Definition Of Learning Objects Research Articles

Learning difficulties among students when applying Ampére-Maxwell’s law and its implications for teaching

We investigate learning difficulties among second-year students in electromagnetism courses when they apply Ampère-Maxwell’s law. Using phenomenography, we analyzed written answers from 65 undergraduate physics students to four questions on Ampère’s and Ampère-Maxwell’s laws. We complemented our research by interviewing 12 students. To design the questionnaire, we ran an epistemological analysis of classical electromagnetism which helped us to identify a set of key essential concepts to understand this theory, guided the definition of learning objectives, and drew up the questions. The results revealed that the students found it hard to recognize the validity framework from Ampère’s law and to apply Ampère-Maxwell’s law. They face particular difficulties to recognize the appearance of the displacement current and the relationship between the circulation of the magnetic field and an electric field that is variable over time. Published by the American Physical Society 2024

Management of severe preeclampsia in the puerperium: development and scenario validation for clinical simulation.

to develop and validate a scenario for clinical simulation in nursing education on the management of severe preeclampsia in the puerperium. methodological study in five stages (overview, scenario, scenario design progression, debriefing and assessment), developed from March to December 2019, involving 10 volunteers (one professor, five actors and four judges). Data were analyzed using descriptive statistics and Content Validation Index. the scenario was built from the definition of learning objectives that meet the needs of nursing education. From the completion of a Likert scale, by the judges in on-site validation, a Content Validity Index of 1.0 was reached, which indicates 100% agreement in the assessed items. the scenario was validated. It is expected that teaching by simulation will be expanded and that new studies of scenario validation will contribute to the preparation of future nurses, based on the most recent scientific evidence.

Metodología para la construcción de Objetos Virtuales de Aprendizaje, apoyada en Realidad Aumentada

En el trabajo se presentan los resultados obtenidos del trabajo de grado titulado Metodología para la construcción de Objetos Virtuales de Aprendizaje ­OVA’s, apoyados en innovaciones tecnológicas como las herramientas de Realidad Aumentada (AR), para su reutilización en la plataforma virtual de la Universidad de Boyacá, requisito para obtener el título en Maestría en Sistemas Computacionales con Énfasis en Redes y Comunicaciones, el objetivo principal de la investigación: Construir una propuesta metodológica para la creación de Objetos Virtuales de Aprendizaje (OVA) que incluya dentro de su estructura la inclusión de innovaciones tecnológicas como las herramientas de Realidad Aumentada.El resultado de la metodología propuesta para la creación de objetos de aprendizaje parte del estudio del estado del arte, los resultados del análisis de algunos referentes de metodologías para la construcción de objetos virtuales de aprendizaje, la incidencia del actual modelo pedagógico de la Universidad de Boyacá, la definición de objeto de aprendizaje, la conceptualización de la metodología y su estructura así como las diferentes fases que la componen. De esta manera nace UBoa – Metodología para la creación de Objetos de Aprendizaje de la Universidad de Boyacá que se constituye en un elemento mediador soportado en una fase de control de calidad que organiza los procesos y valida la información para poder publicar objetos que cumplan con las exigencias pedagógicas y técnicas del actual modelo pedagógico de la Universidad de Boyacá

The impact of an international online accreditation system on pedagogical models and strategies in higher education

Abstract Health promotion practice is characterised by a diverse workforce drawn from a broad range of disciplines, bringing together an extensive breadth of knowledge, skills, abilities, attitudes and values stemming from biomedical and social science frameworks. One of the goals of the CompHP Project was to ensure that higher education training would not only reach competency-based standards necessary for best practice, but also facilitate mobility within the EU and beyond through the accreditation of professional practitioners and educational courses. As a result, higher education institutions in Italy and elsewhere are requested to shift the focus from the definition of learning objectives to the identification of teaching strategies and assessment measures to guarantee that students have acquired the competencies identified. This requires reflection on the pedagogical models underpinning course curricula and teaching–learning approaches in higher education, not only to meet the competency-based standards but also to incorporate overarching transversal competencies inherent to the profession and, more specifically, to the online accreditation procedure. Professionals applying for registration require competence in foreign languages, metacognition and be digitally literate. The article provides a brief overview of the development and structure of the International Union for Health Promotion and Education online accreditation system and proposes a pedagogical reflection on course curricula.

PRODUCCIÓN DE MATERIAL DIDÁCTICO: LOS OBJETOS DE APRENDIZAJE

The design and production of educational contents for the network is one of the aspects that has generated -and continues generating- greater interest in the field of e-learning research. This is the central subject of this article. Although we have focused our attention on a specific aspect that before becoming in use generally had been put in doubt: the learning objects. We will review the controversy around this definition of learning objects and some experiences around them which can be significant, putting special emphasis on the interest that the learning objects have from the point of view of the collaboration in this field of the production of educational material, as well as the free access to contents on the net.

Planification systématique de l'apprentissage hospitalier de la cancérologie par les étudiants en DCEM

The expected increase in cancer incidence emphasizes the need for specific training in this area, including either family physician or specialized oncologists. In France, the fourth to sixth years of medical teaching include both theoretical classes at the university and daily actual practice at the hospital. Thus, clinical rotations are thought to play a major role in the training of medical students and also largely participate to the choice of the student of his/her final specialty. Pedagogic quality of these rotations is dependent on multiple parameters, including a rigorous planification of the expected learning. Here, we reported a systemic planification of learning activities for medical students during an oncology rotation at the Paoli-Calmettes Institute in Marseille, France, a regional comprehensive cancer center. This planification includes an evaluation of learning requirements, definition of learning objectives, selection of learning methods and choice of methods of assessment of the students' achievement of these objectives as well as the learning activity itself.

Comparison of knowledge during the assembly process of learning objects

This paper describes the conceptual framework OntoGlue for the assembly of learning objects (LOs). To permit a coherent assembling process from the point of view of requirements and competencies, OntoGlue enhances the definition of LOs by including associated knowledge (i.e. requirements and competencies) in their conceptual data schema. This associated knowledge is defined in terms of classes of educational ontologies (used as taxonomies), possibly related by mappings. There are several advantages associated with the OntoGlue approach. Firstly, it provides an enhanced description of the LOs, which permits their search and reuse by considering requirements and competencies. Secondly, during the assembly process of two LOs, OntoGlue checks that the competencies of the first LO cover the requirements of the second LO, guaranteeing a coherent assembling process from the requirements and competencies' point of view. Thirdly, OntoGlue automatically calculates the meta-data of the resulting assembled LO. Finally, the definition of the associated knowledge in terms of classes of ontologies, possibly related by mappings, permits an advanced comparison of requirements and competencies during assembly and search processes.

Practicing doctors' perceptions on new learning objectives for Vietnamese medical schools

BackgroundAs part of the process to develop more community-oriented medical teaching in Vietnam, eight medical schools prepared a set of standard learning objectives with attention to the needs of a doctor working with the community. Because they were prepared based on government documents and the opinions of the teachers, it was necessary to check them with doctors who had already graduated and were working at different sites in the community.MethodsEach of the eight medical faculties asked 100 practising recent graduates to complete a questionnaire to check the relevance of the skills that the teachers considered most important. We used mean and standard deviation to summarize the scores rated by the respondents for each skill and percentile at four points: p50, p25, p10 and p5 to describe the variation of scores among the respondents. Correlation coefficient was used to measure the relationship between skill levels set by the teachers and the perception of practicing doctors regarding frequency of using skills and priority for each skill. Additional information was taken from the records of focus group discussions to clarify, explain or expand on the results from the quantitative data.ResultsIn many cases the skills considered important by teachers were also rated as highly necessary and/or frequently used by the respondents. There were, however, discrepancies: some skills important to teachers were seldom used and not considered important by the doctors. In focus group discussions the doctors also identified skills that are not taught at all in the medical schools but would be needed by practising doctors. ConclusionAlthough most of the skills and skill levels included in the learning objectives by the teachers were consistent with the opinions of their graduates, the match was not perfect. The experience of the graduates and their additional comments should be included as inputs to the definition of learning objectives for medical students.

Planification systémique de l’apprentissage des internes pendant un semestre de radiopédiatrie

Diagnostic Radiology and Medical Imaging residents of French University Hospitals benefit from a wide array of learning tools. However, the professors’ clinical workload, lack of sufficient proper formal training, lack of practical applicability of existing standards, and absence of rigorous assessment during the specialized training, reduce their very good quality formation to the level of accidental learning. This study originates from the need to apply a systemic planification of learning activities to the French residents’ formal training curriculum, such as the one originally designed and applied within the Quebec educational system. This presentation also benefits from the recent introduction of the CanMEDS 2000 objectives by the Royal College of Physicians and Surgeons of Canada, in order to design an adapted version for the professional and academic activities of French radiologists. Needless to say this work will respect the outlined systematic planning of any learning activity: learning requirements, definition of learning objectives, selection of learning methods, assessment of the participants’ achievement of these objectives, and evaluation of the learning activity itself.

Scenario-oriented reusable learning object characterisations

The definition of 'learning object' is still subject to debate and controversy, causing some degree of ambiguity. Proposed definitions differ in terms of broadness of scope, focus on reusability and requirements on metadata, among other characteristics. Nonetheless, if we approach the definition from the narrower perspective of engineering software systems that deal with learning objects, they can be characterised by the scenarios they are capable of engaging in or by the services for which they provide support. This connects the concept of metadata quality with a situation-specific definition of learning objects. Consequently, a resource may be considered - from the automation perspective - as a valid learning object in a given scenario, while in others it should be discarded due to the lack of certain characteristics. Since automated processes and Web services can be unambiguously specified, this definition enables the specification of conformance profiles with precise and specific requirements on learning objects.

Learning and teaching.

Learning and teaching.

Content Management Systems For E-learning:An Application

This paper discusses our approach to the tailoring of an open source Content Management System to use it as a Learning Content Management System, by providing modules for the management of Learning Objects and for their retrieval and indexing via Metadata. Both the description of what a Content Management System is and the key requirements that a Learning Content Management System must posses will be presented in the paper. Then, a working definition of Learning Object will be provided, and finally we will show how this model can be implemented using MD-PRO.

On the Concepts of Usability and Reusability of Learning Objects

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 “Reusable learning objects” oriented towards increasing their potential reusability are required to satisfy concerns about their granularity and their independence of concrete contexts of use. Such requirements also entail that the definition of learning object “usability,” and the techniques required to carry out their “usability evaluation” must be substantially different from those commonly used to characterize and evaluate the usability of conventional educational applications. In this article, a specific characterization of the concept of learning object usability is discussed, which places emphasis on “reusability,” the key property of learning objects residing in repositories. The concept of learning object reusability is described as the possibility and adequacy for the object to be usable in prospective educational settings, so that usability and reusability are considered two interrelated – and in many cases conflicting – properties of learning objects. Following the proposed characterization of two characteristics or properties of learning objects, a method to evaluate usability of specific learning objects will be presented.
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 <p><b>Key Terms:</b> Learning objects, reusability, usability evaluation, learning technology standards</p>

The ambiguous and bewitching power of knowledge, skills and attitudes leads to confusing statements of learning objectives.

The words "knowledge", "skills" and "attitudes" are given different meanings by health personnel when discussing educational issues. Ambiguity is known as a handicap to efficient communication. In the design of a curriculum the quality of the definition of learning objectives plays a fundamental role. If learning objectives lack clarity, learners and teachers will face operational difficulties. As Robert Mager said, "If you are not certain of where you are going you may very well end up somewhere else and not even know it". Knowledge is not only memory of facts but what you do with it. The complexity of human behaviour should not be underestimated. This is why educational objectives need active non-ambiguous verbs in order to achieve better communication between teachers and learners and to assess that complexity. This is why I suggest using the expression intellectual skill (or competence) as meaning "a rational decision or act". Sensomotor skill (or competence) would replace "skills" as presently used and cover only "acts which require a neuromuscular coordination". Interpersonal communication skill (or competence) would replace "attitude(s)" and be limited to "verbal and non-verbal relation between persons". As the level of validity of assessment of learners' competencies is linked to the clarity of learning objectives, it is hoped that the above suggestions will raise the overall level of validity of the evaluation system. This is why it is important that everybody understands, in the same manner, the meaning of a learning objective. It will help learners to focus their learning efforts on the right target. It will help teachers to ensure the relevance to health needs of their teaching and the validity of assessment instruments. In both cases it will be beneficial to the health of the population.

When is a Learning Object not an Object: A first step towards a theory of learning objects

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 For some, “learning objects" are the “next big thing” in distance education promising smart learning environments, fantastic economies of scale, and the power to tap into expanding educational markets. While learning objects may be revolutionary in the long term, in the short term, definitional problems and conceptual confusion undermine our ability to understand and critically evaluate the emerging field. This article is an attempt to provide an adequate definition of learning objects by (a) jettisoning useless theoretical links hitherto invoked to theorize learning objects, and (b) reducing the definition of learning objects to the bare essentials. The article closes with suggestions for further research and further refinement of the definition of learning objects.
 
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Problem-based learning in residency education: a novel implementation using a simulator.

We developed a problem-based learning exercise with a full-scale human patient simulator to teach residents the emergency management and differential diagnosis of acute intraoperative hypotension. We developed the exercise through the following steps: clear definition of learning objectives, preparation of an appropriate case stem, development of clinically realistic scenarios to illustrate objectives, and an interactive instructor to stimulate discussion. The exercise focused on the differential diagnosis of intraoperative hypotension, and the acute treatment of hypovolemia, cardiac tamponade, tension pneumothorax, and anaphylaxis. Exercises on a full-scale patient simulator are a natural extension of problem-based learning. Recent research in learning theory provides the rationale for this teaching modality's potential as a learning tool.

Practical experience with learning objectives in an undergraduate crop physiology course

Practical experience with learning objectives in an undergraduate crop physiology course