Digital Learning Objects Research Articles

Improving the Reading Skills of Grade 5 Struggling Readers Through the Use of Interactive Learning Resources

Notably, the use of technology in teaching and reading instruction was found to have various effects on learners' attitudes towards engagement with the text and meaning-making. As a result, online sources as authentic materials can be an ideal resource for reading instruction. Given the context in which instruction is carried out in the new normal and the kind of intervention needed for the different learner groups where their reading skills is concerned, learning resources in interactive formats are optimized for maximum results. Specifically, the use of interactive learning resources such as the digital learning objects has become a valuable for teachers with regards to reading instruction. Its use in the different phases of instruction proved to be a valuable tool in addressing the reading difficulties of the elementary learners. Using the content-validated test as research instruments, results of the study showed how the Grade 5 struggling readers of Baquioen Elementary School benefitted from the use of interactive learning resources in reading instruction during the school year 2021-2022. Moreover, the results of the study reveal that there was significant difference in the levels of reading skills of the Grade 5 struggling readers after they were taught in English using digital learning objects. Thus, teachers are recommended to scaffold the reading instruction with the use of tools that target the best ways in which the students learn best.

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

How will education look like in the future?

There are many factors affecting educational practices. Changes in these factors create serious transformations in education. Some of the transformations are visible that imply a predictable future, while others have blurred influences which make the future forecasts difficult. Educational technologies often come and go but they all leave their marks on education when they are prevalent. In order to get prepared for the future, educators need to know which technologies will be dominant in the future practices of education. This article attempts to highlight the technologies that will be used commonly in the future education. It appears that virtual classroom, artificial intelligence, learning analytics, mobile applications, smart devices, extended reality, open educational resources, gamification, cloud computing, network society, post-truth, digital learning objects, online collaboration will be popular elements of educational practices in the future. On the other hand, social media, metaverse, and wearable technologies will lose their popularity in education to some degree. It is also likely that some of the current technologies will be modified while new ones will emerge to accommodate educational needs of the future.

Teacher knowledge: insights for continuing education in Southern Brazil

The pandemic caused by Covid-19 has caused education, on a global scale, to face increasing challenges in considerable aspects, from the social and economic inequality of students and teachers to the so-called learning deficit at all levels. Considering the essential dialogue between the university, through its teacher education courses and the basic education school, an applied research project was developed (participatory action research) whose theme presupposes technological innovation from a double perspective, as a means and an end. Means, through the proposed teaching methodology, integrated with technology with a view to changes and innovation in the work processes of basic education teachers when implemented. End, considering the pedagogical products generated after implementing the methodology, digital learning objects that, by nature, encompass different technologies for learning purposes. Furthermore, through the effective participation of teachers linked to the action research proposal, the results suggest the effectiveness of teaching resignification, made possible by continuing education, regarding their role as mediators and curators of the pedagogical process, aware that their knowledge of teacher involves the content, pedagogical and technological dimensions, as well as the role of information and communication technologies as an integral part of their pedagogical work.

Needs analysis on digital learning objects for university students

Needs analysis on digital learning objects for university students

Assessing the efficacy of two modes of digital learning object package on students’ achievement and interest in rocket and satellite in post covid’19 era

Assessing the efficacy of two modes of digital learning object package on students’ achievement and interest in rocket and satellite in post covid’19 era

Inclusion, teacher training and digital technologies: reflections from the ProInclude learning object

Inclusive education refers to all people who have been excluded from formal education or quality formal education, whether for ethnic/racial, cultural, economic and/or social reasons. It is about bringing equality of opportunities to the field of education. Our discussion, in this article, focuses on special education from the perspective of inclusive education, specifically on the education of regular class teachers to include students with disabilities with the support of a digital learning object. We present three fictional scenes based on everyday experiences in common schools. We illustrate three situations in which the inclusion of a student with visual impairment is on the agenda and the way in which, in each scene, the teachers constitute the schooling possibilities for this student. The discussion aims to outline some concepts that support an understanding of the relationship between students with disabilities and inclusion and support a subsequent discussion on teacher education, for which we present a proposal for using the ProIncluir learning object (www.proincluir.org), in dialogue with some concepts of OnLife education.

The Effectiveness of a Program Based on the Integration of Neurolinguistic Programming and Digital Learning Objects to Develop EFL Communicative Competence and Linguistic Awareness in Engineering Students

This study aimed to develop EFL communicative competence and linguistic awareness in engineering students via a proposed program based on integrating neurolinguistic programming and digital learning objects. No previous studies dealt with the integration of neurolinguistic programming and using digital learning objects, so this is the novelty point of the current study. There were forty participants for the experimental groups and the same for the control group. Questionnaires of communicative competence and linguistic awareness were designed and juried. Then, the communicative competence and the linguistic awareness tests were juried and administered to the participants of the two groups. The program was designed and administered in the first term of 2023, the academic year, and lasted for the entire term with one session per week for the experimental group. The study results revealed that the experimental group’s post-results exceeded its pre-results in the post-administration of the instruments. Furthermore, it could be determined that the proposed program substantially enhanced the stated variables. Keywords : communicative competence, linguistic awareness, integration, neurolinguistic programming, digital learning objects. DOI: https://doi.org/10.55463/hkjss.issn.1021-3619.60.95

Shifting from reactive to proactive: An accessibility review and revision project

The University of California (UC)-Riverside, frequently incorporates digital learning objects into classes to complement instruction. The library’s Department of Teaching and Learning Services designs many of these digital learning objects (DLOs) so they can be implemented into course portals such as Blackboard and Canvas. This is so a wider student base can be reached by the teaching and learning department than we can fit in a traditional classroom. The advantage of this approach is that students all receive consistent information regarding library services, research process, and many other subjects. Many DLOs have been made over the past couple of years but hadn’t been updated or systematically reviewed.

Побудова індивідуальної освітньої траєкторії майбутніх педагогів шляхом цифровізації освіти та дистанційного навчання на засадах педагогічного дизайну

The article examines the influence of global digitalization and digital technologies on the formation of the individual educational trajectory of future teachers in the conditions of distance education, organized on the principles and rules of pedagogical design. The trends of development and rethinking of the educational process have been determined, including through the introduction of pedagogical design into the learning process. Issues of rethinking the educational process in the digital environment, its features and possible difficulties are considered. The purpose of using modern digital technologies in education is discussed. The prospects of using the impact of digitalization on the development and formation of professionally important competencies of future educators are considered. It was determined that digital technologies in pedagogical activities contribute to the development of innovations and the generation of new ideas that affect both the teacher and the students of education, as well as the educational process in general. Pedagogical design is defined as the collaborative process of developing a distance course using specific learning objectives and pedagogical theories to determine learning strategies, activities, and assessments to achieve desired educational outcomes. Pedagogical design has been found to use design principles to promote learner engagement and includes the development of structures, digital learning objects, and multimedia resources to improve the quality of teaching and learning. The basic principles of pedagogical design were identified, including the digital architecture of the e-course, which organizes educational information, the principle and method of interaction with the e-course, characterized by simplicity and ease of use, which contribute to effective learning.

Teaching Qualitative Research Methods in Media and Communication: The Benefits and Limitations of Digital Learning Objects

Teaching qualitative research is often hampered by student uncertainties around how to apply methodological knowledge in practice. Digital learning objects (DLOs) may offer a solution to this problem, although they also come with limitations. This study assessed the student perspective on the strengths and limitations of six qualitative analysis DLOs in the field of media and communication. Drawing from a thematic analysis of 527 written student reflections on the use of these DLOs in learning practices, this paper found that DLOs were helpful in clearing doubts and cementing knowledge. Furthermore, they motivated students by increasing self-regulation and by providing a new learning environment that was perceived as showcasing “learning how to learn.” However, the DLOs also introduced new anxieties, destabilized the relationship between lecture and tutorial, and were not successful at fostering student reflexivity in relation to the research process. These findings provide practitioners with pedagogical insight into using DLOs to improve the learning experience of qualitative research.

Design matters: How a course review informed online teaching best practices

This paper discusses how an Applying the Quality Matters (QM) Rubric for Higher Education workshop had an impact on the online teaching practice of three academic librarians. The QM Rubric was used to review and update a credit-bearing information literacy course taught by the authors’ department. The authors reflect on how this training influenced their relationship to online teaching during the COVID-19 pandemic (and beyond), using examples from their own experiences to demonstrate how instruction librarians contributed to online education during this period and how they used sustainable teaching practices to lessen the workloads of their teaching colleagues. Future steps include improved documentation, assessment, management and maintenance of digital learning objects used in online teaching.

Teaching Field Data Crowdsourcing Using a GPS-Enabled Cellphone Application: Soil Erosion by Water as a Case Study

Crowdsourcing is an important tool for collecting spatio-temporal data, which has various applications in education. The objectives of this study were to develop and test a laboratory exercise on soil erosion by water and field data crowdsourcing in an online introductory soil science course (FNR 2040: Soil Information Systems) at Clemson University. Students from different STEM disciplines (wildlife biology, forestry, and environmental and natural resources) participated in the study in the fall of 2021. They completed a sequence of self-contained digital teaching modules or reusable learning objects (RLOs), which are often used in online learning. The exercise included a field exercise and learning module to teach students about different types of water-based soil erosion as well as field data collection and crowdsourcing tools. As a result of this exercise, student familiarity with crowdsourcing was effectively increased, as shown by the post-assessment survey with a +31.2% increase in the “moderately familiar” category and a +28.3% increase in the “extremely familiar” category. The online quiz contained ten questions and was taken by 56 students with an average score of 9.5 (out of 10). A post-assessment survey found that most of the students indicated that the laboratory was an effective learning experience about field data crowdsourcing using a GPS-enabled cellphone application. Detailed students’ comments indicated enjoyment of learning (e.g., data collection, learning about different technologies), the value of multimedia (e.g., ArcGIS Survey123, cellphone), the flexibility of learning (e.g., field work), the content applicability (e.g., actual field examples of erosion by water), and criticism (e.g., technical issues). A word cloud derived from students’ comments about their laboratory exercise experience indicated the most frequent words used by students, such as “erosion”, “enjoyed”, and “different”, among others. Incorporating a learning module and field exercise using modern data collection technology into an undergraduate soil science education course enabled students to understand the value and methods for leveraging cellphone-based field collection methods to crowdsource data for environmental assessment. Practical recommendations for planning and executing future crowdsourcing exercises were developed using the current study as an example.

Student experience of digital learning tools: Information literacy training in higher education

The paper presents a qualitative study of how students in higher education experience the use of digital learning objects as part of information literacy training.Methods. The study is inspired by the phenomenographical method and take a second-order perspective asking how students experience information literacy training and digital learning tools. The study builds on seven focus-group interviews with a total of 29 students from law, engineering, and nursing. The first part of the analysis presents results on students’ experience of the digital learning tools across the cases with focus on student motivation. The second part of the analysis focuses on the roles of the different actors in information literacy building. The analysis illustrates how the use of digital learning tools and face-to-face information literacy training is deeply related to the roles of the different actors taking part in the information literacy practice. The academic librarian is almost invisible to the students in two of the three cases, but student interaction with the digital learning tools promote visibility. The findings confirm related research on the importance of integrating information literacy training into curriculum and nuances our understanding of how students experience information literacy training and digital learning tools.

Teaching Physics to Students With Intellectual Disabilities Using Digital Learning Objects

Digital Learning Objects (DLOs) as pedagogical complete structures of learning content contribute to science education. DLOs especially in the form of interactive simulations seem to be promising tools in physics teaching and learning for students with intellectual disabilities (ID). This study used an AB single subject design to evaluate the effects of four DLOs on students’ learning of transverse waves and simple pendulum motion in a special education high school setting. A functional relationship was found between students’ correct responses concerning both scientific terminology and physical phenomena understanding during probe sessions and the DLOs intervention. In addition, a social validity assessment that evaluated students’ attitudes on learning, quality, and engagement, showed that the DLOs helped students with ID to acquire physics content. The students also reported satisfaction from using the DLOs. Suggestions for future research include the design of DLOs especially for students with ID.

كفايات الوحدات التعليمية الرقمية لدي معلمي مرحلة التعليم الأساسي بمحلية كرري

This study aims at investigation the sufficiency's digital Learning Objects (DLOs) among Basic Education's Teachers. The descriptive method was used, Population consists of Karary Basic education's teachers (4049). The Digital Learning Objects sufficiency questionnaire consists of 46 items among five factors: observe, select, collect, planning to used, and used, was used to collect the data. Chi square, t. test, and repeated one way ANOVA were used to analysis data. Result showed that the teacher beliefs the digital learning objects sufficiency's are necessary, there are differences in the digital learning objects sufficiency's for the select, and there are not differences at the digital learning objects sufficiency's due to gender. The study ended by rrecommendations and for future studies.The study aims to investigate the level of sufficiency of the Digital Learning Objects (DLO) model among Basic Education Teachers in Karari Locality. Population consists of 4049 teachers who are working in the schools in that Locality.A gigital Learning Ojects questionnaire was run among the teachers to measure the level of sufficiency. The questionnaire consisted of 46 items covering five major sufficiency factors, namely identification of learning units , their presentation and the design of plans to use them. The application of statistical methods methods such as Chai Squareand T-test showed that; although teachers are well aware of the importance of all sufficiency factors; differences exist in its application of the model as far as the process of selection is concerned.; no significant differences were identified due to gender differences. The paper recommends further studies in the issue of Digital Learning Objects Sufficiency because of its importance in controlling the learnig process

The Challenging Aspects of Digital Learning Objects Usage in a Primary School During the Pandemics

The COVID-19 pandemic situation forced to look for other ways to provide continuous education around the world, which highlighted the importance and necessity of online education platforms and digital learning object (DLO) while going through this shift (Zhou et al., 2020; Viner et al., 2020; Wang et al., 2020). Teachers, in primary schools as well, had to reorganize completely their curriculum and assignments to adapt them to the virtual environment. This paper, based on the experiences of primary school teachers, aims to reveal the challenges faced by the teachers when within two weeks all Lithuanian schools and universities had to switch to remote education from face-to-face education and when the adoption of DLOs moved from optional to compulsory ‘mode’ as learning process became remote. The research problem is analyzed primarily by revealing the theoretical aspects of the research, i.e., the concept of the DLO, the specifics of the adoption of DLOs in primary education and the challenges considered through the types of barriers. The findings indicate that teachers experienced challenges of practical training, issues in pupils’ assessment due to the lack of participation in the process of assignment completion, time constrain, different computer systems used, issues of online security, internet access and support. The study also identified the challenges of practical origin, namely, difficulties in keeping pupils’ concentration and attention throughout the lesson, lower level of teacher’s control during lessons as well as differences in pupils’ technical skills to use computers. Received: 2 August 2021 / Accepted: 20 August 2021 / Published: 5 September 2021

Classification of educational videos by using a semi-supervised learning method on transcripts and keywords

E-learning is a rapidly growing field, which is giving rise to a massive amount of digital learning objects. Sorting these objects properly so that they are correctly indexed in searches and recommendation systems is a challenge. In this paper, we present a semi-supervised method of clustering and classifying learning objects in video format to extract their most relevant topics, specifically from lesson transcripts. These videos come from the educational video platform of the Universitat Politència de València. The proposed method also uses open content from Wikipedia to help build the labelled dataset.

Business as Usual or Digital Mechanisms for Change?

Mathematics classrooms have a long history of what has been termed ‘unidimensional' character: a proclivity for student practice routines and teachers as experts and keepers of knowledge. This study investigates affordances of student-created digital learning objects (SC-DLOs) as transformative, design-for-learning practices in the hands of students. Historical distinctions are drawn between digital learning objects (DLOs) and digital learning artefacts (DLAs) primarily for teacher assessment of student learning. SC-DLOs are conceived as students' design for learning for the peer learning community. Hence, SC-DLOs have additional and different learning potential that aligns with 21st century skill development. A corpus of mathematics SC-DLOs (n=155) were analysed from learner blogs (Year 7-8) in a 1:1 digital initiative in New Zealand. A mixed-methods approach was used to investigate features of students' multimodal design for learning. A framework of implications informs and problematises understandings of transformative digital creation by students in mathematics.

The Presentation Pattern of Digital Learning Objects (Partial / Total) in an E-Learning Environment and Its Impact on Developing the Quality Skills of the Production of Educational Multimedia for Educational Technology Students

The Presentation Pattern of Digital Learning Objects (Partial / Total) in an E-Learning Environment and Its Impact on Developing the Quality Skills of the Production of Educational Multimedia for Educational Technology Students