Implementation Of Learning Objects Research Articles

PENGEMBANGAN BAHAN AJAR MENULIS ILMIAH BERBASIS KETERAMPILAN 4C DI PRODI PENDIDIKAN BAHASA INDONESIA UNIVERSITAS BILLFATH,

Teaching materials are the most basic thing to help the implementation of learning objectives. Likewise with the Scientific Writing Techniques Course in the Indonesian Language Education Study Program, FKIP, Billfath University there are no special teaching materials provided by lecturers, this is the reason for this research. The aims of this study include how to develop 4C skills-based Scientific Writing teaching materials, and to determine the feasibility of using 4C skills-based Scientific Writing teaching materials. The development model used is ADDIE development. The stages are (1) analysis, (2) design, (3) planning, (4) implementation, and (5) evaluation. Data collection was carried out using a validation sheet. Data analysis techniques use qualitative analysis by describing. The results of the study stated that Scientific Writing teaching materials were suitable for use based on the results of the validation which contained aspects of: (1) the feasibility of the content of the material, (2) the feasibility of presentation, (3) the feasibility of language, and (4) the feasibility of graphics.

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.

The Model for Learning Objects Design Based on Semantic Technologies

The paper presents a comparison of state of the art methods and techniques on implementation of learning objects (LO) in the field of information and communication technologies (ICT) using semantic web services for e-learning. The web can serve as a perfect technological environment for individualized learning which is often based on interactive learning objects. This allows learners to be uniquely identified, content to be specifically personalized, and, as a result, a learner’s progress can be monitored, supported, and assessed. While a range of technological solutions for the development of integrated e-learning environments already exists, the most appropriate solutions require further improvement on implementation of novel learning objects, unification of standardization and integration of learning environments based on semantic web services (SWS) that are still in the early stages of development. This paper introduces a proprietary architectural model for distributed e-learning environments based on semantic web services (SWS), enabling the implementation of a successive learning process by developing innovative learning objects based on modern learning methods. A successful technical implementation of our approach in the environment of Kaunas University of Technology is further detailed and evaluated.

Applying Multimodal Discourse Analysis to Learning Objects' User Interface

This article presents a framework of semiotic analysis that could be used for interpreting learning objects. Many learning objects are multimodal representations that aim at servicing specific educational objectives. Consequently, an urgent need arises to know what kind of meanings these representations produce and what kind of pedagogic relationships are shaped between students and them. Taking a concrete learning object as an example, we deploy a sample of multimodal discourse analysis in order to elucidate these issues. Finally, we conclude with a few thoughts about the possibility of elaborating such a framework in relation to the effective design and the implementation of learning objects.

Some Quality Considerations in the Design and Implementation of Learning Objects

Some Quality Considerations in the Design and Implementation of Learning Objects

Promises and pitfalls of learning objects

Learning objects (LOs), generally understood as digital learning resources shared through the Internet and reused in multiple learning contexts, have aroused worldwide enthusiasm in the field of educational technology during the last years. Although LOs and LO systems offer tremendous possibilities to improve educational practices, there are many theoretical problems and practical shortcomings which are usually neglected. In this article we introduce the promises of cost‐effectiveness, reusability, modifiability and adaptability associated with LOs. Then we critically look at the problems underlying the LO approach, and provide our own alternative interpretation of LOs as useful elements of meaningful learning environments. Because of their flexible nature, LOs and LO systems can be used to support a variety of learning theories and instructional strategies—both sophisticated and reductionist ones (Parrish, 2004). LOs per se are not necessarily pedagogically functional or non‐functional, but their pedagogical value is determined through their context of use. The implementation of LOs requires a sound pedagogical grounding, and we argue that only by using LOs according to the principles of contemporary learning theories can their promises be fulfilled.

The Development and Implementation of Learning Objects in a Higher Education Setting

An international association advancing the multidisciplinary study of informing systems. Founded in 1998, the Informing Science Institute (ISI) is a global community of academics shaping the future of informing science.

Applying principles of instructional design to a medical school course in psychiatry.

Modern principles of instructional design were applied by the authors to an undergraduate medical school course in psychiatry with extremely promising results. The authors presented a description of the program design and instructional techniques to second-year medical students, emphasizing in a specific way the development and implementation of learning objectives. It was found that these instructional methods led both to increased perceived learning and greater actual learning.