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Connecting learning objects to instructional design theory: A definition, a metaphor, and a taxonomy
... The LEGO metaphor has been especially influential but has also faced criticism (Hodgins, 2002;Parrish, 2004;Wiley et al., 2002;Wiley, 2003), resulting in a search for more powerful analogies, as discussed later. The LEGO metaphor assumes that anyone can combine LOs to meet their specific needs and that LOs are just the right size and have standard 'connectors' (Parrish, 2004, p. 61). ...
... Simplicity is the strength of the LEGO metaphor. Its weakness is its many false assumptions, such as that any LO is combinable with any other LO, LOs can be assembled in any manner one chooses, and LOs are so fun and simple that even children can assemble them (Wiley, 2003). (Paavola & Hakkarainen, 2005) [2] (Sfard, 1998, p. 7) [3] (Reddy, 1979) [4] (Lakoff & Johnson, 2003, p. 10) [5] (Collis & Strijker, 2004, p. 7) [6] (Paavola et al., 2002, p. 1) [7] (Sfard, 1998) [8] (Engeström, 1987) [9] (Scardamalia & Bereiter, 2006) [10] (Sfard, 1998, p. 5) [11] (Collis & Strijker, 2004, p. 7) [12] (Paavola et al., 2002) [13] (Anderson, 2005) [14] (Piaget & Cook, 1952) [15] (Stahl et al., 2006) [16] (Lave & Wenger, 1991) [17] (Vygotsky, 1978) [18] (Damşa et al., 2010) [19] (Ludvigsen & Mørch, 2003) Construction work in the building industry Hodgins (2002) compared LOs to the modern building industry's extensive use of premanufactured artefacts and highly component-based approaches: 'On average, 85 to 95% of the total amount of materials in every building built in the past ten years … are pre-built components. ...
Learning Objects (LOs) have long aimed to make digital education scalable and reusable, yet their alignment with constructivist learning remains contested. This study offers a structured comparison of traditional LO design principles and constructivist learning metaphors—acquisition, participation, and knowledge creation—to examine how emerging research directions position themselves within this educational technology landscape. We analyse how emerging research directions—symbolic AI, generative AI, hybrid AI (Retrieval-Augmented Generation), and constructivist-oriented LO research—align with or challenge these learning metaphors. We then explore how these directions influence the relationship between LOs and constructivist pedagogy. Our findings show that while some AI-based approaches reinforce structured, predefined learning, others—and especially constructivist-oriented LO models—support more adaptive, collaborative, and student-centred designs. Empirical findings from teacher interviews reveal that teachers’ conceptions of learning vary by context—often defaulting to transmissive models under technological constraints, but aligning more closely with participation and knowledge creation metaphors when reflecting on pedagogical theory. These combined and somewhat surprising findings underscore the need for LO frameworks that are pedagogically flexible—that is, able to support both structured and open-ended designs, adapt to varying teaching contexts, and empower learners through meaningful engagement.
... Hodgins (1994) introduced the term "learning object" when he named the CEdMA10 working group "Learning architectures, application programming interface (API) and learning objects" [1]. According to Wiley (2002), learning objects are defined as "any digital resource that can be reused to support learning" [2]. They are designed to be modular and flexible so that they can be combined in different ways to meet the needs of different learners and learning contexts. ...
... Hodgins (1994) introduced the term "learning object" when he named the CEdMA10 working group "Learning architectures, application programming interface (API) and learning objects" [1]. According to Wiley (2002), learning objects are defined as "any digital resource that can be reused to support learning" [2]. They are designed to be modular and flexible so that they can be combined in different ways to meet the needs of different learners and learning contexts. ...
span lang="EN-US">A number of weaknesses were demonstrated in the E-learning platforms during the Covid-19 pandemic despite the efforts invested. This has negatively influenced learners' motivation and consequently their performance. With the proliferation of technology and the revolution of information and communication technologies (ICT), learning objects have become new epitomes widely used, accessible, and implemented with educational resources and technological support. The integration of learning objects into E-learning has enhanced educational progress, but during critical periods, it is crucial to ensure pedagogical continuity and learner motivation. Based on this observation, we will propose architecture of a personalized learning object model in the context of an adaptive hypermedia learning system (AHS). The objective of our model is to increase the motivation factor which is a determining element in the success of E-learning, our model aims to improve the performance of the learners in order to avoid the abounding of learning and to promote the attendance of the learners. This will be useful later for any design or development of learning objects in hypermedia learning systems that are adaptive to the needs of the learners and in line with their preferences and profiles throughout the learning process offered by the system. </span
... Resources. A resource follows from the definition of a learning object as "any digital resource that can be reused to support learning" [19], but specifically applied to the learning tasks chosen for a given learning activity. Furthermore, a resource should be able to be featured in (e.g., embedded in, interfaced through) a software application that can make it accessible to both the learner and the chatbot. ...
... Furthermore, a resource should be able to be featured in (e.g., embedded in, interfaced through) a software application that can make it accessible to both the learner and the chatbot. In that sense, resources in our model can be any of the examples provided by Wiley ("digital images or photos, live data feeds..., live or prerecorded video or audio snippets, small bits of text, animations, and smaller Web-delivered applications", as well as "entire Web pages that combine text, images, and other media or applications") [19], as long as they can be integrated into a software application compatible with an educational chatbot. Examples: (i) Snippets of code provided by the teacher. ...
Driven by the rising popularity of chatbots such as ChatGPT, there is a budding line of research proposing guidelines for chatbot design, both in general and specifically for digital education. Nevertheless, few researchers have focused on providing conceptual tools to frame the chatbot design process itself. In this paper, we present a model to guide the design of educational chatbots. Our model aims to structure participatory design sessions in which different stakeholders (educators, developers, and learners) collaborate in the ideation of educational chatbots. To validate our model, we conducted an illustrative study in which 25 software design students took part in a simulated participatory design session. Students were divided into eight groups, assigned the role of one of the different stakeholders, and instructed to use our model. The results of our qualitative analysis suggest that our model helped structure the design process and align the contributions of the various stakeholders.
... Según (Wiley, 2000) ...
RESUMEN El concepto de Objeto de Aprendizaje es aplicado de manera cotidiana en el quehacer educativo, es decir, se utilizan materiales que permiten al docente transmitir los conocimientos que el estudiante requiere aprender sobre las materias o áreas en las que se encuentra involucrado. Los materiales que se utilizan en el Instituto son elaborados por los mismos docentes para la impartición de sus materias, buscando que los estudiantes logren un aprendizaje significativo, cubriendo los contenidos de los planes de estudio basados por competencias. Sin embargo, los índices de reprobación reportados por el instituto indican que las estrategias de enseñanza-aprendizaje aplicadas no están funcionando como se requiere. Por tal motivo, en el presente trabajo se analiza la aplicación del paradigma de Objetos de Aprendizaje y se utilizan técnicas estadísticas que permiten conocer el grado de aceptación y uso de los Objetos de Aprendizaje por parte de los estudiantes.
... A aprendizagem na forma digital pode ser definida como elementos de instrução baseada em ferramentas informatizadas, fundamentada no paradigma orientado ao objeto das ciências da computação. Esses objetos permitem criar componentes instrucionais que podem ser reutilizados várias vezes em diferentes contextos, em ambientes de ensino são conhecidos como objetos de aprendizagem (WILEY, 2003). ...
A disciplina de Desenho Técnico apresenta conteúdos que demanda a interpretação visual de imagens, na qual é comum os alunos terem dificuldades para compreender a transição de perspectivas ortogonais em vistas bidimensionais e vice-versa. O objetivo desse trabalho é avaliar um objeto de aprendizagem feito para auxiliar as aulas de desenho técnico, utilizando recursos de computação gráfica. A análise dos resultados da aplicação desse objeto de aprendizagem mostra um aumento dos alunos aprovados de 59% para 72%, comparando duas turmas de calouros do curso Técnico em Eletromecânica.
... Wayne (2002) considera a los objetos de aprendizaje, como material educativo en pequeñas unidades, capaz de conectarse entre sí, para desarrollar piezas de aprendizaje fácilmente interoperables. Adicionalmente, Wiley (2002), explica que los objetos de aprendizaje son cualquier recurso digital que puede ser reutilizado para apoyar el aprendizaje. Esta incluye las etapas de planeación, análisis, desarrollo, diseño, implementación, evaluación y mantención. ...
The rapid development of digital technologies is causing a cultural chain that has affected areas such as education, work, culture, industry, among many other dimensions of human life in the short term. This demands universities to adapt to the new profile of university students, including digital training using educational resources and e-activities such as video classes, discussion forums, immersive images, guided questions, and pre-designed whiteboards, among others. Different authors reports, that the use of multimodal digital educational resources, tailored to the needs of the discipline, benefits autonomous learning and student creativity. Additionally, digital technologies strengthen deep learning in various ways. However, regardless of the strategy or pedagogical approach used, the specific digital competence of the educator lies in effectively managing the use of digital learning technologies.
... Por conseguinte, com base nos números apresentados, é vista a necessidade de considerar todos os estilos de aprendizagem para a utilização de ambiente virtual de aprendizagem. Objetos de Aprendizagem (OA) são definidos como qualquer entidade, digital ou não digital, que podem ser usados, reutilizados ou referenciados durante o aprendizado apoiado pela tecnologia (Wiley, 2000). A respeito da forma de apresentação do conteúdo, é cada vez mais comum o uso da multimídia, o que exige do professor um domínio não só da linguagem escrita como também da visual e sonora, bem como de suas combinações, para que possa criar OA de qualidade e que utilizem mídias de forma integrada (Tarouco, Lima, Falkembach, 2003). ...
O artigo trata de uma pesquisa-ação, tendo por temática a aplicação de um curso de educação permanente via ambiente virtual de aprendizagem para enfermeiros em um hospital pediátrico, atendendo ao objetivo: Criar um curso de educação permanente via AVA para enfermeiros de um Hospital Pediátrico. A pesquisa foi realizada pelos passos: - Criação de material didático do curso no AVA com auxílio dos gestores do serviço de enfermagem do hospital; - Planejamento e aplicação de curso de educação permanente via Ambiente Virtual de Aprendizagem para Enfermeiros em Hospital Pediátrico; - Levantamento do perfil e percepções dos enfermeiros acerca das características e usabilidade das ferramentas do AVA. Para criação de material didático foi elaborada uma identidade visual com recursos baseados em objetos de aprendizagem e elementos gráficos. As necessidades apresentadas pela equipe de enfermagem e pela gestão, foram os temas: dor, crises convulsivas e dificuldades respiratórias. Somente a utilização de um ambiente virtual de aprendizagem e metodologia de ensino adequada não são o suficiente para gerar adesão, sendo o envolvimento da gestão fundamental. Considera-se que as instituições de saúde estão preparadas para este modelo de educação com ambientes virtuais, visto que são empreendidos vários recursos e ferramentas para a implantação de um modelo que integre as atividades práticas com as atividades via AVA.
... A second challenge is that of delivering that content in a flexible manner (Sturman and Postle, 2003). A 'learning object' is a digital resource that can be reused for education (Wiley, 2000), and which can be categorised using metadata (Watson, 2001) and reused. Dalziel (2003) defines it as "an aggregation of one or more digital assets, incorporating metadata, which represents an educationally meaningful stand-alone unit". ...
This paper outlines the development of a digitised tool for the repurposing of online resources for further and higher education. A digitised “learner guide template” that supports the semi-structured use of online educational resources was developed and then trialled by further education tutors. The findings of the trialling are presented here. The implications for the further development of the tool is discussed along with the insights gained into the pedagogical requirements of the learner guide template.
... Definition 5: Learning object A LO, denoted as L i , refers to any reusable digital resource that facilitates learning (Wiley, 2000). Each LO may contain one or more ...
Generating personalized learning pathways for e-learners is a critical issue in the field of e-learning as it plays a pivotal role in guiding learners towards the successful achievement of their learning objectives. The existing literature has proposed various methods from different perspectives to address this issue, including learner-based, knowledge-based, and hybrid recommendation approaches. Among these, hybrid recommendation approaches have shown significant potential in generating highly personalized and logically structured learning pathways by combining the advantages of both learner-based and knowledge-based recommendation methods. However, there is a lack of a unified learning pathway recommendation framework that comprehensively incorporates essential parameters related to learners, learning objects, and domain knowledge. To overcome these challenges, we propose a unified framework to address the personalized learning pathway recommendation problem. In this framework, we develop a novel two-hierarchy modeling architecture that comprehensively formulates the requirements of the problem. Additionally, we present a Modified Ant Colony Optimization Algorithm to effectively discover the optimal learning pathways tailored to meet the diverse requirements and preferences of e-learners. To evaluate the effectiveness of the proposed method, we carry out extensive computational experiments on 12 simulation datasets of varying sizes and complexity levels. The computational results demonstrate that our proposed method outperforms other competing methods in terms of optimization performance and stability. Furthermore, we conduct an empirical study to verify the effectiveness of our method in a real-world learning scenario. The results obtained from this study show that our method effectively generates high-quality personalized learning pathways, thereby enhancing the learning experiences and outcomes of e-learners.
... LOs are digital pieces of learning content that may comprise text, images, hyperlinks and also audio, video clip or animation as well as web pages. LOs can be produced, re-used, modified observing the copyrights (Wiley, 2000(Wiley, , 2011. Each LO is constructed from various media assets, such as text, video, animation, charts and sound narration all gathered under a simple graphic user interface (Schreurs, Dalle, & Sammour, 2009). ...
A radical shit in pedagogy is necessary for information and communication technology (ICT) to enhance teaching and learning for sustainability. Climate change takes an inter/cross- disciplinary approach attempting to synthesise diverse ideas and observations concerning global warming. his paper deals with the integration of climate change across the school curriculum through a web-based hypermedia application entitled ICT-enabled integration of climate change education (CCE) that is used as a resource for the EU-funded project ICT-enabled education for sustainable development (ESD). he web-based environment includes interactive activities
and supportive material on climate change and is open to all the six forms at the primary school level. he methodological approach used merges ICT, ESD, critical pedagogy and CCE principles and practices. Drupal (content management system) was chosen as the back-end system of our hypermedia learning environment. he main learning content is composed of learning objects (LOs) created through the authoring tool Adobe Flash. he combination of Drupal and Flash provides a dynamic and adaptable learning environment. hrough this web-based learning environment that integrates six thematic areas supported by various ICT tools, learners are
expected to gain insight into how climate change is altering the planet, potential impacts on the future, and how they can intervene to address its efects.
... Features: Features in e-learning are learning objects, which, conceptually, are items or services that an e-learner expects to be recommended by the RS. Formally, a learning object has been defined as an entity, digital or non-digital, that may be used for learning, education, or training [47], or any digital resource that can be reused to support learning [48]. A feature of an e-learning system may entail one or more learning objects. ...
In recent years, there has been growing interest in recommendation systems, which is matched by their widespread adoption across various sectors. This can be attributed to their effectiveness in reducing an avalanche of data into individualized information that is meaningful, relevant, and can easily be absorbed by a single person. Several studies have recently navigated the landscape of recommendation systems, attending to their approaches, challenges, and applications, as well as the evaluation metrics necessary for effective implementation. This systematic review investigates the understudied aspects of recommendation systems, including the data input into the systems and their features or outputs. The data in (input) and data out (features) are both diverse and vary significantly from not just one application domain to another, but also from one application use case to another, which is a distinction that has not been thoroughly addressed in the past. In addition, this study explores several application domains, providing a comprehensive breakdown of the categorical data consumed by these systems and the features, or outputs, of these systems. Without focusing on any particular journals or their rankings, this study collects and reviews articles on recommendation systems published from 2018 to April 2024, in four top-tier research repositories, including IEEE Xplore Digital Library, Springer Link, ACM Digital Library, and Google Scholar.
... Los OA, según (Wiley, 2000) es cualquier recurso digital que pueda ser reutilizado como soporte para el aprendizaje, a partir de este planteamiento autores e instituciones han aportado varios presupuestos al termino. ...
The development of information and communications technologies has led to changes in the educational field with the creation of new training spaces and digital content. In this context, the need to develop digital skills in teachers is imposed, specifically in the design and use of learning objects based on the improvement of pedagogical methods in the teaching process. The objective of this article is to propose a learning management model based on the teacher training process from the University of Pinar del Río Hermanos Saíz Montes de Oca. Theoretical and empirical methods were used in the research, and the materialist-dialectical method was used as the guiding method. The results allowed us to describe scenarios where the main limitations of teachers in the development of their digital skills for the management of learning objects for the training process are identified. The model presented is systemic, participatory since the construction of an LO can be carried out collectively and takes into account aspects such as creation, conservation and transfer from tools that enable the use and reuse of these resources, in turn promoting integration. in the teaching process.
... For that purpose, the concept of a Learning Object (LO) were demonstrated to be a suitable solution. LOs have become fundamental pieces to remodel traditional pedagogical practices [14]. According to IEEE, LOs are digital or non-digital entities that can be used in learning contexts [15]. ...
Computers have become everyday tools in the contemporary classroom. Laptops, tablets, smartphones, electronic whiteboards and other computing devices are constantly used to support instructors and students in the teaching-learning process, providing personalized and enriched educational content, as well as collaboration and learning analytics tools. In this article, we revisit the Classroom eXperience platform after 10 years of continuous use and present its evolution to incorporate collaboration, personalization, recommendation and assessment visualization features. We describe the general architecture of the platform as a paradigm for authoring and extending multimedia educational content, generating learning objects that can later be customized according to students’ learning styles. We also highlight and bring together the main results obtained during our long-term experience, focusing on how they impacted users. By providing personalized and relevant content, the platform can help students stay engaged and motivated throughout the educational process and, ultimately, improve their learning outcomes.
... Spearman =0.694, con un nivel se significancia p = 0.000. Es por ello que lo dicho por la Ref. [34] es oportuno resaltar que todo recurso al desarrollarse en un proceso educativo, como puede ser un elemento digital, este podría ser tomado como aquel medio tecnológico que contribuye positivamente al sistema pedagógico y de gran ayuda para que los estudiantes se abran paso a la modernidad creando en ellos nuevas habilidades, las cuales se ven reflejadas en el dominio de herramientas TIC [35]. ...
... e-ISSN: 2447-3529 DOI: https://doi.org/10.29051/el.v10iesp. 1.19013 4 disponibilizam Recursos Educacionais Abertos (Baguma et al., 2007;Leffa, 2016;Boll; Ramos; Real, 2018) e/ou Objetos de Aprendizagem (Wiley, 2000). No Brasil, o Currículo+ 6 e a Educopédia 7 são exemplos de plataformas dessa natureza. ...
No campo do Ensino-Aprendizagem de Línguas Estrangeiras, é notável o potencial pedagógico das Tecnologias Digitais de Comunicação e Informação (TDCIs). Nesse cenário, é importante (re)pensar a formação de professores, em especial no âmbito deste trabalho, de professores de línguas estrangeiras. Assim, este estudo objetiva descrever a Rede de Apoio aos Professores de Línguas Estrangeiras (RAPLE) como espaço de formação docente, bem como de compartilhamento de insumos voltados a aulas mais inovadoras e significativas. Para tanto, apoiamo-nos nos conceitos de Recursos Educacionais Abertos, Educação Aberta e em estudos sobre a Formação de professores e TDCIs. Trata-se de uma pesquisa qualitativa, delineada como um estudo de caso. Os resultados evidenciam que a RAPLE é relevante e constitui subsídio para a prática e a formação de professores, na medida em que disponibiliza recursos de livre e fácil acesso.
... A utilização das TDIC tem potencial para promover um ensino mais abrangente e eficiente, resolvendo alguns problemas do ensino tradicional, sobretudo no ensino de física, como a pouca atratividade das atividades tradicionais (COSTA, 2017). A proposição de atividades motivadoras, por meio das TDIC, passa pela implementação dos Objetos Digitais de Aprendizagem (ODA), que são recursos digitais que auxiliam a prática pedagógica, dentro e fora da sala de aula, como: sites educativos, hipertextos, áudios, vídeos, infográficos, mapas conceituais e/ou mentais, jogos digitais, animações e simulações computacionais, entre outros (WILEY, 2000;ALMEIDA e MORAN, 2005). ...
Neste trabalho, expõe-se alguns resultados de intervenções didático-pedagógicas, organizadas por uma Sequência Didática (SD) que envolve o uso de Objetos Digitais de Aprendizagem (ODA) e Metodologias Ativas (MA), junto a estudantes do 9º (nono) ano do Ensino Fundamental, para realizar o processo de ensino e aprendizagem (Ensinagem) dos seguintes temas ligados à Física Moderna e Contemporânea (FMC): Absorção, Emissão Espontânea e Emissão Estimulada de Energia. Apesar dos fenômenos de Absorção, Emissão Espontânea e Estimulada de Energia serem fundamentais para a compreensão de tecnologias modernas e cotidianas, eles ainda são pouco explorados no ensino de física das escolas brasileiras. Buscando facilitar a difusão dessa temática tão relevante é proposto a utilização do Simulador Rad&Mat, associado à metodologia ativa dos Três Momentos Pedagógicos de Delizoicov, como forma de ampliar as possibilidades de práticas pedagógicas-metodológicas atribuídas ao ensino de Física e, também, para aumentar o engajamento dos estudantes de maneira ativa no processo de ensino e aprendizagem da temática abordada. A metodologia empregada no trabalho foi adaptada para ser totalmente remota, com caráter quali-quantitativo, sendo aplicada em uma turma de 26 alunos do 9º ano do ensino médio da rede pública, no interior do estado do Pará. Os resultados obtidos, a partir de questionários investigativos e avaliativos sobre a intervenção didático-pedagógica, evidenciam que o uso do Simulador Rad&Mat gerou engajamento dos estudantes nas atividades propostas, além de ter contribuído de maneira significativa para a construção do conhecimento destes estudantes sobre os temas envolvidos.
... Un objet d'apprentissage est ainsi défini par IEEE Learning Technology Standards Committee comme "any entity, digital or non-digital, that can be used, re-used, or referenced during technology supported learning" 6 . Considérant cette définition trop large, Wiley (2002) propose de définir un objet d'apprentissage comme "any digital resource that can be reused to support learning" (p. 6). L'auteur précise que cette définition comprend tout ce qui peut être diffusé par Internet ; des images, des vidéos, des animations ou des applications disponibles en ligne sont des exemples de « petits » objets d'apprentissage, des pages web entières qui combinent divers médias sont des exemples d'objets d'apprentissage plus grands. ...
For several decades, research in mathematics education has investigated the place and the role of digital technologies in the teaching and learning of mathematics. The development of the Internet which has significantly increased the availability and accessibility of resources has given a new direction to research with the emergence of a "resource" approach to mathematics education. In this lecture, we first draw up a panorama of research on digital technologies, both “old” (dynamic geometry software, computer algebra software, graphic and symbolic calculators, etc.) and more recent (mobile, tactile technology, augmented and virtual reality). We show how the development of this research is accompanied by the emergence of new theoretical frameworks and concepts to address the specific issues raised by the use of digital technology. The second part of the lecture is devoted to more recent research on digital resources, their different conceptualizations and issues concerning their design, dissemination, evaluation, and appropriation.
Durante varias décadas, la investigación en didáctica de las matemáticas ha cuestionado el lugar y elpapel de las tecnologías digitales en la enseñanza y el aprendizaje de las matemáticas. El desarrollo deInternet, que ha aumentado significativamente la disponibilidad y accesibilidad de los recursos, ha dadouna nueva dirección a la investigación con el surgimiento de un enfoque de "recursos" para la educaciónmatemática. En este artículo ofrecemos en primer lugar una visión general de la investigación sobretecnologías digitales, tanto “antiguas” (software de geometría dinámica, CAS (álgebra informática),calculadoras gráficas y simbólicas, etc.) como más recientes (tecnología móvil, tecnología táctil,realidad aumentada o virtual). Mostramos cómo el desarrollo de esta investigación va acompañado delsurgimiento de nuevos marcos teóricos y conceptos para abordar las problemáticas específicas quesuscitan los usos de la tecnología digital. La segunda parte del artículo está dedicada a investigacionesmás recientes sobre los recursos digitales, sus diferentes conceptualizaciones y las problemáticasreferentes a su diseño, difusión, evaluación y apropiación.
Depuis plusieurs décennies, les recherches en didactique de mathématiques interrogent la place et le rôle des technologies numériques dans l’enseignement et l’apprentissage des mathématiques. Le développement de l’Internet qui a accru de manière significative la disponibilité et l’accessibilité aux ressources a donné une nouvelle orientation aux recherches avec l’émergence d’une approche « ressources » de l’éducation mathématique. Dans ce cours nous dressons, dans un premier temps, un panorama de recherches sur les technologies numériques aussi bien « anciennes » (logiciels de géométrie dynamique, de calcul formel, calculatrices graphiques et symboliques…) que plus récentes (technologie mobile, tactile, réalité augmentée ou virtuelle). Nous montrons comment le développement de ces recherches s’accompagne de l’émergence de nouveaux cadres et concepts théoriques pour aborder les problématiques spécifiques que soulèvent les usages du numérique. La seconde partie du cours est consacrée aux recherches plus récentes portant sur les ressources numériques, leurs différentes conceptualisations et les problématiques concernant leur conception, diffusion, évaluation et appropriation.
... Uno de los principales teóricos e impulsores del concepto objeto de aprendizaje (Wiley, 2000) expone que es "cualquier recurso digital que pueda ser reutilizado como soporte para el aprendizaje", dándole gran importancia a la reutilidad del objeto y que puede ser adaptado en cualquier entorno. ...
The introduction of learning objects in the educational field, especially in universities, constitutes new challenges for teachers, researchers and students as it allows the use of more complete didactic resources for the teaching-learning process in any of the modalities of learning studies. This article; The objective was to propose a methodology for the management of learning objects for the teaching of Physics in the Agronomy career under the dialectical materialist conception and the use of methods using the analysis-synthesis, induction-deduction, documentary analysis methods, survey, as well as the determination of dimensions. The selected population was made up of first- and second-year students (78) of the Agronomy major at the University of Pinar del Río during the 2021-2022 academic year, professors from the Physics department and members of the Educational Technology Group. The methodology, is supported from the Educational Sciences, provides the steps to follow the object until its conservation and socialization. Contains two components; the first conceptual theoretical with an objective and foundations that support it and the second instrumental with four stages, each one with actions to be carried out. The results obtained allow us to improve the teaching process that is carried out in keeping with current times and established educational policies, encouraging both teachers and students to acquire the necessary skills and abilities to solve the proposed activities, to which is added collaborative work and share knowledge through virtual environments.
... Die zugrundeliegende Überzeugung »that we can create independent chunks of educational content that provide an educational experience for some pedagogical purpose« (Quinn, 2000, o.S.) knüpft dabei unmittelbar an das informatische Paradigma der Objektorientierten Programmierung an (vgl. Robson, 1999;Wiley, 2002). Lernobjekte sind aus dieser Perspektive eindeutig identifizierbare, in sich geschlossene digitale Entitäten, die in modularer Weise re-organisiert werden können, technisch interoperabel sind und bestimmte Formen der Interaktion unterstützen (vgl. ...
Mit der Optimierung des Lehrens und Lernens durch Daten, Zahlen und Algorithmen nehmen die Nutzung digital erzeugter Daten oder automatisierte Auswertungsmethoden zu. Daten lassen sich nahezu beliebig miteinander verknüpfen und digitale Geräte, einzelne Plattformen und technische Ökosysteme befinden sich inzwischen im Dauerbetrieb. Scheinbare »Gewissheiten« und vermeintlich objektive(re) Rückmeldungen bestimmen so die pädagogische Praxis mit. Die Beitragenden des Bandes setzen sich kritisch mit (digitalen) Vermessungspraktiken in pädagogischen Kontexten und der allumfassenden Quantifizierung auseinander. Neben aktuellen Forschungsprojekten, die die dargelegten Ambivalenzen empirisch in den Blick nehmen, reflektieren darüber hinaus Forschende in Interviews die Erkenntnisse sowie eigene Erfahrungen für die Gegenwartsgesellschaft.
... Learning objects as define by Wiley [26] are digital resources that can be reused to support learning. The definition includes anything that may be offered across a network such as digital images, text, etc. [27] , on the other hand, defines a learning object as an entity, digital or non-digital that can be used, reused, or referenced during technology supported learning. ...
E-Learning implementation is an area in progress that continues to evolve with time and further research. Researchers in this field argue that e-Learning is still in its infancy, resulting into numerous implementation technologies across a wide e-Learning spectrum. These technologies include TV, CD ROMs, LMS, CMS, LCMS and virtual world as well as collaborative technologies. This paper provides a general overview of the learning process, evaluates some current implementation trends pointing out a range of frameworks and strategies used in the past decade. It further looks at the changes created by the adoption of e-Learning within the higher education process. This is followed by an identification of emerging issues from which two problems are identified:1) The limited uptake of technology as an instruction delivery method: and2) The ineffective use of technology to support learning.The aim of the paper is primarily a review to inform researches about current work in these different areas.
... Die zugrundeliegende Überzeugung »that we can create independent chunks of educational content that provide an educational experience for some pedagogical purpose« (Quinn, 2000, o.S.) knüpft dabei unmittelbar an das informatische Paradigma der Objektorientierten Programmierung an (vgl. Robson, 1999;Wiley, 2002). Lernobjekte sind aus dieser Perspektive eindeutig identifizierbare, in sich geschlossene digitale Entitäten, die in modularer Weise re-organisiert werden können, technisch interoperabel sind und bestimmte Formen der Interaktion unterstützen (vgl. ...
... É relevante ressaltar que o desenvolvimento do Conschool, um Objeto de Aprendizagem (OA), definido por [Wiley 2000] como uma entidade digital que pode ser entregue via Internet, ser compartilhada e reutilizada por diversas pessoas, ocorreu no âmbito da disciplina "Práticas Enquanto Componente Curricular," parte do curso de Licenciatura em Computação, por dois discentes do curso, orientados pela docente da disciplina. Portanto, o jogo não só traz benefícios ao seu público-alvo, mas também representa uma contribuição significativa para os profissionais da educação. ...
Este artigo descreve o desenvolvimento do Conschool - um jogo destinado a desenvolver o pensamento computacional e a resolução de problemas. O jogo aborda aspectos pedagógicos desafiantes e motivadores, que visam engajar o público infanto-juvenil e promover o aprendizado. Um protótipo do jogo foi produzido e testado com alunos de ensino médio de uma escola pública e os resultados revelaram uma boa aceitação do jogo. No entanto, foi identificada a necessidade de ampliar os desafios para atender a mais níveis de habilidade e abranger os mais diversos alunos. Assim, acredita-se que o jogo Conschool tenha potencial para ser uma ferramenta eficaz para o ensino e aprendizagem de informática.
... Para o Instituto de Engenheiros Eletricistas e Eletrônicos (IEEE), organização profissional responsável pelo estabelecimento de padrões e formatos nas áreas de computação e eletrônica, os Objetos de Aprendizagem podem ser qualquer recurso, digital ou analógico, que podem ser utilizados, reutilizados ou referenciados durante a aprendizagem mediada por tecnologia (IEEE, 2002). Wiley (2001) considera que a definição da IEEE atende a quase todas as aplicações, no entanto, a resume, definindo OA como qualquer recurso digital que pode ser reusado para apoiar a aprendizagem. ...
A evolução da educação a distância e o avanço dos recursos tecnológicos trazem consigo o aumento da utilização de objetos de aprendizagem (OA) para apoiar as ações pedagógicas dos cursos de graduação em Engenharia. Considerando a melhor experiência de aprendizagem que os OA podem proporcionar aos estudantes, o curso de Engenharia de Produção EAD de uma universidade, tem desenvolvido e utilizado diversos objetos de aprendizagem, dentre eles, os laboratórios virtuais. Nesse sentido, o presente artigo tem por objetivo apresentar estes laboratórios virtuais, investigando de que forma os mesmos podem auxiliar no processo de ensino, promovendo interação e engajamento dos estudantes.
This pilot study explores how agricultural sciences faculty utilize Digital Learning Objects (DLOs) in their courses and collaborate with librarians to improve students’ information literacy skills. The researchers conducted in-depth interviews with 14 agricultural sciences faculty members at two land-grant institutions in the United States. The identified key themes from the interviews include the current use of DLOs, challenges in their implementation, and the impact on student learning outcomes. Findings reveal that faculty recognize the value of DLOs for fostering independent learning and improving information literacy skills. However, there are challenges related to technical issues and the need for ongoing librarian support. The study highlights not only the importance of collaboration between faculty and librarians in developing effective DLOs, but also DLOs’ potential to meet the evolving instruction needs in agricultural education. These insights can guide future efforts to enhance the role of DLOs in academic settings, ultimately contributing to a more information-literate and capable agricultural workforce. The findings of the study will also benefit librarians who liaise with agricultural sciences faculty or are responsible for DLO creation.
Introduction:The rapid development of technologies such as artificial intelligence, the metaverse, and extended reality has reconfigured educational, social, and cultural environments, giving rise to new discourses and practices. However, this progress has also generated conceptual gaps and an imprecise use of key terms, which complicates their critical adoption in the pedagogical field.Methods:The study adopted a qualitative and interpretive approach, based on the hermeneutic-critical paradigm. Content analysis and purposive theoretical sampling were used to select the most frequently used terms in the most recent scientific literature. The data was organized through open coding, grouping them into four thematic areas.Results:A critical glossary was developed containing 40 terms organized into four main areas: artificial intelligence and education, metaverse and extended reality, sociotechnical and critical dimension, and educational innovation. Each term included a technical definition, a critical commentary, and an applied example, thus promoting a reading that connects the techno-pedagogical discourse in a relational and contextual way.Conclusions:The glossary proved to be a valuable epistemological tool, useful both for critical digital literacy and for teacher training and educational research. It contributed to highlighting ideological tensions, conceptual gaps, and the social effects of technologies, promoting a more reflective and conscious understanding of the digital ecosystem in education.
This dissertation embarks on an extensive exploration of the ethical challenges emerging from the integration of AI in educational assessments. It uncovers the complex interplay between AI and the ethical imperatives these technologies pose within educational assessments.
Amidst the rapid development of AI-enabled educational technologies, such as Ubiquitous, Adaptive, and Immersive technologies, this research identifies a notable gap in literature specifically concerning the ethical imperatives and implications of AI in educational assessments. Addressing this gap, the dissertation has three primary objectives: to comprehend and analyze the underpinning educational technologies driving assessments, to elucidate the intricate relationship between AI, ethics, and educational assessments, and to develop a comprehensive theoretical framework addressing the ethical challenges inherent in AI implementations in assessments.
The dissertation contributes to the research field by offering a nuanced examination of AI’s role in educational assessments and its ethical ramifications. It introduces a robust framework to guide educators, policymakers, and researchers through the ethical complexities of AI implementation. This study not only bridges the literature gap but also provides actionable insights for the practical application of AI in educational settings, emphasizing the need for ethical consideration at every stage of the assessment pipeline.
The dissertation highlights the dynamic trajectories of educational technologies, stressing the rising importance of adaptive technologies and the transformative role of immersive and ubiquitous technologies in assessments. It underscores the necessity of ethical vigilance in AI applications and validates a generalizable framework for ethically grounded AI-enabled assessments.
The dissertation opens pathways for future exploration, suggesting the need for interdisciplinary methodologies, longitudinal studies, deeper analysis of learners' AI understanding, and practical applications of the study’s insights. It calls for a collaborative, informed approach among various stakeholders in education to responsibly harness AI's potential, ensuring its integration not only advances educational practices but does so with ethical integrity and pedagogical effectiveness.
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.
Essa pesquisa objetiva apresentar potenciais didáticos identificados no uso pedagógico de Objetos de Aprendizagem (OA) na Educação Matemática, em que OA são Tecnologias Digitais da Informação e Comunicação (TDIC) favoráveis ao ensino de conhecimentos matemáticos. Ainda se caracteriza como uma pesquisa qualitativa, por avaliar potenciais didáticos presentes em OA utilizados no ensino de Matemática, podendo destacar ademais que o percurso metodológico foi pautado segundo a metodologia Engenharia Didática, seguindo quatro fases, sendo as análises preliminares, concepção e análise a priori das situações didáticas, experimentação e análise a posteriori e validação. Nessa direção, identificou como potenciais didáticos as capacidades de por meio dos OA desmitificar impressões negativas acerca da Matemática, atrelando as ferramentas identificadas nos OA como de caráter lúdico, inovador, interativo e com possibilidades pedagógicas de introduzir, experimentar e refletir sobre conteúdos matemáticos complexos. Portanto, concluímos que existem distintos potenciais didáticos no uso pedagógico de OA a serem explorados na Educação Matemática, mas para o acesso a estes, serão necessárias iniciativas de pesquisa, ensino e extensão para a familiarização.
Este trabalho apresenta uma revisão sistemática de literatura que tem como objetivo compreender como estão sendo desenvolvidos e aplicados objetos de aprendizagem (OA) no ensino de matemática. Inicialmente, foram identificados 658 textos nas bases de dados Portal Periódico da CAPES, Biblioteca Brasileira de Teses e Dissertações (BDTD), ERIC, ScienceDirect, Web of Science e IEEE Xplore. Após aplicar os critérios de exclusão e inclusão, foram selecionados 15 artigos. De modo geral, as pesquisas tiveram vários perfis de alunos (anos iniciais, ensino fundamental e médio), de diferentes tipos de OA e áreas da matemática. Em algumas pesquisas, a participação do aluno foi opinando sobre a usabilidade da ferramenta, em outras se deu de forma qualitativa, sendo observado pelo pesquisador em termos de comportamento ao interagir com a ferramenta e, em outros casos, participando de avaliações para verificar se houve uma melhor aprendizagem do conteúdo. Algumas lacunas puderam ser identificadas no processo de desenvolvimento de OA para o ensino de matemática, principalmente no que se refere à inclusão de uma abordagem pedagógica na sua elaboração, bem como na realização de verificações efetivas de aprendizagem na prática real escolar.
Este artigo analisa os Novos Letramentos e o uso das tecnologias digitais como Objetos Digitais de Aprendizagem (ODA), explorando suas potencialidades como ferramentas de ensino-aprendizagem criativas. O estudo foca no uso do TikTok como um recurso midiático acessível e dinâmico, destacando sua aplicabilidade no Ensino Fundamental, especialmente nas aulas de Língua Portuguesa. A pesquisa é de caráter descritivo, baseando-se em literatura recente e relevante para fundamentação e análises dos dados. Os resultados indicam que o uso do TikTok em sala de aula pode promover maior engajamento e participação dos alunos, contribuindo para o desenvolvimento de habilidades e competências essenciais para a educação básica contemporânea. Clarificou-se que o uso de ODA, em especial o aplicativo TikTok, promove maior participação e interação por parte dos alunos na construção do próprio conhecimento, fazendo com que fosse despertada suas habilidades e postas em prática as competências que hoje regem a Educação Básica brasileira.
Rapid advances in education domain demand the design and customization of educational technologies for a large scale and variety of evolving requirements. Here, scale is the number of systems to be developed and variety stems from a diversified range of instructional designs such as varied goals, processes, content, teacher styles, learner styles and, also for eLearning Systems for 22 Indian Languages and variants. In this paper, we present a family of software product lines as an approach to address this challenge of modeling a family of instructional designs as well as a family of eLearning Systems and demonstrate it for the case of adult literacy in India (287 million learners). We present a multi-level product line that connects product lines at multiple levels of granularity in education domain. We then detail two concrete product lines (http://rice.iiit.ac.in), one that generates instructional design editors and two, which generates a family of eLearning Systems based on flexible instructional designs. Finally, we demonstrate our approach by generating eLearning Systems for Hindi and Telugu languages (both web and android versions), which led to significant cost savings of 29 person months for 9 eLearning Systems.
The current study explores the preferences of primary school teachers on the characteristics of Information and Communication Technologies (ICT)-based teaching via Discrete Choice Models (DCM). These models analyze the preferences of teachers towards alternatives that are formed by different characteristics. In this study we examined the characteristics: subject area, grade, and interactivity of digital resources. The sample consists of 418 teachers. According to the study, teachers' preferences are positively influenced by the interactivity of digital resources. Male teachers have a significantly higher probability of utilizing Digital Learning Objects (DLOs) on grades from 3rd to 6th, compared to 1st and 2nd grades. The inclination to use DLOs for teaching Mathematics diminishes as the level of ICT training rises, whereas the preference for using DLOs in teaching Natural Sciences grows with higher levels of ICT training. Moreover, soft skills training increases the probability of using DLOs in teaching Literature and Natural Sciences compared to teachers with no soft skills training. The results provide insights into the specific preferences and needs of teachers concerning the use of technology in their teaching, which can be utilized to develop more effective strategies towards the digitization of the educational process.
https://www.thetawelle.de/?p=62
El presente artículo tiene como objetivo conocer de qué manera el uso de los recursos tecnológicos ayuda a los estudiantes de nivel preparatoria a reforzar su conocimiento en el aula de clases, mediante las distintas actividades que ahí se encuentran. Con la intención en primera instancia de descubrir y analizar cuáles son las razones por las cuales ellos se sienten desmotivados con la enseñanza tradicional empleada por parte de los docentes. Para lograr este objetivo, se utiliza un diseño experimental cuantitativo con el cual a través de un cuestionario se pueden conocer cuáles son las principales carencias por parte de los docentes dentro del aula de clases que orilla a los estudiantes a buscar distintas alternativas para su aprendizaje de un segundo idioma. De igual manera, se busca identificar porque es tan recurrente el uso de los medios electrónicos entre los adolescentes para aprender una segunda lengua. Sin duda, los recursos digitales son una fuente casi inagotable de este tipo de estudio, pero también se encuentra mucho material adaptado para la enseñanza de idiomas, con lo cual, puede convertirse en un recurso primario en las aulas y un medio para amenizar las clases y conseguir la atención de los alumnos.
There are a plethora of learning theories which can use to guide the development of learning activities. In addition there are now a rich variety of ICT tools which can potentially be used in innovative ways to support the implementation of these learning activities. Despite this the actual range of learning activities which demonstrate a variety of pedagogical approaches and innovative use of ICT tools is limited. Practitioners lack the necessary skills to make informed choices and are confused by the plethora of choices. This paper defines and describes the range of mediating artefacts (or mediating forms of representation) which are increasingly being used by practitioners to make more informed judgements in designing learning activities. It will consider how these mediating artefacts facilitate decision making.
O uso da tecnologia pelos professores em sala de aula com o objetivo de auxiliar os alunos na construção do conhecimento é crescente. Os Objetos de Aprendizagem são um exemplo de tecnologia que vem sendo utilizada com essa finalidade. Os Objetos de Aprendizagem podem ser definidos como qualquer tipo de entidade suportada pela tecnologia com a finalidade de auxiliar o processo de ensino e o processo de aprendizagem. Muitos são os conhecimentos que são engendrados quando os alunos têm experiências com os Objetos de Aprendizagem. O principal objetivo deste artigo é o de demonstrar que há uma diferença entre o conhecimento que é necessário para fazer com êxito o que um Objeto de Aprendizagem propõe e o conhecimento que é necessário para afirmar que o sujeito compreende como e porque teve êxito na sua ação. Fazer com êxito o que é proposto pelo Objeto de Aprendizagem é condição necessária, mas não é condição suficiente para afirmar que o sujeito compreende o que fez. Essa afirmação será demonstrada teoricamente, ou seja, através da apresentação de teses que foram pinçadas nas obras que compõem a bibliografia deste texto.
Coletânea de textos que tem como tema principal as dimensões da contemporaneidade, do desenvolvimento local sustentável e a questão do emprego das tecnologias informacionais e comunicacionais na educação. Neste livro, contemporaneidade é compreendida como o delineamento de um modo de ser e de estar no mundo baseado na ideia de autonomia, de diálogo, de convivência pacífica e de valorização da vida.
Este artigo, derivado de uma pesquisa do Mestrado Profissional em Educação Profissional e Tecnológica (ProfEPT), investiga a construção de Objetos de Aprendizagem (OAs) e o desenvolvimento de Itinerários Formativos (IFs) no contexto do Ensino Técnico a Distância (ETEAD). Utilizando metodologia bibliográfica e documental, o estudo explora os conceitos de OAs e IFs, bem como as possíveis abordagens para sua construção no ensino técnico a distância. Os OAs são recursos educacionais digitais interativos e adaptativos que podem melhorar a qualidade do ensino, enquanto os IFs são percursos personalizados de aprendizagem que permitem aos estudantes direcionar seu percurso educacional de acordo com seus interesses e necessidades. A pesquisa indica que a combinação da construção de OAs com o desenvolvimento de IFs pode enriquecer significativamente o processo educacional no ETEAD, preparando os estudantes de forma qualificada para o mundo do trabalho. No entanto, a implementação desses itinerários no ensino a distância pode ser desafiadora, exigindo uma consideração cuidadosa das necessidades dos estudantes e das capacidades dos professores. O artigo conclui destacando a importância dessas estratégias no aprimoramento da qualidade do ensino técnico a distância e recomenda pesquisas adicionais sobre o processo de construção dos OAs, as tecnologias e recursos disponíveis para sua elaboração, bem como os desafios e as melhores práticas na sua implementação.
Utilizar recursos digitais para ampliar o desenvolvimento de cursos e aperfeiçoar a aprendizagem dos estudantes não é uma prática educativa recente. Porém, transcrever elementos do ensino a partir da temática do curso tem o potencial de modificar toda sua configuração, favorecendo a transmissão do conteúdo educacional. Os Objetos de Aprendizagem estabelecem um mecanismo educativo com recurso das tecnologias, na composição de material que inclui assuntos, interdisciplinaridade, atividades e complementos. No Ensino Superior à distância, facilitam o compromisso do aprendizado online, consolidando a instrução sem exigir que cada docente se torne um especialista em mídias ou tecnologia. Na tecnologia musical e mediação do professor, podem proporcionar a expressão necessária à compreensão teórica. O propósito dessa pesquisa é analisar se o uso de Objetos de Aprendizagem, com suporte nas tecnologias é um elemento de apoio significativo no processo de aprendizagem no ensino superior à distância na Especialização em Educação Musical, quando dispõe de material didático adequado e dinâmico que permita a construção do conhecimento através da interatividade. Na presente pesquisa foi possível constatar que os Objetos de Aprendizagem podem ser considerados um instrumento que, mesmo ocorrendo em diferentes representações, contribuem para o aprendizado no espaço pedagógico.
O campo das inovações tecnológicas vem influenciando significativamente a forma de as pessoas interagirem e aprenderem, estimulando a criação de diversos recursos educacionais, dentre ele, os objetos de aprendizagem. Este texto tem por finalidade apresentar o miniconto multimodal A vida é mesmo assim..., objeto de aprendizagem elaborado pelos alunos da turma B, do 8º ano, 4ª etapa, da Educação de Jovens e Adultos do Ensino Fundamental (EJAEF), do Centro de Referência para Educação de Jovens e Adultos Professor Severino Uchôa, instituição de ensino da rede estadual, situado no município de Aracaju, estado de Sergipe. Fundamentada na perspectiva sociointeracional e cognitiva de aprendizagem, partindo das ideias de Vygotsky (2000) e de Bakhtin (2010), foi elaborada uma sequência didática objetivando produzir minicontos multimodais através do aplicativo "VivaVídeo", utilizando-se de imagens, sons e linguagem verbal na construção de uma sequência narrativa. A metodologia utilizada resultou na produção do referido miniconto e favoreceu aos alunos a compreensão do gênero, bem como a prática de letramentos múltiplos.
This chapter examines the integration and trajectory of ubiquitous, adaptive, and immersive technologies in educational assessments, based upon qualitative predictions from Horizon Report and quantitative bibliometric analysis. Through network analysis, the authors identified key educational technological trends and their interconnectedness within the academic domain. These findings underscored the ascendance of adaptive assessments for personalized real-time feedback, the role of virtual immersive assessments adding layers of complexity, variability, and adaptability that a physical environment might not offer, and the pervasive reach of ubiquitous assessments in crafting contextually anchored evaluations. Grounded in pedagogical underpinnings, the chapter presents pressing research gaps, theoretical and practical insights, positioning itself as a useful reference for researchers and practitioners in enhancing educational technology-infused assessment strategies.
As digital education experiences rapid growth, an increasing number of institutions are adopting e-learning standards for effective and efficient dissemination of information and educational materials. E-learning standards simplify content delivery, tracking, and management across various systems, thereby fostering flexibility and control in the learning process. Institutions can harness these standards to optimize content creation and delivery processes, saving time and resources, and enhancing student engagement.This article delves into four pivotal e-learning standards employed for presenting educational content in electronic learning systems: SCORM, xAPI, the IMS Global Learning Consortium standards, and the IEEE Learning Technology Standards Committee (LTSC). The IEEE LTSC, a division of the IEEE Standards Association, is responsible for crafting technical benchmarks for learning technologies. Its primary goal is to curate a comprehensive suite of standards to support the implementation of learning technologies that are compatible, enduring, and scalable. These standards encompass a broad spectrum of topics, including content object metadata, learner information, educational content packages, and data modeling. Their application spans various e-learning facets, ranging from content creation and delivery to tracking student progress.Implementing IEEE LTSC standards typically entails adapting or developing e-learning systems or content in line with the respective standard’s specifications. This can involve structuring learning content metadata per the LOM standard or modeling learner data according to the Learner Information Package standard. Proper comprehension of technical specifications and standard requirements is paramount for accurate implementation. Testing and validation processes are often essential to ensure correct standard application and system or content compatibility with other systems adhering to the same standard.
Este trabalho busca analisar conceitos e definições dos Recursos Educacionais Abertos (REA), além de verificar o uso/recurso de direitos autorais no Projeto Somar, especificamente na Escola Estadual Maria Andrade Resende (EEMAR) com estudantes do segundo ano do Novo Ensino Médio no mês de setembro de 2023, onde esses mesmos alunos(as) se mobilizaram para gravar um podcast/videocast sobre o eixo temático meio ambiente nas aulas de Linguagens e Suas Tecnologias, componente curricular da Língua Portuguesa. Buscou-se organizar equipes para tal gravação, dividindo-as em planejamento e execução; aferiu-se o relato de uma sobrevivente à tragédia do rompimento de uma das barragens da mineradora Samarco, colaboradora da escola, associando sensibilização, aprendizado e trabalho das várias habilidades e competências da Base Nacional Comum Curricular (BNCC) na tarefa realizada. Para tanto, verificou-se se referidos recursos seriam suficientes para a gravação do podcast e se seria possível sua disponibilização nas principais mídias digitais de áudio e vídeo, como Spotify e YouTube, conferindo as diretrizes e bases das leis de proteção de direitos autorais patenteados.
This research examines the integration and trajectory of ubiquitous, adaptive, and immersive technologies in educational assessments, based upon qualitative predictions from Horizon Report reports and bibliometric statistics. Through bibliometric and network analyses, we identify key educational technological trends and their interconnectedness within the academic domain. The results underscored the ascendance of adaptive technologies for real-time feedback, the evolving role of immersive technologies in reshaping assessment paradigms, and the pervasive reach of ubiquitous technologies in crafting contextually anchored evaluations. Grounded in pedagogical underpinnings, the study presents pressing research gaps, theoretical and practical insights, positioning itself as a reference for researchers and practitioners in enhancing educational technology-infused assessment strategies.
Decades after the first introduction of digital technologies into educational settings.
This paper aims to provide insight into the current reality of metaverse implementation in educational environments, with a perspective on the internationalization of knowledge to enhance global educational processes. We approach the topic from a historical standpoint, exploring the evolving interaction between education and technology. Subsequently, we delve into the contributions of pedagogy in designing teaching solutions, focusing on learning styles and virtual usage styles. Finally, we conclude by discussing the metaverse as a learning environment, emphasizing the integration of pedagogical theories to support educators as vital elements of the process and students as its central focus.
Due to overexposure to technology, teaching literature to teenagers has become a pedagogical challenge in today’s educational context. This article proposes a method to bridge the gap between readers and texts by using literary and non-literary resources as an approach to intertextuality2. This method will be explained by using American writer Edgar Allan Poe’s works “The Fall of the House of Usher” (1839), “The Tell-Tale Heart” (1843) and “The Raven” (1845).
ResearchGate has not been able to resolve any references for this publication.