόλης και άφησε άστεγους 77.000 ανθρώπους (Παπαγιαννόπουλος,1985). Έχει αποτελέσει αντικείμενο εκτενούς βιβλιογραφικής μελέτης καθώς δημιούργησε συνθήκες για αλλαγές στον πολεοδομικό σχεδιασμό της πόλης και μετέβαλε την πληθυσμιακή και κοινωνική σύνθεσή της (Γερόλυμπου, 2002). Η χαρτογραφική απόδοσή της υπήρξε μέχρι τώρα περιορισμένη και σχετιζόμενη κυρίως με την απεικόνιση της καμένης έκτασης. Δεν είχε
δημιουργηθεί δηλαδή μια οργανωμένη χαρτογραφική απόδοση της πορείας της φωτιάς και αυτό αποτέλεσε το έναυσμα για την δημιουργία της εφαρμογής. Η ολοκληρωμένη χαρτογραφική αφήγηση του συμβάντος, επιλέχθηκε να αποδοθεί μέσω διαδικτυακού διαδραστικού αφηγηματικού χάρτη, με χρήση της διαδικτυακής πλατφόρμας ArcGIS Story Maps (©Esri), η οποία παρέχει περιβάλλον επεξεργασίας διαδραστικών χαρτών, πολυμεσικών αρχείων (εικόνων, βίντεο) και κειμένου. Στόχος ήταν η αναπαράσταση της εξέλιξης του φαινομένου στον γεω-χώρο και στον χρόνο, για τη δημιουργία ενός ενημερωτικού, εποπτικού και ευρύτερα εκπαιδευτικού εργαλείου που αφορά ένα γεγονός καθοριστικό της ιστορίας της πόλης. Αυτό επετεύχθη μέσω διαδοχικών θεματικών χαρτών με παράλληλο κείμενο, αναδυόμενων παράθυρων και παλαιών φωτογραφιών με
σύνδεση της σημερινής ρυμοτομίας με εκείνη του 1917. Η λογική με την οποία δημιουργήθηκε η χαρτογραφική αφήγηση είναι η εμφάνιση, σε κάθε ενότητά της, του τρέχοντος και του προηγούμενου σταδίου της εξέλιξης της φωτιάς. Η πορεία της φωτιάς εμφανίζεται σταδιακά και συνδέεται με το χρονικό διάστημα για το οποίο ελήφθησαν βιβλιογραφικά οι πληροφορίες. Ο τύπος που επιλέχθηκε από την εφαρμογή, είναι το storymap journal το οποίο επιτρέπει την εναλλαγή φωτογραφιών και χάρτη και τη δημιουργία αφήγησης με χρονική σειρά και απαιτεί τη διαδραστική συμμετοχή του χρήστη του χάρτη.
... Os OAs podem ser vídeos, animações e até mesmo jogos educacionais. Dentre as muitas vantagens que os OAs oferecem pode-se citar que eles fazem com que os alunos se interessem mais pelo conteúdo e desenvolvam o raciocínio lógico e a criatividade [McGreal 2004]. ...
Este artigo apresenta um jogo educacional com o objetivo de ensinar jovens meninas sobre pegada digital. O jogo tem o propósito de educar as meninas sobre a importância de proteger sua privacidade e segurança online, bem como encorajá-las a serem cidadãs digitais responsáveis. O jogo foi projetado com uma abordagem lúdica e interativa, com desafios que ajudam a manter o interesse das jogadoras. Espera-se que este jogo possa ser útil para educadores, pais e outros profissionais que trabalham com jovens meninas e que desejam ajudá-las a entender melhor sua presença online.
... Greater granularity in media and learning objects encourages greater reuse (Johnson & Hall, 2007) but allowing for this granularity can also require much more work and can remove necessary context. A balanced approach should be taken to make contents both modular and contextually valuable as meaningful, self-contained learning objects (McGreal, 2004). Reasonably-sized, stand-alone chapters are a simple example of this. ...
Teacher learning to enact desirable yet knotty teaching practices is a complex challenge that requires innovative support. Most materials intended to support professional learning fall short and do not leverage the benefits of modern technologies to address historic barriers at school, district, and broader systemic levels. We provide a synthetic literature review of teacher learning, identify impediments, and suggest a new, technology-enabled approach to the co-design of teacher collaborative learning materials enabled by open technologies, a revolutionary mindset enabled by open technologies. We frame the Open Guidebook Approach (OGA) in terms of five values: collaboration, practicality, continuous improvement, accessibility, and adaptability. We illustrate OGA with an ongoing project, called “Making Meaning,” to support teachers learning to enact equitable practices, drawing on concepts, indicators, and observation rubrics from the Classroom Assessment of Sociocultural Interactions. Supporting teachers to transform their teaching is our objective, OGA via open technologies is the innovative means, and Making Meaning illustrates our arguments. We conclude with recommendations and ongoing questions.
... Digital Learning Objects (DLOs) -a subclass of OERs-are small autonomous units of digital content that can be reused to support the learning process [19] , baring specific learning value [20] . DLOs are often accessible via repositories. ...
The COVID-19 pandemic has brought numerous changes in the society and revealed crucial lacks in citizens’ scientific and health literacy. Nine research and scientific institutions from four European countries have established the Partnerships for Science Education (PAFSE) project, aiming to the promotion of innovative science and STEM educational material to address the great challenges of Public Health. The partner of the University of Ioannina (Greece) has developed 23 new Digital Learning Objects (DLOs) which are being uploaded to the Photodentro PAFSE Learning Resources Repository, along with 4 new Educational Scenarios. The DLOs are both in Greek and English and focus on socioscientific topics related to communicable diseases (mathematical descriptions of epidemics, social determinants of health, vaccine education, and COVID-19 education). They include dynamic simulations, interactive maps, animated visualizations, visual concept maps, concept mapping tools, collections of informative sources, and other types. They are designed to be dynamic, interactive, and offer multiple representations of phenomena, and promote, in general, active learning, reflective thinking, inquiry- and problem-based approaches. Four of the DLOs are made specifically for students with mild Intellectual Disabilities. They are being pilot enacted in Greek middle schools during the school year 2022-2023.
... Tais objetos, que podem ser armazenados e recuperados em repositórios digitais, parecem ter relações com práticas curatoriais dos professores de línguas na atual cultura digital, principalmente no que tange à busca, seleção e possíveis modificações para seu uso na educação. Mais conhecidos pela definição de "Qualquer coisa digital com objetivo educacional"(McGREAL, 2004;LEFFA, 2006), os OA parecem implicar práticas curatoriais em razão de suas características típicas: tais objetos serão recuperáveis (isto é, localizáveis, mapeáveis) na medida em que o professor de línguas busca por eles em um repositório digital, por exemplo.De forma semelhante, a etapa de "circulação" da taxonomia de curadoria digitalde Deschaine e Sharma (2015), que remete à ideia de tornar um conteúdo mais acessível, facilmente tem relações estabelecidas com outra característica típica dos OA: eles são reusáveis, desenvolvidos não apenas para serem usados em um contexto, mas também reusados em vários outros(LEFFA, 2006), logo, são objetos idealmente produzidos para a circulação. Há, portanto, conexões entre etapas do processo de curadoria digital e características dos OA: no primeiro exemplo, vamos da característica do OA para uma possível etapa do processo de curadoria; no segundo, da prática curatorial para uma característica do OA.Práticas de curadoria digital de materiais de ensino na formação inicial de professores de línguas como atividade docente na cultura digital ...
Esta pesquisa objetiva averiguar em que medida professores em formação inicial realizam práticas de curadoria digital de materiais de ensino e se tais práticas se enquadram nas diferentes etapas de uma curadoria eficiente. A pesquisa tem caráter qualitativo e foi desenvolvida com acadêmicos de licenciatura em Letras, tendo como instrumento um questionário online. Resultados indicam que os participantes praticam curadoria preliminar, sendo menos comum a incidência de práticas de curadoria consolidada. Nossas considerações finais apontam para a importância da formação de professores para a atuação na cultura digital, especialmente nas práticas educativas voltadas ao desenvolvimento da curadoria consolidada.
... Cet emprunt est possible puisque les ressources éducatives en ligne des MEEL et les objets d'apprentissage prennent parfois des formes semblables (plan de cours, activités, exerciseurs) (Abramovich, 2013;Lau et Woods, 2009;Pittard, 2016;Robertson, 2006). McGreal (2004) inclut dans sa définition des objets d'apprentissage toutes les ressources numériques pouvant être utilisées pour les apprentissages comme un GIF, une image, une vidéo, un simulateur, un texte, un extrait audio. Les objets d'apprentissage peuvent être utilisés dans plusieurs contextes et combinés pour créer des unités plus grandes comme des leçons ou des modules afin de répondre aux besoins de l'apprenant (Lau et Woods, 2009;Wiley, 2002). ...
Avec la quantité abondante de ressources éducatives offertes sur les marchés éducatifs en ligne (MEEL) et leur qualité variable, les enseignants sont placés devant de nombreux choix lorsqu’ils préparent leur enseignement. La question qui a guidé cette recherche est donc : « Comment les enseignants du préscolaire et du primaire choisissent- ils les ressources éducatives sur les marchés éducatifs en ligne? » Le premier objectif est d’identifier les critères de sélection utilisés par les enseignants. Le deuxième objectif est de décrire les pratiques enseignantes liées à la sélection de ressources sur les MEEL. Pour ce faire, des entretiens individuels semi-dirigés ont été réalisés auprès de 11 enseignants de divers cycles et spécialités du préscolaire et du primaire. Les résultats indiquent que si les critères liés au contenu occupent une place centrale du discours de tous les enseignants, les critères liés au contenant et à l’aspect commercial ont également un rôle déterminant dans la sélection des ressources. De nombreuses pratiques ont été abordées, notamment des pratiques liées à la recherche sur les MEEL, à la planification et à l’utilisation des réseaux sociaux. L’analyse des critères et des pratiques met en lumière des contraintes liées aux apprentissages prescrits, au fait d’avoir ou non un cahier d’exercices, à la composition de la classe, au temps disponible pour la planification de l’enseignement et au budget disponible pour l’achat de ressources. Cette analyse a également révélé des sources de variabilité entre les pratiques des enseignants, soit l’expérience professionnelle, l’approche pédagogique privilégiée par les enseignants, les coûts auxquels ceux-ci sont prêts à consentir, la valeur accordée à l’esthétisme et la confiance envers la qualité des ressources sur les MEEL. Finalement, le contexte socioculturel est déterminé principalement par la grande place des réseaux sociaux dans les pratiques des enseignants sur les MEEL. L’influence possible des créateurs de ressources sur le milieu de l’éducation via les réseaux sociaux reste à explorer.
... The use of OER may include no or few restrictions in the re-use and sharing of the material. McGreal (2004) defined OER as any digital content that can be re-used in a lesson, where the lesson may be organized into several units or modules or complete programs. Although different communities have varied definitions of OERs, the acceptable definition developed by UNESCO (2015) defines OERs as educational resources that are freely accessible for use by teachers and students without the monetary requirements or restrictions implied through royalties or license fees (Berti, 2018). ...
... Microcontent is also being connected with a rise of possibilities for masses to publish on the Internet (Bu chem, I lona & Ha melma nn, 2010). If we look at microcontent as a part of the subject matter, the connection with learning objects (McGr eal, 2004;Wiley, 2002) is obvious. They are also connected with granularity (M cGr eal, 2004) and are meant to be (re)used. ...
... The Common Cartridge (CC) standard was introduced by the IMS Global Learning Consortium [4] to describe and structure learning objects and content uniformly and platform-independently. A learning object in a virtual learning platform is a set of content and tools aimed at guiding the learning process along with a specific topic and with educational resources employed for technologysupported learning [7]. CC provides high flexibility and has various features, such as embedding Web 2.0 standards and applying assessment tools. ...
Educational patterns capture the essence of best practices in teaching in a unified structure to enable easy reuse of successful teaching scenarios. Patterns can be described and collected in digital repositories, enabling the further use of pattern descriptions to integrate teaching scenarios on digital learning platforms. However, between the pattern description in a repository and the presentation as a learning scenario on the learning platform, an interface must enable an individual transformation of the patterns as bridge to the learning platform. The Common Cartridge standard offers a possibility to describe teaching scenarios for virtual learning platforms uniformly on an XML basis as packages. Although there are already several authoring tools for the visual design of Common Cartridges available, an application for converting educational patterns into learning packages is missing. This poster presents the concept and first insights of a tool as a web application that enables teachers to plan, design, use, and reuse digital teaching scenarios from educational patterns. While the development is still in its early stages, this poster presents initial findings and insights into the web application Common Cartridge Builder.
... Students also learn how the Web can provide practical support for their online teaching though repositories of reusable learning objects (RLOs) such as MERLOT (http://www.merlot.org) (see, e.g., McGreal, 2004;McMartin, 2004). ...
... Es decir, los OVAS pueden definirse como un "grupo de recursos digitales, autónomos y reutilizables con un propósito educativo y constituidos por, al menos, tres componentes internos: Contenidos, actividades de aprendizaje y elementos de contextualización" (Ministerio de Educación Nacional, 2006, p.31). Otro concepto de este recurso establece que los OVAS son materiales diseñados para ser unidades de instrucción digital independientes que se pueden combinar para crear una variedad de experiencias de aprendizaje (ASTD & Smartforce 2002;Cramer 2007;McGreal 2004). ...
Los objetos virtuales de aprendizaje (OVAS) son unidades digitales autocontenibles
que pueden ser combinadas para crear una variedad de
experiencias de aprendizaje. Sin embargo, pocas instituciones de nivel
superior en Colombia están utilizando OVAS para su enseñanza. La
Universidad Popular del Cesar es una de estas instituciones de nivel superior
donde los OVAS habían sido implementados sin conocer que tan útil o
inadecuado era su uso. Consecuentemente, este artículo resalta la relación
entre la implementación de los OVAS y el desarrollo de la habilidad de
escucha en un grupo de estudiantes en esta universidad. Los resultados de
esta investigación revelan que la adecuada mediación del docente fue
fundamental para que el grupo de estudiantes se beneficiara del uso de los
OVAS.
... The development of reusable learning objects (Hodgins, 2004;Wiley, 2005) specifically designed for use in blended learning is hereby considered a common bond between the adoption of such an educational methodology in a new Connectivist pedagogical paradigm adapted to networked cognition (Siemens, 2006) and the aforementioned building of inter-institutional collaboration networks (Sousa Santos, 2008). There are many strict definitions of 'learning object' and multiple international standards (McGreal, 2004). Most are found, however, to be overly concerned with technological issues and are illadapted to the complex pedagogical realities of Higher Education (Merriënboer & Boot, 2005;Wiley, 2005) as social interactions, rather than information availability, indeed play an increasingly greater role at the highest levels of Bloom's hierarchy of educational outcomes (Bloom & Krathwohl, 1956). ...
... Para el análisis del sentido que otorgan los participantes en una CVD a los REA, se partió de trabajos previos para el diseño de la estructura del guion empleado en la entrevista, por ejemplo, los estudios de McGreal (2004), OECD (2007), Hur y Brush (2009), así como el de Glasserman y Montoya (2014). La estructura y las preguntas del guion de las entrevistas se muestran en la figura 3. ...
Formative models related to the theory of connectivism are increasingly flexible, open and participatory. Under this trend, ideas such as virtual teaching communities (VCT) or Open Educational Resources (OER) have been Widespread, which lead us to talk about online educational opportunities. Accordingly, this work seeks and analyzes the uses and potentialities of educational resources of free access in a VCT, while examining the meaning that members of that community give to the OER. In addition, a qualitative research procedure endorsed the development and validation of data-collection instruments, such as an interview and an indicator guide to analyze and evaluate the OER shared in a VCT, through participant observation, which is characterized by exchange processes and collaborative work among teachers. Among the main findings, it is observed that virtual communities have a greater presence in teacher training, where the impulse and expansion of OER is verified. These facts highlight the importance of the research field of flexible and open education with technology and particularly, the potential use of VCT, where OER have a special relevance in teacher training.
... McGreal [25] suggests a functional description of learning objects as entities that facilitate learning in metadata enabled online education. Object like printed book, articles or paper report that can possibly advance learning and teaching [26]; any element, advanced, non-digital, that could be recurrently utilized or emphasized in innovation education (IEEE LTSC). ...
Higher education institutions in Malaysia are increasingly moving
towards being part of the regional higher education hub through significant progres- sions to stimulate learning through digital learning technologies. The interpretation of opinions gathered
from similar studies provides us with many instances of tech- nology adoption practices which is deemed necessary to overcome the challenges faced by institutions. To provide justification to the merits of learning technologies, it is critical to inspect significant elements which will be helpful in giving an appropri- ate framework model from within and outside learning institutions.
An exploratory study is conducted here on existing work on the provisions and usage of computer learning tools in various higher education institutions (HEI) in Malaysia. The purpose of this
study is to explore the framework model as a way to assist teachers improve teaching performance using computing tools so as to support progressive learning in institutions. The study findings could firstly provide pragmatic data on the technology innovations usages in HEI from a Malaysian perspective. Secondly, the study outcome may perhaps guide the HEI authority to establish practical boundaries on current and emerging ICT implementations. Thirdly, this may assist in developing
strategies in line with the National Educational Policy on the use of technology- assisted learning for twenty-first century higher education. The study concludes that the use of digital technology
tools can be considered as a resourceful alternative to conventional learning and teaching providing suitable recommendations for learning orientation and extend opportunities for future empirical research.
... Existen muchas definiciones e interpretaciones de este concepto pero, en general, muchas coinciden en la naturaleza de cápsulas de información o de trabajo concreto con capacidad de uso de manera individualizada y por conveniencia por parte de los alumnos (Mcgreal, 2004). De este modo, son muy apropiadas para su uso en estructuras educativas de e-learning y, como en el caso que nos ocupa en este trabajo, de blended learning o mezcla de trabajo práctico tutorizado en el aula o en el laboratorio y en el trabajo individualizado en el ámbito personal del alumno, en su puesto de trabajo o en su casa gracias a su naturaleza de, en palabras del profesor especialista Jorge E. Gil Mateos, "recurso digital estructurado que puede ser reutilizado para alcanzar un objetivo de aprendizaje" (Ramos Gutiérrez, 2009). ...
Las nuevas generaciones de estudiantes, denominadas “nativos digitales” o “google”, han asimilado y perfec-cionado en su desarrollo personal un sistema de expresión muy ligado a los contenidos audiovisuales que se pueden obte-ner y utilizar a través de internet. Dichos contenidos son fáciles de generar, editar y compartir gracias a las nuevas herramientas tecnológicas y a las pujantes redes sociales. Los alumnos que hoy en día pueblan las aulas son un colectivo muy habituado al uso de las nuevas tecnologías, especialmente desde una vertiente lúdica, y con una alta capacidad de encon-trar y asimilar información pero, al mismo tiempo, con una tendencia a desechar rápidamente todo aquello que no les interesa sin haber reflexionado sobre los conocimientos que podrían extraer. En este trabajo queremos mostrar técnicas para generar contenidos formativos usando el mismo lenguaje -habitual para nuestros alumnos- que facilite incentivos, motivación y su implicación en el proceso del aprendizaje.
O ensino de Cálculo Diferencial e Integral I enfrenta desafios, com pesquisas sugerindo que as dificuldades dos alunos podem estar também associadas aos Estilos de Aprendizagem (EA), bem como ao método tradicional de ensino. Diante desse cenário, tem surgido várias abordagens inovadoras, como a Sala de Aula Invertida (SAI), que visa motivar os alunos e envolvê-los ativamente na construção do conhecimento. Contudo, há poucas pesquisas que abordam a relação dos perfis de aprendizagem e a SAI. Sendo assim, a problemática central deste estudo indaga sobre as capacidades e restrições da SAI aplicada ao Cálculo I, considerando EA e recomendação personalizada de Objetos de Aprendizagem (OA). O objetivo geral é analisar as potencialidades e limitações da metodologia SAI para o Cálculo I, sob a perspectiva dos EA e da recomendação personalizada de OA. Os principais autores referenciais deste estudo são Felder e Silverman (1988), cujas contribuições são fundamentais para a compreensão dos EA. O estudo incluiu a aplicação de questionários aos alunos de Cálculo I para coletar dados sobre seus EA e preferências de aprendizagem. A partir dos perfis identificados, OA foram personalizados e recomendados por meio de um Sistema de Recomendação (SR). A análise focou em verificar se os diferentes perfis de aprendizagem dos participantes poderiam ser eficazmente atendidos pela SAI. Os resultados apontam que a SAI tem potencial motivador e instrucional, especialmente considerando os estilos de aprendizagem predominantes. No entanto, limitações, como a dificuldade em encontrar OA variados e a possibilidade de alguns estilos serem menos favorecidos, são destacadas.
يقدم البحث تصوراً لإستراتيجية إعادة استخدام عناصر التعلم، ويستعرض مفهوم مستودعات عناصر التعلم، ووظائفها وأهميتها في تطوير عناصر التعلم ويضع تصوراً مقترحاً يتضمن تصوراً لتصنيف عناصر التعلم وأهميتها في ضوء استراتيجية إعادة استخدام عناصر التعلم، وتحديد دورة حياة عناصر التعلم في ضوء استراتيجية إعادة استخدام عناصر التعلم، وتصور لوظائف المستودعات في ضوء استراتيجية إعادة استخدام عناصر التعلم، وأخيراً تصور لاستراتيجية إعادة استخدام عناصر التعلم المتاحة ضمن المستودعات
As educational systems emphasize and experiment with forms of online and remote learning, it is increasingly important to investigate the cultural competence of instructional designers. This chapter addresses the experiences of instructional designers in a 3D virtual learning environment designed for development of cultural competence. Design-based research (DBR) and user experience (UX) methodologies were employed to explore experience of six instructional designers in 3D virtual environment. A taxonomy of experience (ToE) established by Coxon guided qualitative data collection and analysis. Through examples and data, the chapter emphasizes the necessity for instructional designers to keep in mind the challenge of cultural diversity in the backgrounds of students and their own, and bring guidelines and principles into culturally sensitive and responsive instructional design processes. The authors recommend four future research directions, including cross-cultural instructional designer competencies along with research into cultural personas, avatars, and guest-host relations.
As information and communication technologies (ICT) have evolved, new types of digital learning resources have been developed. The learning object has become a key element in the field of computer-based environments for e-learning. This chapter focuses on the mediatization of learning objects which extends to the science of pedagogy and e-learning. One of the major problems is the lack of coherence in the different definitions, mainly due to the variety of points of view adopted to address the issue of mediatization. In this chapter, the authors give an overview of the learning object and then define the two concepts, mediation and mediatization. Then, they focus on the mediatization of the learning activity for a learning object by identifying the forms, effects, and tools of mediatization as well as their articulation mediatization according to previous studies.
التفاعل بين مصدر الدعم ومستويات تقديمه في بيئات التعلم الإلكتروني وأثره في تنمية مهارات حل مشكلات شبكات الحاسب الآلي.
Os meios digitais favorecem a comunicação e podem colaborar para os estudos da Língua Brasileira de Sinais (Libras) como uma segunda língua (L2) para pessoas ouvintes. Este trabalho, de natureza bibliográfica, situa-se nesse contexto e tem o objetivo de apresentar o Sistema de Apoio aos Estudos da Libras como L2 (Saell) e demonstrar que esse site se caracteriza como um objeto de aprendizagem. Para tanto, descreve sua estrutura e seu funcionamento, provando que ele apresenta granularidade, reusabilidade, interoperabilidade, recuperabilidade, interatividade e autonomia (Gama, 2007; Leffa, 2006; Lebedeff, 2017). Conclusivamente, considera que o Saell vai ao encontro da atual tendência tecnológica em educação linguística; que, por sua organização, facilita a colaboração e o compartilhamento de relevantes conteúdos linguísticos e pedagógicos; e que, de forma original, inicia as contribuições aos repositórios de materiais didáticos e instrucionais em vídeo para aprendizes e professores que atuam com Libras como L2.
As educational systems emphasize and experiment with forms of online and remote learning, it is increasingly important to investigate the cultural competence of instructional designers. This chapter addresses the experiences of instructional designers in a 3D virtual learning environment designed for development of cultural competence. Design-based research (DBR) and user experience (UX) methodologies were employed to explore experience of six instructional designers in 3D virtual environment. A taxonomy of experience (ToE) established by Coxon guided qualitative data collection and analysis. Through examples and data, the chapter emphasizes the necessity for instructional designers to keep in mind the challenge of cultural diversity in the backgrounds of students and their own, and bring guidelines and principles into culturally sensitive and responsive instructional design processes. The authors recommend four future research directions, including cross-cultural instructional designer competencies along with research into cultural personas, avatars, and guest-host relations.
Abstract - The article discusses with the role of academic libraries in higher institutions in the effective management of knowledge. Four main types of knowledge are highlighted and sequenced, the paper showed that knowledge management can be achieved through a set of basic managerial functions and skills, such as interpersonal skills, information skills, and decision making skills. It also highlighted roles required or planned to improve effective knowledge management. For example, Academic libraries need to upgrade their skills needed for technological advancement, Scribd delivery, Web 2.0, social media, and electronic library automation. Some challenges were identified such as: Power outages, network problems, lack of qualified staff and funding, etc. It concluded that academic libraries should ensure the optimal use of technology to improve the effective management of knowledge. Therefore, it was recommended, among other things, that academic libraries should provide support to supplement electricity in the event of a power outage. Provision of high-powered solar systems and generators that provide stable power. Specialized ICT personnel should be recruited to assist academic libraries in the effective management of information. Keywords: Academic Libraries, Enhancement, Higher Institutions, Knowledge Management, Roles, Strengthening, Technology.
En el presente artículo se hará una propuesta formal de un proceso
mixto de gestión de la calidad para el desarrollo de objetos de aprendizaje basado
en los roles de los participantes, se definirán los aspectos que evalúa cada actor,
se presentará una guía de mejores prácticas para el desarrollo de estos recursos y
se propondrán los lineamientos para la creación de los instrumentos de
evaluación basados en cada uno de los actores. La importancia del presente
trabajo radica en la necesidad de definir procesos integrales de gestión de la
calidad de objetos de aprendizaje en los cuales se involucre a todos y cada uno de
los participantes, ya que un conocimiento más profundo del papel que juegan
cada actor en este proceso permitirá un incremento en la calidad final de los
productos generados.
La Conferencia Conjunta Internacional sobre Tecnologías para el Aprendizaje - CcITA, como cada año desde 2009, da como resultado un libro que contiene aportaciones de interés en los campos de la informática aplicada a la instrucción y el aprendizaje,
así como experiencias de uso de los recursos tecnológicos en el aprendizaje o en las aulas, sobre todo en centros de enseñanza básica, media y superior.
Por razones de la pandemia, no fue posible llevar a cabo la Conferencia CcITA 2020, más sí ha sido posible gracias a colaboración de todos, la edición y publicación del libro anual.
Este libro contribuye con manuscritos en los campos de interés de profesores investigadores, estudiantes universitarios y público en general, que estén orientados a la incorporación de las tecnologías aplicadas a la innovación para la mejora del aprendizaje y el perfeccionamiento de la práctica pedagógica en todos los niveles.
En este libro, las propuestas recibidas han sido organizadas alrededor de tres temáticas:
I. Innovación Educativa usando la Tecnología: conjunto de aportes contrastados de experiencias de usos la tecnología en la enseñanza y el aprendizaje;
II. Innovación Tecnológica: aportes contrastados de desarrollos tecnológicos y de la computación para la instrucción y el aprendizaje;
III. Tecnologías para la educación Inclusiva que reagrupa trabajos que hacen uso de las tecnologías para mitigar las dificultades en la educación de las minorías y facilitar su inclusión.
الملخص:
هدفت هذه الدراسة إلى التعرف على أثر وحدة مطورة في الهندسة قائمة على التصميم الشامل للتعلم عبر نظم إدارة التعلم الالكتروني على التفكير الهندسي لدى الطلاب ذوي صعوبات تعلم الرياضيات.
وتكون مجتمع الدراسة من جميع الأطفال ذوي صعوبات تعلم الرياضيات في الصف السادس الابتدائي في إدارة تعليم عسير، وتكونت عينة الدراسة من الأطفال ذوي صعوبات تعلم الرياضيات في الصف السادس الابتدائي، وعددهم (54) طالبًا تم اختيارهم بالطريقة القصدية تم تقسيمهم لمجموعتين تجريبية عددها(27) وضابطة عددها(27).
وقد قام الباحث بإعداد اختبار التفكير الهندسي، بالرجوع للأدب النظري والدراسات السابقة والخبراء في التربية الخاصة والقياس والتقويم، وتم التأكد من صدق الاختبار وثباته.
كما عمل الباحث على إعداد وحدة مطورة في الهندسة لتنمية التفكير الهندسي للطلبة ذوي صعوبات تعلم الرياضيات في ضوء احتياجات هؤلاء الطلبة والفئة العمرية.
استخدمت الدراسة التصميم شبه التجريبي، للتحقق من أثر الوحدة المطورة على التفكير الهندسي، كما استخدمت التصميم الوصفي التحليلي لتصميم وحدة الهندسة المطورة، ولأغراض المعالجة الإحصائية، وتم استخدام اختبار مان ويتني للإجابة عن السؤال الثاني ، في حين تم استخدام اختبار ويلكوكسون للإجابة عن السؤال الثالث.
وأظهرت نتائج الدراسة وجود فروق دالة إحصائيا بين المجموعة التجريبية والمجموعة الضابطة ولصالح المجموعة التجريبية في التفكير الهندسي.
الكلمات المفتاحية: التصميم الشامل للتعلم، التعلم الإلكتروني، التفكير الهندسي، صعوبات تعلم الرياضيات.
Abstract:
The study aimed to investigate the impact of a developed Geometric unit based on the Universal Design for Learning across e-learning management systems on the Geometric thinking among students with Learning Disabilities in Mathematics.
The study population consists of all children with mathematics Learning Disabilities in Mathematics for the sixth grade in the Education Management of Asir. The sample consisted of children with Learning Disabilities in Mathematics for the sixth grade who counted (54) students selected intentionally. They were divided into two groups: the control group (27), and the experimental group (27).
The researcher prepared a test of Geometric thinking through a review of the relevant literature and previous studies, and consulting the experts in Special Education and educational measurement. Validity and reliability of the Test were ensured.
In addition, the researcher prepared on developed Geometric unit for developing Geometric thinking of students with Learning Disabilities in Mathematics in the light of the needs of these students and their stage of age.
The present study used the quasi-experimental design to examine the impact of the developed unit on geometric thinking. Also, it used the descriptive-analytical method to determine the design of the developed geometric unit. For the statistical purpose, Mann-Whitney Test were utilized to answer the second question, while Wilcoxon Test was utilized to answer the third question. The results revealed that there was a statistically significant difference between the control group and the experimental group in geometric thinking; this difference was in favor of experimental group.
Key words: The Universal Design for Learning, e-learning, Geometric Thinking, Learning Disabilities in Mathematics
التفاعل بين نمط تقديم المنظم التمهيدى "الثابت/التفاعلي" والأسلوب المعرفى "الاندفاع/التروي" ببيئة تعلم الكترونية وأثره على التحصيل الاكاديمى لمهارات انتاج وحدات التعلم الرقمية لدى طلاب كلية التربية النوعية
A explosão informacional e a ubiquidade das tecnologias de informação e comunicação, aspectos inerentes à Sociedade da Informação, remodelaram a dinâmica social de forma irreversível. Nesse contexto, surgiram os objetos de aprendizagem, ferramentas tecnológicas utilizadas para o ensino, seja ele remoto ou presencial. Porém, é preciso que a Ciência da Informação discuta de forma mais lúcida o uso desses instrumentos na atualidade, apontando seus benefícios e limitações. O objetivo geral buscou analisar as vantagens e desvantagens do uso de objetos de aprendizagem como ferramentas de ensino sob o prisma da Ciência da Informação. Os objetivos específicos são: identificar aspectos negativos e positivos das tecnologias de informação e comunicação na atualidade, utilizando principalmente o embasamento teórico da Ciência da Informação; apontar o conceito de objeto de aprendizagem, bem como seu uso no ensino; detectar as potencialidades e limitações dos objetos de aprendizagem e sugerir os contextos em que eles devem ser ou não utilizados como ferramenta de ensino considerando o âmbito da Sociedade da Informação. Por meio de um levantamento bibliográfico, foi possível apontar até que ponto os objetos de aprendizagem possuem limitações que devem ser seriamente consideradas, evitando-se sempre a adoção de discursos tecnocráticos que elegem essa tecnologia como a solução para todos os problemas educacionais existentes. As considerações finais relatam que o uso dos objetos de aprendizagem precisa refletir os contextos educacionais, culturais e as limitações físicas dos sujeitos, além de possibilitar a capacidade de reflexão do aluno.AbstractThe informational explosion and the ubiquity of information and communicationtechnologies, inherent aspects of the Information Society, have irreversibly reshaped the social dynamics. In this context, learning objects emerged, technological tools used for teaching, whether remote or in person. However, it is necessary that Information Science discuss more lucidly the use of these instruments today, pointing out their benefits and limitations. The general objective sought to analyze the advantages and disadvantages of using learning objects as teaching tools from the perspective of Information Science. The specific objectives are: to identify negative and positive aspects of information and communication technologies today, using mainly the theoretical foundation of Information Science; point out the concept of learning object, as well as its use in teaching; detect the potential and limitations of learning objects and suggest the contexts in which they should or should not be used as a teaching tool considering the scope of the Information Society. Through a bibliographic survey, it was possible to point out the extent to which learning objectshave limitations that must be seriously considered, always avoiding the adoption of technocratic speeches that elect this technology as the solution to all existingeducational problems. The final considerations report that the use of learning objects needs to reflect the educational and cultural contexts and the physical limitations of the subjects, in addition to enabling the student's capacity for reflection.
Lack of guidelines for implementing distance learning, lack of infrastructure, lack of competencies, and security-related problems were the challenges met during the pandemic. These challenges firstly fall on the administration of a higher education institution. To assist in solving the challenges of the pandemic for the administration of a higher education institution, the paper presents several models for the organization of the processes of distance learning. These models are as follows: a conceptual model of distance learning, a model of strategic planning of distance learning, a model of the assessment before the start of distance learning, a model of the preparation for distance learning, and a model of the process of distance learning and remote work. Student profile, lecturer profile, organizational environment, assessment, and planning of the infrastructure of information and communication technology (ICT), assessment and planning of the virtual learning environment, and assessment of distance learning competencies of participants of the study process are also considered. The developed models are based on five main processes of instructional design, i.e., analysis, design, development, implementation, and evaluation. The models provide guidelines for the administration of higher education institutions on the preparation and delivery of distance learning during the pandemic. The models were validated by 10 experts from different higher education institutions. The feasibility of the data collection instrument was determined by Cronbach’s alpha coefficient that is above 0.9.
The promise of using learning objects (LOs) for the creation and usage of learning content has led to the establishment of numerous learning objects repositories (LOR) available on the internet. However, the implementation of the LO paradigm has still to bear the expected outcomes of enabling more efficient e-learning content creation. Educators are at a loss about how to use LOs as building blocks to construct a full-fledged learning content for a whole lesson much less an entire course. One stumbling block is the sheer number of digital formats the LO can be as well as the technology and know-how to put together several atomic LOs to form aggregated LOs. Clearly, some kind of focus is needed as a start. This paper suggests one place to start is to look at the technology already widely used among teachers, lecturers and educators in teaching which is generally termed as presentation software or slideware. We thus suggest that a review of the use of slidewares viewed from the perspective of the LO paradigm is needed. Programs such as the Microsoft PowerPoint and the open-source based Open Office.org 2.0 alternative to PowerPoint called Impress come to mind. Such slideware especially, Microsoft's PowerPoint, is already widely used in classrooms and university lecture halls around the world. Such ubiquity as well as the deployment of such slides onto the internet, may in fact hold the key to better understand the implementation of the LO paradigm for e-learning.
This study is aimed at gathering information about the tendency of learning resources needed by the students of Universitas Negeri Jakarta (UNJ) that support ICT based learning. The study is conducted using the survey method applying questionnaires that randomly distributed to the students. The questionnaires filled in by 580 students of 22 different study programmes covering six faculties of UNJ. Every faculty tends to have different learning resources. However, videos are the most essential learning resources needed by students. The development of learning resources in higher education must consider the need of learning resources of students of each faculty, not the university as a whole.
The idea of Learning Objects has entered the discourse of Education, E-Learning, Information Technology, Computer Science, Instructional Design and indeed even Knowledge Management. What is surprising is that a clear and thorough analysis of Learning Objects conceived from the perspective of Pedagogy is still lacking. While studies which explore ideas as to how learning objects would affect instructional design as well as how information technology can be harnessed for better handling of learning objects are important, this paper would emphasise the fact that studies about learning objects need to firstly be contextualised in the domain of Education as a discipline in general and to Pedagogy in particular. It is clear that Learning Objects would have the greatest impact in Education with specific reference to how learning content would be designed and constructed and whether the use of learning objects would improve actual learning on the part of the students. Indeed, the promise of the Learning Objects is that it would revolutionise e-Learning by making Content Development more efficient through systematic re-purposing and re-use of digital resources in different learning contexts.
However, all of these are contingent upon a clearer understanding of the nature of Learning Objects and importantly, such an understanding needs to resonate with teachers who are in the forefront of education. This paper thus looks at the different conceptualisations of what Learning Objects are and proposes a re-definition of the Learning Object which while grounded upon Pedagogy, would also be useful in other related areas where the idea of a "Learning Object" has become a subject of contention.
Keywords:
Learning Objects, E-Learning, Pedagogy, Learning Point, Knowledge
Discovery, Knowledge Reuse
Aim/Purpose: In this research the authors present the designs of three different knowledge object meta-data wrapper models as a supportive technology to assist the knowledge intensive operations of a network of knowledge, such as a living lab. Background: Within any knowledge driven network environment there is a need to increase the corporate knowledge capacity of the network. The role of experts and knowledge brokers are emphasized, and the exchange of knowledge based on prior experiences informing corporate memories of the members, is the departure point of this research. Methodology: The primary research method applied is that of the design science research methodology supported by experience and application research and the literature. Contribution: Three different metadata models are presented that will when implemented support the informing process within the network of knowledge. The models are grounded on the utilization of metadata elements composing of various key descriptors as found in activity theory and normal means of heuristic enquiry which entail common questions. The elements are annotated and fur-ther enriched using standard JSON-LD IRI pairs. The presented models expand on the extant knowledge of the use of metadata annotations and present a novel way in encapsulating the corporate memories of knowledge workers in the form of knowledge object wrappers. Findings: The results of the evaluation process of the design science research methodolo-gy applied, showed that there is a consensus that the use of knowledge object wrappers as additional metadata, containers could enhance the knowledge ca-pacity and efficiency of a LL and in particular the knowledge brokers.
The publication “Understanding the Impact of OER: Achievements and Challenges” is the result of partnership between the UNESCO Institute for Information Technologies in Education (UNESCO IITE) and OER Africa, an initiative established by Saide.
It critically reviews the growth of open educational resources (OER) and its potential impact on education systems around the world; and points at some significant achievements as well as key challenges hindering the growth and potential of OER that need to be addressed.
The publication summarizes the conclusions of a series of country case studies conducted by experts from Australia, Brazil, Canada, Chile, China, Germany, Mexico, Mongolia, New Zealand, Nigeria, Slovenia, South Africa, Tanzania, Tunisia, and the United Kingdom. It seeks to shed light on such important issues as the economic and pedagogical value of investing in OER; the role of OER in fostering diversity, inclusion, and in purposively pursuing quality improvement and innovation; and, finally, the extent to which these important issues are being researched.
The publication is addressed to decision-makers, educators and innovators, and is aimed to stimulate the debate about the impact of OER and encourage governments to engage with OER in ways that drive defined pedagogical improvements, while encouraging equity and diversity in global knowledge networks.
Online education is an educational proposal which tries to facilitate access to knowledge through the web. However, although it is an objective proposal, there are multiple problems to find interactive learning objects such as simulations, which can be easily located and used without restrictions. Currently, the majority of simulations are simple executable objects stored in various repositories of the Web which do not have adequate descriptions that provide them with semantics and allow the creation of relationships or references among them, which makes it difficult to find them and access their content. For the simulations to be visible on the web, this research exposes the use of the semantic web through the creation, design, and use of an ontological model which represents the necessary description for these types of objects, based on specifications and learning object standards, to facilitate access to these resources, create relationships among them, and allow interconnection with other data.
This study is aimed at gathering information about the tendency of learning resources needed by the students of Universitas Negeri Jakarta (UNJ) that support ICT based learning. The study is conducted using the survey method applying questionnaires that randomly distributed to the students. The questionnaires filled in by 580 students of 22 different study programmes covering six faculties of UNJ. Every faculty tends to have different learning resources. However, videos are the most essential learning resources needed by students. The development of learning resources in higher education must consider the need of learning resources of students of each faculty, not the university as a whole.
MicroLearning (ML) was identified as one of the trends that can profile e-Learning now or in the near future. The author already conducted two experiments, where he tested newly created MicroLearning courses in comparison with “classic” e-Learning courses and got promising results [10]. The paper describes the creation of MicroLearning course “Creation of webpages”. The author focuses on design of newly created course taking into account subject matter and concepts of creation of individual ML units using among others step by step instructional design. Mentioned is the way ML learning units for this course were created, also making use of video tutorials enriched with interactions and quizzes. LMS Moodle was chosen for ML course creation with added support for interactive multimedia. This was extended with interactive code exercises “Try, Alter and Execute” (TAE) with pre-prepared HTML codes. The course aims to support more active engagement of students as they try code alterations within LMS and offer benefits of numerous quizzes.
A Arquitetura da Informação é uma área do conhecimento que fornece uma base teórica para estruturação e organização informacional dos ambientes digitais. Baseada nos princípios dessa área, esta investigação tem como objetivo geral entender como a Arquitetura da Informação Pervasiva pode contribuir para a elaboração de ambientes virtuais de aprendizagem. Após a apresentação dos conceitos que permeiam o universo dos ambientes virtuais de aprendizagem e da Arquitetura da Informação, concluiu-se que a aprendizagem colaborativa pode ser potencializada por meio da criação de estruturas ecológicas intuitivas, práticas e funcionais. É essencial a preocupação para que o AVA esteja customizado de acordo com seu público, garantindo melhor estruturação dos links e o acesso às informações e ao próprio conteúdo postado. A principal contribuição desta pesquisa é a proposta de uma discussão que sirva como insumo para o posterior desenvolvimento de ambientes informacionais educacionais e digitais, levando em conta princípios da Arquitetura da Informação.
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