Digital Learning Objects Research Articles

New Opportunities: Teacher Librarians Managing Learning Objects

Digital learning objects are new kinds of resources which teacher librarians will be required to manage and make accessible to teachers and students. In Australia there are currently large-scale national and state initiatives underway to develop a critical mass of learning objects. The development of a Learning System Architecture has also become a vital step to make it possible to manage these learning objects. Packages that will enable students and teachers to communicate, collaborate, locate and access resources within intellectual property arrangements, assemble digital resources into learning sequences, assess and report are all necessary requirements. The Learning System Architecture emerging in Australia enables these disparate systems to function together as seamless and interoperable packages. A new profile of teacher librarian competency is being developed in Tasmania to assist with planning the professional learning needs of this group. The new profile includes understandings and experience of information communication technologies and online learning. Managing these new digital resources to support the teaching and learning is a key new professional role for teacher librarians.

Los materiales didácticos digitales en educación infantil: análisis de repositorios institucionales

Las administraciones educativas autonómicas han puesto en marcha, dentro de la digitalización de los procesos de enseñanza y aprendizaje, la creación de portales institucionales donde se incorporan repositorios de materiales didácticos que pretenden servir de apoyo a los docentes de las diferentes etapas educativas, bajo el argumento del trabajo colaborativo. Bajo este planteamiento, el presente trabajo tiene por objetivo analizar una selección de recursos para la etapa de Educación Infantil que se encuentran alojados en los repositorios institucionales de Canarias, Galicia y Comunidad Valenciana. Concretamente, el análisis se centra en aspectos como el tipo de recurso, el idioma en que se ofrece, el área que se trabaja, la edad recomendada, la autoría, el año de creación o el tipo de licencia, tratando de ofrecer una descripción comparativa sobre la disponibilidad de materiales entre los distintos territorios. Los resultados arrojan que los materiales son, mayoritariamente, objetos digitales de aprendizaje, desarrollados en lengua castellana (aunque con presencia notable de lenguas cooficiales) por docentes a nivel individual y sin actualizaciones recientes. Además, se centran especialmente en las áreas de conocimiento del entorno y los lenguajes, pero no son específicos en relación a la edad de los destinatarios.

The management of Digital Learning Objects of Natural Sciences and Digital Experiment Simulation Tools by teachers

In the present study, we tried to find possible obstacles that Primary and Secondary education teachers face when managing Digital Learning Objects (DLOs) and/or Digital Simulation Tools (DST) in Science. One hundred seventy-six teachers from all over Greece answered the questionnaire. The results showed that the main reason for refusing to deal with DLOs and DSTs is the technological equipment. Also, the lack of adequate training level B 'results in about 25% of teachers not knowing the DSTs and 30% not knowing the DLOs. Factors such as the teaching experience, the specialty, the Pan-Hellenic examinations, the classes they teach, and the number of students they have per class negatively affect the teachers' attitude to get involved with the DLOs the DSTs. Finally, the negative attitude seems to be related to the lack of trust in the curriculum content as teachers prefer to search DLOs and DSTs on the internet connection. Further research with mixed methods of analysis would help to obtain satisfactory results.

Objetos digitales de aprendizaje en entornos virtuales para fomentar la escritura: percepciones de los estudiantes

Information and communication technologies have an elemental place in the field of education by offering students an attractive way for the appropriation of knowledge of a foreign language. An example of this is the digital learning objects (LOs) that provide learning with characteristics different from the traditional class. This article aims to know the perceptions of university-level students regarding the use of LOs in a virtual environment to promote written competence in English as a foreign language. A quantitative descriptive approach took place to characterize these perceptions, as well as a Likert-type questionnaire with four response categories to collect data and identify students’ opinions. As a result, we obtain an accurate description of the benefits of using the instructional model such as active learning, autonomous writing through writing strategies and digital tools for correction and editing, identification of positive changes in the students’ performance with motivational features, and incorporation of writing in different genres. Finally, the study provides a theoretical contribution regarding the use of digital tools on the Moodle platform to develop written competence.

Objetos de Aprendizagem que abordam o pensamento algébrico nos anos iniciais

Devido à pandemia da COVID-19, os professores tiveram que mudar as suas metodologias e práticas de ensino durante aulas remotas, tendo que inovar e inserir tecnologias digitais. Assim, surge a preocupação, mais ainda, de trabalhar-se com habilidades que necessitam de conceitos que exploram o pensamento algébrico do aluno nesse período de ensino remoto. Então, este trabalho tem um caráter de proposta pedagógica, cujo objetivo é apresentar plataformas digitais e Objetos de Aprendizagem que abordam o objeto do conhecimento sequências e padrões, como forma de auxiliar na construção do pensamento algébrico dos alunos dos anos iniciais. A escolha desse conteúdo matemático se deve ao fato de que esse assunto está presente desde os anos escolares iniciais, estendendo-se até o final da Educação Básica, sendo de grande relevância para a construção do pensamento algébrico. A abordagem metodológica segue os pressupostos oriundos da pesquisa qualitativa do tipo exploratória. Para isso, realizou-se um estudo em plataformas e portais digitais na busca de OA que abordassem o ensino de sequências e padrões numéricos. A partir da investigação e da análise das plataformas, foram encontrados cinco OA que atingem o objetivo da pesquisa, mas foram descritos apenas três como forma de proposta pedagógica para turmas de 4º e 5° anos. Por fim, espera-se que esses recursos digitais possam fazer parte do planejamento e das propostas didáticas dos professores que ensinam matemática nos anos iniciais, para ampliar as metodologias de ensino, pois as tecnologias digitais precisam ser vistas como suporte pedagógico.

Utilization of Learning Videos Based on Japanese Occupation Materials in Indonesia as Digital History Learning Objects

<p>This research aims to analyze the benefits of Japanese Occupation Material-based Learning Video in Indonesia as a Digital History Learning Object whose problem formulations include :(1) How can Japanese Occupation Materials in Indonesia become objects of historical learning? (2) How can the use of material-based historical learning videos in Indonesia become objects of digital history learning? To answer both problems, the authors used a qualitative approach with a literary study method that collected several articles from previous research results as well as related to research themes. From the results of the research obtained that japanese occupation materials in Indonesia can be used as objects of historical learning because it corresponds to the needs of core competencies and basic competencies of history learning in high school, as well as to improve the nationalist attitude of students, by herding students to imagine the material of occupation in Indonesia through learning videos so that students can see the events of japanese occupation in Indonesia directly. Then based on previous research also explained that the results of the study using video learning based on japanese occupation materials in Indonesia is in effective value to be used as a medium of historical learning.</p>

Design, development and evaluation of open interactive learning objects for secondary school physical education

The aim of this study was twofold: (a) the design and development of a set of open, interactive, digital Learning Objects (LOs) for high school Physical Education (PE), and (b) the evaluation of the newly-created LOs by PE teachers, experienced both in teaching PE and in Information and Communication Technology (ICT), as to their quality and usefulness, before the dissemination of the use of the LOs in schools. The design and development framework, which was included in an innovative national project, is first presented, followed by descriptions of the 19 LOs that were produced, grouped in two categories (instructivist-oriented and constructivist-oriented LOs). Thirteen (13) of the LOs were subjected to external, summative evaluation by 19 qualified PE teachers, each of whom evaluated all 13 LOs through completing an online evaluation form for each. The form consisted of a standard LO evaluation instrument comprising 4 criteria of quality (interactivity, design, engagement, usability), and of an additional item assessing the usefulness of the LO in the teaching of PE. The LOs were found to be adequate in terms of interactivity, design, engagement, usability and usefulness, which corroborates their suitability for use in schools. Instructivist-oriented LOs and constructivist-oriented LOs were not found to differ significantly in terms of design and usability. However, the latter were found to be significantly more interactive, engaging, and useful in PE teaching than the former. The study provides useful guidance for the future design and development of LOs for PE.

Um estudo sobre o percurso de leitura em ambiente digital

Este estudo se fundamenta no campo teórico dos estudos da compreensão leitora (MORAIS, 2013; KINTSCH; RAWSON, 2013; PERFETTI; LANDI; OAKHILL, 2013), que se concretiza por meio do uso de estratégias de leitura (SOLÉ, 1998; MORAES, 2014; PEREIRA, 2012). O estudo teve como objetivo investigar quais estratégias de leitura são mobilizadas por estudantes durante a interação com um objeto digital de aprendizagem. Para tanto, participaram da ação dez estudantes do Ensino Fundamental, de uma escola pública do município de Lajeado, RS, que tiveram sua interação com o objeto gravada por meio de captura de tela com o software de screencast CamStudio, a fim de se identificar as particularidades de seu percurso de leitura durante a interação. Observou-se que a maioria dos alunos lê linearmente até alcançar seu objetivo de leitura, ou seja, até solucionar a questão; depois disso, saltam pelo texto e ignoram seu conteúdo. Participantes que optaram por realizar saltos entre as linhas demonstraram dificuldade, tornando-se necessário realizar retomadas com o objetivo de reler tanto o enunciado quanto partes do texto para resolver a questão. Ainda, verificou-se que os estudantes não leram os feedbacks interativos disponíveis na plataforma.

CONCEPTION, PROTOTYPING AND EVALUATION OF DIGITAL TOOL TO ASSIST IN THE TEACHING OF VISUAL EFFECTS WITH MATCH MOVING

This article reports a case study in which a digital learning object (DLO) was developed to assist in pedagogical practice in higher education (in the audiovisual area) and presents the technical and theoretical stages of the tool development process (DLO) and its assessment. The objective of the research was mainly to evaluate the pedagogical contribution of DLO through the perception of students who were subdivided into four groups, performed two practical exercises at different times and order, during a 60-hour course. Both exercises of the same complexity were performed without and with the aid of the digital tool. Subsequently, the participants answered forms to be able to evaluate the tool, in addition to having their audiovisual products developed during the course/research been used for a blind analysis to infer qualitative gain at work due to possible time savings generated by the automation function of the tool. In the end, it was found that the DLO tool was very well evaluated conceptually and considered relevant, differentiated, with credibility and high intention of use (among other metrics). The blind analysis showed that there was no qualitative difference due to the possible gain in time between the works developed with or without the aid of the tool.

Expressing the Voice of the Textbook—Insights Gained from Tagging Didactic Metadata

With the growing availability of technology, teachers are becoming significant co-designers of the curriculum—resequencing, editing or supplementing a primary textbook with publicly available digital learning objects. This places a grave responsibility on teachers, who must have a clear view of the rationale and didactic intentions of the textbook in order to “re-source” it while maintaining its coherence. Yet, teachers are seldom provided with means to understand textbooks’ structure and underlying design principles, particularly at the grain size of individual learning objects. We are developing tools to express the “voice” of a textbook—one tool for assigning specific metadata to learning objects (i.e. “tagging”, sometimes referred to as “coding”) and another for analysing the coherence of the textbook based on the tagged metadata. In the current study, the 3 pre-calculus chapters of a high school textbook were tagged. Based on the tagged metadata, we used the second tool to reveal the relative prominence of different “types” of tasks, analysed by the categories of metadata. We focused on commonalities across taggers to explore the nature of the textbook. Triangulating our findings in an interview with the textbook author, we show that some patterns in the metadata reflect explicit design principles, such as avoiding symbolic representations in tasks that open a topic, while others reflect tacit principles—making sense to the author though not explicitly intended—such as eliciting non-technological student justifications in the topic of derivative. We conclude that this methodology offers novel opportunities for the study of textbook design.

Aplicativo QuiLegAl como recurso de ensino na percepção de graduandos de licenciatura em química

O objetivo deste estudo consistiu em identificar e discutir contribuições do aplicativo multiplataforma QuiLegAl para os processos de ensino e aprendizagem, a partir de uma abordagem avaliativa, realizada por um grupo de graduandos do curso de Licenciatura em Química. O aplicativo QuiLegAl é parte de uma Dissertação de Mestrado que aborda o desenvolvimento de objetos digitais de aprendizagem como uma alternativa para o ensino de determinados conteúdos de Ciências e Química, tais como ligações e equações químicas e suas representações. A presente pesquisa adotou uma abordagem qualitativa, com características de estudo de caso. Para a produção de dados, foram utilizados questionários avaliativos propostos por Oliveira (2017), registros de áudio e observação. A organização e análise dos resultados foram realizadas com base na análise de conteúdo (BARDIN, 2011), bem como na triangulação de dados oriundos de diferentes fontes. Os resultados apresentados pelo estudo revelam que o QuiLegAl, objeto de avaliação por parte dos graduandos, atende aos diferentes aspectos avaliados, destacando-se a integração entre recursos visuais, sonoros e interativos que estão associados a possibilidades de construção de estruturas moleculares. Tais características podem contribuir para desenvolver a autonomia do usuário, demonstrando o potencial do App enquanto recurso didático para o ensino de Ciências Naturais. Este estudo sugere que o uso do QuiLegAl pode motivar os usuários a conhecer, explorar e planejar novas abordagens para o tema das ligações químicas e a utilizar o aplicativo enquanto alternativa para os processos de ensino e aprendizagem.

Community college students’ response to a financial literacy intervention: An exploratory study

Community college students report higher financial challenges while in college and experience higher default rates on their student loans when compared to students at 4-year institutions. This study implements a series of short digital learning objects during the Autumn semester at a large, urban community college. The results of pre- and post-intervention surveys show that the intervention increases the financial knowledge of community college students and, if targeted to specific student sub-populations, affects financial attitude as well as budgeting and savings intentions and behaviors. Implications for educators and researchers are discussed.

Nätverk - en förutsättning för pedagogisk utveckling?

The importance of networking is often emphasized in higher education teaching and learning. In this article we discuss significant networks and their impact on pedagogical development. We also share our experience of working in different kinds of networks. We focus on a Nordic project with the aim to develop digital learning objects in co-creation between librarians, students and teachers.

Use of Educational Films in Environmental Education as a Digital Learning Object

The purpose of this study is to investigate the effects of educational movies that are used in teaching the chapter of Mystery of Earth Crust / Earth and Universe on the environment-related knowledge levels and attitudes of students. Another purpose of the study is to find out about the views of students in the experiment. As a result of the study, the knowledge test mean scores of the students after the implementation significantly differed between the groups in favor of the experiment group. Another finding in this study, no significant difference was found between the groups in terms of their mean post-test attitude scores before the implementation. For the first question, the students stated that the Mystery of Earth Crust / Earth and Universe chapter was distinct from other chapters because of some differences. For the second question, the students stated that they learned the definition, reasons, effects and types of environmental pollution, gained awareness and responsibility about the environment, learned about behaviors towards preventing environmental pollution and developed an attitude towards environmental pollution. Additionally, with the third question the students’ emphasized educational movies had significant benefits for both individual outcomes and the instruction process

COLLABORATION WHEN ADAPTING DIGITAL LEARNING OBJECTS IN THE EDUCATIONAL PROCESS

Teachers who seek for continuous education (learning) process improvement, not only reform teaching methods, but also use a variety of digital innovations, including the digital learning objects. Usually, a teacher becomes responsible for the introduction of innovations and a student for the mastering them. In many cases, the teacher's qualities determine whether innovation will be accepted or rejected, but in order to incorporate digital learning objects into the educational process, collaboration between a teacher and a student becomes an important element. The teacher decides which digital learning object to use when at this point student can evaluate, test and discuss with the teacher how much it benefits. Thus, the object of this presentation–collaboration when adapting digital learning objects in the educational process. The analysis has revealed that the adaptation of digital learning objects requires collaboration, and in the process of adapting the digital learning object, there is collaboration that ensures a smooth adaptation process: discussions, sharing knowledge and ideas. All this helps to make targeted use of the digital learning object in the process of education, according to the different needs of teachers and students.

Meeting Students Where They Are: Just in Time Embedded Delivery of Information and Digital Literacy Skills

At the University of Wollongong (UOW) Library we have been exploring ways to deliver information and digital literacy resources at point of need for students. Aligned with the University’s strategic direction, the Future Ready Library Strategy points to a digital first mindset and its application to services and resources offered to the UOW community. Combined with the need to embrace the real life challenges faced by higher education students in Australia today, this has led us to develop a suite of digital learning objects in collaboration with teaching academics that can be delivered at scale, enabling a sustainable way to target student needs. In this article, we discuss the drivers that have brought UOW Library to this point and outline the model for learning and teaching support for our academic community into the future.

Педагогический дизайн в обучении будущих бакалавров дошкольного образования в области организации художественно-эстетического развития детей

We substantiate the relevance of the use of pedagogical design at different levels of education, including preschool, general, and higher education. It is noted that in order to ensure the development of future bachelors’ ability to organize the artistic and aesthetic development of pre-school children, taking into account the principles of pedagogical design, it is necessary to design and implement an educational discipline for bachelors of pedagogical education, the profile “Pre-school Education” – “Method of Artistic and Aesthetic Development of a Preschooler”. For this purpose, modern interpretations of the term “pedagogical design” are analyzed, and the stages of the ADDIE method of pedagogical design are studied. Pedagogical design is defined as the colla-borative process of developing a course using specific learning goals and pedagogical theories to define learning strategies, activities, and assessments to achieve the desired educational outcomes. It is revealed that pedagogical design uses design principles to promote student engagement and includes the development of structures, digital learning objects, and multimedia resources to im-prove the quality of teaching and learning. We disclose the conceptual and analytical stage of the pedagogical design of the course “Methods of Artistic and Aesthetic Development of a Preschoo-ler” taking into account Bloom’s taxonomy and knowledge types by L.W. Anderson and D.R. Krathwohl. The results of the survey of students are presented. It is noted that the use of pe-dagogical design is a promising direction that allows building mixed learning. It is established that the effective format of interaction between the teacher and the student in the framework of mixed learning will be Face-to-face driver, when the teacher gives the main volume of the educational plan in person and uses online training as an auxiliary.

Aprovechamiento escolar en aritmética: Objeto de aprendizaje en lengua de señas mexicana para sordos

El objetivo de este trabajo fue obtener evidencia de que se logra y favorece el aprovechamiento escolar, en específico en el área de la aritmética, con el empleo de un objeto de aprendizaje digital en estudiantes sordos que se comunican mediante la lengua de señas mexicana. Esto a través de una investigación de tipo cuantitativo experimental que consideró una muestra de 30 estudiantes de tercer grado de primaria en el municipio de Querétaro, México, quienes se distribuyeron en dos grupos: de control y experimental.
 El instrumento y los datos obtenidos se validaron mediante la prueba estadística parametrizada t-Student: el resultado fue de 95 % de intervalo de confianza. Además, se midió la confiabilidad de la prueba previa y la prueba posterior con el coeficiente de correlación de Pearson, y el aprovechamiento escolar se comprobó con el indicador estadístico de la ganancia normalizada de Hake. De esta manera, se concluyó que se favorece el aprovechamiento escolar con el uso de tecnología educativa. Se determinó que en el grupo experimental se observó una mejoría moderada en las operaciones de adición, sustracción, multiplicación y división de la aritmética, en comparación con las reportadas en el grupo de control. Finalmente, se recomienda la participación activa de las personas con déficit auditivo en la educación.

From cradle to grave: The life cycle of a digital learning object

Most librarians have probably experienced finding that a website they liked has disappeared, perhaps a video on YouTube, a tutorial, or even just an informative webpage. Sometimes the URL has simply changed, and the item can be found again. Other times the item has truly been retired. Without trying to track down the original creator or hosting body, we may never know exactly what happened nor why. Since we also place links to some of these items on our library webpages, disappearing websites create broken links or “link rot.” Librarians are also creators of some of these disappearing websites.

Effects of New Supportive Technologies for Blind and Deaf Engineering Students in Online Learning

Contribution: A redesign of the Moodle platform to adapt digital educational content [learning objects (LOs)] to the specific needs of students with disabilities. The approach, extendable to a range of disciplines, was empirically tested with blind and deaf engineering students. Background: Previous studies identified difficulties that blind and deaf students face in accessing digital content for learning. General guidelines and specific tools are available to help educators adapt digital content and existing learning platforms for access by students with varying abilities/capacities. Such tools are usually for a specific disability rather than a range of capacities, and few provide empirical evidence of effectiveness. Intended Outcomes: The engineering-related digital content adapted using the techniques described in this paper should enable blind and/or deaf students to use an oscilloscope, understand communication channels, and distinguish the different types of telecommunication networks. Application Design: The Moodle learning platform was adapted using existing e-learning accessibility standards so that digital LOs could be automatically presented in formats accessible to blind and/or deaf students. This model is extendable for other types of disabilities, helping educators adapt existing content for access by students with differing capacities. The teacher adds content (in non-auditory and non-visual formats to describe content otherwise inaccessible to deaf or blind students) and students upload reusable profiles/metadata describing their specific accessibility needs to connect to suitably adjusted content. Findings: Learning improvement with the adjusted platform was evaluated via multiple choice pre- and post-tests. Students' learning performance improved significantly across all groups: blind (45%), deaf (46.25%) and deaf-blind (87.5%).