Design Of Learning Objects Research Articles

Visualización del estado de la educación de la Ingeniería en Computación en el ámbito nacional y en la Universidad Autónoma Metropolitana

The objective of this research is to design an integral methodological framework for the design of digital learning objects at the Autonomous Metropolitan University, Campus Azcapotzalco (uam-a). In a first stage, complex networks were used as information visualization tools to understand the context of teaching in Computer Engineering. The analy-sis was carried out for the national level and for the four computer engineering degrees taught at uam.Among the results, some characteristics of the teaching of Computer Engineering at the national level were esta-blished, highlighting the centralization of the offer and enrollment in Mexico City and its metropolitan area. Coinciden-ces and differences between the approaches of the four computer engineering degrees offered by uam and the profiles requested by employers were also found. It is expected that this information will benefit the implementation of virtual education programs at uam

Model for motivating learners with personalized learning objects in a hypermedia adaptive learning system

<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>

Integrating hands-on practical and reflective feedback in teaching dental materials science to undergraduate dental students.

This study aimed to develop a module that incorporates hands-on and reflective feedback in teaching dental materials science and subsequently analyse undergraduate dental students' learning experiences with the module. The module was developed based on the ADDIE (Analyse, Design, Develop, Implement, Evaluate) model. First, a need analysis was conducted, followed by designing the module to address the needs. Next, the module sought experts' feedback and was piloted. The revised module was implemented among all second-year undergraduate dental students. Finally, a validated questionnaire (5-point Likert scale items and open-ended questions) was used to evaluate students' learning experiences. The questionnaire Likert scale items were analysed descriptively, whereas open-ended responses were analysed using content analysis. In the analysis phase, a slight misalignment in cognitive competency levels was observed, alongside a need for the inclusion of more hands-on activities. In the design phase, learning objectives and resources were listed. Subsequently, a module consisting of four teaching sessions (3 h each) was developed, and the pilot test showed favourable feedback. The module was then implemented in small groups of 10-12 students. In the evaluation phase, 72 students (97% response rate) completed the questionnaire. The majority of students agreed with all items, with mean scores ranging from 4.53 to 4.72. Open-ended responses highlighted that hands-on activities and reflective feedback sessions were useful. Students demonstrated positive learning experiences after participating in the module, advocating for dental educators to consider more hands-on activities and reflective feedback sessions in teaching dental materials science.

Analyse des savoirs mobilisés par des stagiaires en enseignement pour évaluer leurs élèves

<p>This paper presents the results of a qualitative-interpretative study on the mobilization of assessment knowledge of five teacher candidates. The data was collected by the conduct of 10 in-class observations and 10 self-confrontation interviews. Based on the analysis of the results, teacher candidates primarily face challenges associated with knowledge of learning design and targeting learning objectives. As a result, the assessment activities are only carried out at the end of each lesson to confirm what has been learned. This article concludes by proposing a model that ranks the different types of assessment knowledge while proposing accompaniment strategies destined to teacher candidate supervisors.</p>

Structural Competency in Simulation-Based Health Professions Education: A Call to Action and Pragmatic Guide.

Simulation-based health professions educators can advance diversity, equity, and inclusion by cultivating structural competency, which is the trained ability to discern inequity not only at an individual level, but also at organizational, community, and societal levels. This commentary introduces Metzl and Hansen's Five-Step Model for structural competency and discusses its unique applicability to the metacognitive underpinnings of simulation-based health professions education. We offer a pragmatic guide for simulation-based health professions educators to collaboratively design learning objectives, simulation cases, character sketches, and debriefs in which structural competency is a simulation performance domain, alongside patient management, resource usage, leadership, situational awareness, teamwork, and/or communication. Our overall goal is to promote a paradigm shift in which educators are empowered to partner with patients, colleagues, and communities to recognize, learn about, and challenge the factors driving health inequities; a skill that may be applied to a broad range of health professions education within and outside of simulation.

A Shapelet-Based Framework for Unsupervised Multivariate Time Series Representation Learning

Recent studies have shown great promise in unsupervised representation learning (URL) for multivariate time series, because URL has the capability in learning generalizable representation for many downstream tasks without using inaccessible labels. However, existing approaches usually adopt the models originally designed for other domains (e.g., computer vision) to encode the time series data and rely on strong assumptions to design learning objectives, which limits their ability to perform well. To deal with these problems, we propose a novel URL framework for multivariate time series by learning time-series-specific shapelet-based representation through a popular contrasting learning paradigm. To the best of our knowledge, this is the first work that explores the shapelet-based embedding in the unsupervised general-purpose representation learning. A unified shapelet-based encoder and a novel learning objective with multi-grained contrasting and multi-scale alignment are particularly designed to achieve our goal, and a data augmentation library is employed to improve the generalization. We conduct extensive experiments using tens of real-world datasets to assess the representation quality on many downstream tasks, including classification, clustering, and anomaly detection. The results demonstrate the superiority of our method against not only URL competitors, but also techniques specially designed for downstream tasks. Our code has been made publicly available at https://github.com/real2fish/CSL.

AMANet: Adaptive Multi-Path Aggregation for Learning Human 2D-3D Correspondences

Learning human 2D-3D correspondences aims to map all human 2D pixels to a 3D human template, namely human densepose estimation, involving surface patch recognition (i.e., Index-to-Patch (I)) and regression of patch-specific UV coordinates. Despite recent progress, it remains challenging especially under the condition of “in the wild”, where RGB images capture real-world scenes with backgrounds, occlusions, scale variations, and postural diversity. In this paper, we address three vital problems in this task: 1) how to perceive multi-scale visual information for instances “in the wild”; 2) how to design learning objectives to address the precise instance representation harassed by “multiple instances in one bounding box” phenomenon; and 3) how to boost the performance of index-to-patch prediction faced by limited supervision. To tackle problems above, we propose an end-to-end deep Adaptive Multi-path Aggregation network (AMA-net) for Human DensePose Estimation. First, we introduce an adaptive multi-path aggregation algorithm to extract varying-sized instance-level features, which capture multi-scale information of a bounding-box and are then utilized for parsing different instances. Second, we adopt an instance augmentation learning objective to further distinguish the target instance from other interference instances. Third, taking advantage of 2D human parsers that are trained from sufficient annotations, we introduce a task transformer that bridges the “gap” between 2D human parsing and densepose estimation, thus benefiting the performance of densepose estimator. Experimental results on the challenging DensePose-COCO dataset demonstrate that our approach sets a new record, and it significantly outperforms the state-of-the-art methods. Codes and models are publicly available.

The Use of Augmented Reality to Strengthen Competence in Data Analysis and Problem Solving in Engineering Students at the Universidad del Valle de México

The objective of this research was to analyze the improvement in the data analysis and problem-solving competence of students of industrial and systems engineering (IIS) and mechatronics engineering (IMEC) through the use of this technology and its impact on the results of the undergraduate general examination (EGEL). A training course was held for teachers and students for the design of learning objects (LO), and a questionnaire on the use of AR and the improvement in learning was administered. AR is a technology that has begun to be introduced in different contexts and at different educational levels. The results obtained through the Wilcoxon test and the multiple correspondence analysis (MCA) showed that there were improvements in academic performance with the use of AR and an interest in this tool being used during the academic training process.

Investigation of Improving Pre-service Teachers’ Competence for Formative Assessment Aligned with Primary English Classroom Activities

The purpose of this study is to suggest ways of improving learners’ communicative competence through formative assessment aligned with classroom activities for pre-service teachers. To achieve this, four pre-service teachers’ lesson plans designed for the fifth and sixth graders in the lecture of Primary English Methodology were analyzed in terms of the criteria of analyzing focusing on formative assessment. It was found in the results of analyzing lesson plans that 1) pre-service teachers did not appropriately design learning objectives to promote student motivation, 2) all of the pre-service teachers did not design self-assessment, although only one pre-service teacher designed peer-assessment such as “Let’s check partner’s listening skill!”, and 3) all of them did not give feedback systematically to improve learners’ communicative competence, and carry out formative assessment within 5 minutes in the closing stage of primary English classes. From the findings, it was suggested that 1) pre-service teachers need to design strategies for sharing learning targets and criteria for success based on formative assessment, 2) they need to set up lesson objectives based on formative assessment aligned with primary English classroom activities, 3) they need to prepare assessment checklists or sheets for assessment for learning (AFL), considering key competences and skills, 4) they need to consider the core strategies in designing and implementing formative assessment, and 5) they need to give immediate feedback to the learners considering the results of ongoing assessment and key competences as well as accomplishment standards of the 2015 Revised English National Curriculum.

Effects of Combining Different Collaborative Learning Strategies with Problem-Based Learning in a Flipped Classroom on Program Language Learning

This study proposed combining problem-based learning (PBL) with different collaboration learning strategies in flipped classrooms to improve learners’ learning motivation and learning outcomes. The main idea was to design a teaching process based on the concept of flipped classrooms. The proposed method was adopted to design learning objectives, learning content, and group activities, thereby forming new teaching strategies for developing students’ independent learning, logical thinking, problem-solving skills, learning outcomes, and learning motivation. We used the C# programming language as the learning target and recruited 96 students from a first-year class of the Department of Information Management of the Southern Taiwan university of Science and Technology as participants. During the experiment, the participants were divided into an experimental group with heterogeneous subgroups and a control group with random subgroups, and pretest and posttest data obtained during the programming course were used to evaluate the learning effects of the proposed teaching strategies. In addition, a questionnaire was used to explore learning motivation through three aspects: flipped classroom, PBL, and collaborative learning. The results of this study indicated that the proposed teaching strategies improved the participants’ learning outcomes. The experimental group exhibited higher improvements in learning outcomes than did the control group. Significant results were obtained for all the items of the adopted questionnaire. Thus, the participants provided positive ratings to the flipped classroom model designed in this study.

The Interoperability of Learning Object Design, Search and Adaptation Processes in the Repositories

Learning environments ensure successful implementation of the learning process but not always the effective design of the e-learning objects (ELOs) and moreover, search and adaptation. A technological solution for the design of the learning objects, repositories, and the semantic web is needed. There are many open educational resources, but not many platforms assure the possibility to adapt learning objects. The existing developed multifunctional platforms do not ensure the effective ELOs adaptation as well as the process of design and adaptation in the multifunctional environment. They do not have an automatic search of ELOs in the semantic web, which is directly targeted to the specific objects in repositories of open educational resources and do not allow for adaptation of the already developed ELO by automatically assigning reusable objects. The structure of the papers consists of the literature review and overview of existing practices, research methodology, research results description and conclusions provided by authors. The objective of the research is to suggest, to teachers, a model for effective e-learning objects design, automatic search and adaptation processes in the multifunctional environment by developing a platform based on semantic technologies for e-learning objects design and adaptation.

Using E-Portfolios for Active Student Engagement in the ODeL Environment

Aim/Purpose: This study explored the use of e-portfolios in fostering student engagement with their lecturers, content, and other students during the COVID-19 pandemic. Background: Although e-portfolios are still a relatively new trend in developing countries, they are becoming an alternative teaching and learning tool in distance education and online environments. Research has placed e-portfolios as channels through which important skills such as self-directed learning, critical thinking, and lifelong learning can be infused. Most research has focused on students’ perceptions of e-portfolios and/or implementation and adoption thereof, and not on how lecturers can design learning objects that foster active student engagement with the e-portfolios. Methodology: Within an interpretive paradigm, the research followed a qualitative approach. Semi-structured interviews were held with nine purposefully selected lecturers in the College of Education (CEDU) and College of Human Sciences (CHS) in a South African ODeL university and document analysis reviewed undergraduate and postgraduate e-portfolio modules. A thematic approach was employed to analyze data. Contribution: This study adds to the existing knowledge on how lecturers can design learning objects that foster active student engagement with the e-portfolios taking into consideration the three presences of community of enquiry in designing learning activities and this study suggests a definition of portfolio for better understanding in a different context. Findings: The findings revealed that e-portfolios can promote active student engagement in Open Distance eLearning (ODeL) spaces. Recommendations for Practitioners: The study recommends that lecturers should design learning objects in e-portfolios that require a high level of level student engagement. The study also recommends that higher education institutions (HEIs) provide lecturers with appropriate technical support and relevant continuous training on the design and development of learning objects in e-portfolios. Recommendation for Researchers: Researchers can expand the study to other ODeL institutions of learning in Africa to validate the findings and find more options. Impact on Society: E-portfolios by their nature are designed to promote personal reflection, collaboration, and digital literacy among students, and thus are appropriate vehicles through which active student engagement can be fostered. Future Research: A broader study can be conducted on how lecturers can design learning objects that foster active student engagement with e-portfolios for educational purposes.

Design, production and implementation of a Virtual Learning Object for teaching of information systems for Industrial Engineering

En relación con los cambios y estrategias necesarias en el siglo XXI, y con la relevancia de la integración de las TIC en el desarrollo de contenidos se plantea el diseño de una herramienta gamificada de aprendizaje, Objeto Virtual de Aprendizaje (OVA). Este permite la mimetización de contenidos dentro de una narrativa con una divulgación cercana y cautivadora de temas tecnológicos, pensada para estudiantes que cursan materias centradas en el ámbito de la tecnología y con aplicaciones dentro del programa de Ingeniería Industrial. La herramienta está apoyada en contenido multimedia, lo que permite facilitar y mejorar la experiencia de aprendizaje del estudiante, así mismo, desarrollar la capacidad de identificar y asociar conceptos básicos de los sistemas de información, y reconocer su papel en distintas áreas empresariales.

Navigating Design Options for Large-Scale Interprofessional Continuing Palliative Care Education: Pallium Canada's Experience.

To be effective, palliative care education interventions need to be informed, among others, by evidence and best practices related to curriculum development and design. Designing palliative care continuing professional development (CPD) courses for large-scale, national deployment requires decisions about various design elements, including competencies and learning objectives to be addressed, overall learning approaches, content, and courseware material. Designing for interprofessional education (IPE) adds additional design complexity. Several design elements present themselves in the form of polarities, resulting in educators having to make choices or compromises between the various options. This article describes the learning design decisions that underpin Pallium Canada's interprofessional Learning Essential Approaches to Palliative Care (LEAP) courses. Social constructivism provides a foundational starting point for LEAP course design, as it lends itself well to both CPD and IPE. We then explore design polarities that apply to the LEAP courseware development. These include, among others, which professions to target and how to best support interprofessional learning, class sizes, course length and content volume, courseware flexibility, regional adaptations, facilitator criteria, and learning methods. In some cases, compromises have had to be made between optimal perfect design and pragmatism.

COVID-19 and the use of digital technology in mathematics education.

Once the COVID-19 crisis is over, will everything” return to normal” or will we instead witness an ongoing boom in online learning? A time of crisis is an opportunity for all education systems to look to the future; there is enormous potential for digital technology in mathematics education, regardless of the impact of COVID-19. In this paper, the researcher focuses on answering two research questions: (1) Is COVID-19 the gateway for digital learning in mathematics education? (2) What type of digital technology is being used in mathematics education during the COVID-19 pandemic? The study also provided a discussion on the implications that such digital technologies could have on research into the field of mathematics education and practice in addition to suggestions for future research directions on this topic. Interviews were chosen as techniques for the purpose of this research, which were undertaken with hundred and twenty mathematics teachers from different secondary schools in the Kingdom of Saudi Arabia. The researcher found that 98% of participants believed that COVID-19 is the gateway for digital learning in mathematics education. In addition, 97% claimed that the use of online education by schools had expanded greatly following the coronavirus outbreak. This has resulted in various forms of software being used to facilitate communicate between teachers and students included mobile technologies, touchscreens and pen tablets, digital library and designing learning objects in mathematics education, Massive Open Online Courses (MOOCs) in mathematics, and computer algebra systems (CAS) such as Mathematical, Maple, MuPAD, MathCAD, Derive and Maxima.

Supporting Healthcare Integration of Refugees Exploiting Reusable Learning Objects: The ASPIRE Framework.

The significant increase of refugees' migration has demonstrated an overwhelming need for their access and integration to healthcare systems. E-learning, especially in the form of experiential digital learning, has been highlighted as an important ally in supporting refugees' health needs. This paper aims to discuss the design and development process of Reusable Learning Objects (RLOs) to enhance digital health applications for refugees and integrate them to healthcare systems. The participatory approach based on the "ASPIRE" framework was followed. Using the "ASPIRE" process, 9 stakeholders were involved in the first phase of the development process, where a co-creation storyboarding workshop was held in Greece by the Medical Physics Laboratory of the Aristotle University of Thessaloniki. Essential qualitative and quantitative feedback was collected from stakeholders through an online questionnaire administered in Google Forms. Overall, enlightening ideas were expressed and all stakeholders commented positively on the value and efficacy of the workshop.

EXeLearning como herramienta para la virtualización de la enseñanza: el diseño de Objetos de Aprendizaje para el estudio del paisaje urbano

The design and implementation of Learning Objects can contribute to the virtualization of teaching, enabling develop our materials or adapt them for a particular teaching situation. This fact becomes of special relevance in circumstances in which we must adapt face-to-face teaching to virtual teaching or under pedagogical approaches based on the flipped classroom. In this paper, we will describe an initiative in which, we have designed with eXeLearning a Learning Object for the study of the urban landscape. eXeLearning allows the creation of diverse, accessible, and friendly resources, allowing instructors to save time in preparing learning materials and facilitating their adaptation to different educational and social needs. We apply this initiative, developed thanks to a Project for Educational Innovation, within the degree of Geography and Spatial Planning of the UPV/EHU, but it could be adapted to other levels of education.

Desenvolvimento e implementação de um guia de padrão de qualidade para a produção de objetos de aprendizagem na educação a distância do Instituto Federal de Educação Ciência e Tecnologia do Rio de Janeiro (IFRJ)

A educação a distância é uma modalidade de ensino em plena expansão devido a sua capilaridade e capacidade de inovação. No entanto, a elaboração de um curso a distância requer ampla utilização das tecnologias da informação e comunicação (TIC) e demanda novos formatos que contemplem a interatividade. Este artigo contextualiza a produção de objetos de aprendizagem (OA) na educação a distância (EaD) dos Institutos Federais. Com o objetivo de identificar padrões de qualidade considerados na produção de OA, foi realizada uma análise qualitativa recorrendo-se às pesquisas documental e bibliográfica realizadas por meio de estudo bibliométrico, além da coleta de dados por meio de 36 entrevistas semiestruturadas com estudantes, técnicos e gestores EaD na Rede Federal. Utilizando como método o estudo de caso e a técnica de análise de conteúdo, foram alcançados os seguintes resultados: (a) realização de diagnóstico sobre o problema; (b) recomendações de melhorias; (c) elaboração de plano de ação para implementação de padrões de qualidade para produção de videoaulas no Ambiente Virtual de Ensino e Aprendizagem do Instituto Federal de Educação, Ciência e Tecnologia do Rio de Janeiro (IFRJ). Nesse artigo, discutimos resultados alcançados.

Design of Learning Objects for Collaboration Promotion and their Effects on Students’ Behaviour

While virtual learning environments (VLEs) present several advantages, such as space-time flexibility, they are still not including proper opportunities and resources for students to engage in collaborative activities with their peers. Recent approaches, for example, are based on resources that are not standard for VLEs or usual for students. Thus, their integration with VLEs is not simple. This paper conducted a theoretical investigation to identify strategies that could induce collaborative behaviours in students. These strategies were implemented as learning objects running in a VLE and a quasi-experimental research design was conducted with 133 students. The results show that the approach promotes collaborative interactions between students and also tend to improve their learning outcomes. Moreover, learning objects use a conceptualization that is already established over the e-learning community, simplifying their integration with VLEs.

Assessment of user experience in video-based learning environments: From design guidelines to final product

To provide students with high-quality, tailored content, higher education institutions face the challenge of helping their instructors produce their own materials. New learning objects are usually assessed when students actually use the materials. To improve quality assurance in the design of learning objects, this paper proposes systemically analyzing the user experience of new learning objects. This involves not only considering student feedback, but also integrating other perspectives into a continuous feedback loop, through a participatory design approach. The proposed framework was tested during the implementation of a flipped classroom initiative in a large Chilean university over a period of six months, involving 6 content designers, 3 teachers, 2 teaching assistants and 98 students. We observe how elements of feedback are integrated through a systemic assessment, where the end result (the learning object) is contrasted with the elements that guided its creation (the design guidelines). In this way, the roles of designer and user are complemented so as to identify design gaps early on in the process of creating a solution. This study adds to the current literature by relating design guidelines with the principles of instruction during the design process in order to ensure the overall quality of the learning objects.