Interactive Learning Objects Research Articles

Design and implementation of 3D Web-based interactive medical devices for educational purposes

Medical devices play a crucial role in all diagnosis, care and treatment of patients and the number and variety of medical devices is huge and increasing annually. Healthcare professionals handle a wide range of devices every day. In this paper 3D Web-based interactive learning applications, which provide a helpful background, reminder and practical training to medical devices, have been developed. This article presents the production cycle of these interactive learning objects and the study conducted to measure the students’ perception of the objects’ effectiveness for learning. Three 3D Web-based interactive medical devices (sphygmomanometer, an electrocardiogram and a defibrillator) are described. Each of these applications introduces elements of interactivity with the learning content, and provides a practical training to the use of the medical devices. This e-learning package is aimed at all medical, nursing and allied healthcare professionals working in all healthcare settings and environments. It is also for all pharmacists in any environment and all community care workers in nursing and private healthcare settings. This training will also be useful to all staff working in a patient or patient supporting area, either someone new to the role or to a long standing professional as a reminder of best practice.

Semantic Web Technologies for e-Learning: Models and Implementation

Nowadays the web can serve as a perfect technological environment for personalized learning which is suggested by educators and based on interactive learning objects. While a range of technological solutions for the development of integrated e-learning environments already exists, the most appropriate solutions require further improvement of the implementation of novel learning objects, unification of standardization and integration of learning environments, based on semantic web services that are still in the early stages of development. The aim of the research is to create a model for the development of semantic learning objects, connect it with the architecture of the educational system for semantic learning object design and to present the experimental part of the model’s impact on the course design process. The paper presents the research with the main question on how to improve the e-learning course with semantic learning objects by exploring the application of learning object design approaches, usability, performing modern training facilities and the learning object design model based on semantic web technologies.

An Integrated View of Communicational, Educational and Technological Categories Applied to the Content Production for IDTV and Mobile Devices

The improvement of the Brazilian system of interactive Digital Television (iDTV) has amplified usage perspectives for television in the educational realm, due to new possibilities of interaction. Thus, there is a growing discussion over the development of educational content that will address the needs of this new reality. The present article describes concepts of the technological, communicational and educational categories in an integrated proposal for the definition of educational content for iDTV. An interdisciplinary team applies steps and resources of integration, having T-ViLO (Video interactive Learning Objects for Television) as a representation of the content developed. Results showed that the integration proposal led the professionals both to realize the integration among the elements in the T-ViLO production and to analyze this integration in the produced T-ViLO.

Objetos de aprendizagem interativos: participação e desempenho de estudantes de ciências

Devido à crescente presença das tecnologias digitais em atividades do dia-a-dia, relatos de seu emprego na educação têm sido feitas, no Brasil e no exterior. A criação e utilização de objetos educacionais cada vez mais interativos surgem como alternativas aos materiais didáticos comumente adotados na Educação a Distância como vídeo-aulas, textos e questionários. Visando contribuir com esse cenário, este trabalho apresenta resultados qualitativos e quantitativos de participação e de desempenho de estudantes do curso semipresencial de graduação em licenciatura em ciências, do convênio entre a Universidade de São Paulo e a Universidade Virtual do Estado de São Paulo, em atividades de aprendizagem online baseadas em objetos de aprendizagem interativos que simulam situações-problema. Dentre outros resultados, identifica quantitativamente a correlação existente entre participação e avaliação e entre desempenho e avaliação, e define diretrizes e estratégias para promover a utilização e avaliação destes recursos em cursos EAD e semipresenciais.

Using learning styles in learning objects: a case study in a colombian public university

Background: computer-programming courses aren’t easy to study. Some authors have studied the difficulties in learning programming to support developing learning materials for basic programming courses. In Colombia there is an approach to teaching programming using an active learning approach (Interactive Learning Objects – ILOs) as one of the components that reinforce their pedagogical model, by supporting the generation of high-level programming skills. Objective: we want to explore the possibilities of using Learning Styles and Team Learning to increase the learning levels of Computer Programming students. Methods: this study was applied outside of the classroom in order to encourage autonomous learning. To do this we’ll pick a sample and apply a series of comparative tests between research groups. Results: the objective was met by effectively showing that providing content based LS and team-based leaning can improve a student’s performance. The intervention group grades were better than those of the comparison group though they should be analyzed further to get a more accurate conclusion. Conclusion: This study will give us the chance to see whether the strategy can be applied to the Francisco de Paula Santander University students. Keywords: Active learning, informal learning, learning objects, learning styles, team-based learning

Teaching Sorting and Searching Algorithms through Simulation-based Learning Objects in an Introductory Programming Course

In this paper we present our experience in the development and use of interactive simulation-based Learning Objects (LOs) in an introductory course of programming. The focus of our research is on the teaching of one of the important topics in introductory courses of programming - Sorting algorithms and their programming implementation. The characteristics of the LOs developed and the scenarios used for their deployment are described. The results from the pilot study, discussed in the paper, demonstrate an increase of student interest and a level of understanding of the learning content.

Evaluation Models for Building Learning Content Management System (LCMS) in Riyadh City Universities

paper proposes evaluation model based Learning Content Management System (LCMS) in the university city of Riyadh. The survey was conducted literature and practical web development methodologies to determine the readiness of LCMS University in the city of Riyadh. Framework is evaluated by a valuation model of e-learning anti-hunger program, proposed by Francesco Colace in 2006. Evaluation model was evaluated four main features (management and collaborative approach, interactive learning objects management and adaptation of the path of education). Involves every feature, in their determination, some sub- features. The results of the evaluation model as follows: The sum of the weights of the framework proposed in management feature is 16.7/25, collaborative feature is 9/10, in the adaptive learning path is a 5.5/10 in interactive learning object is 5/5. Sum of the weights of all the features are 36.2/50. Then, the results were compared with each other. Weighs the sum of all of King Saud University and the University of Prince Sultan was 41. While the total weights of King Faisal University, IMAMU, YU and NAUSS was 40, 37.36 and 32, respectively. The evaluation process shows that the proposed framework satisfied with the objectives and tasks required for this work.

Deep Learning through Reusable Learning Objects

The use of an interactive reusable learning object is important in on-line learning environments, especially for complex theoretical constructs. A reusable learning object can re-enforce student learning throughout their degree program and thus facilitate the learning process. A case study of the use of educational technology in an on-line MBA program demonstrates an effective way to apply educational technology to weave the learning throughout the student’s degree program and thus improve student learning outcomes. This paper will provide evidence of improvements in the student learning and the process used to develop the reusable learning object.

Design and use of a learning object for finding complex polynomial roots

Complex numbers are essential in many fields of engineering, but students often fail to have a natural insight of them. We present a learning object for the study of complex polynomials that graphically shows that any complex polynomials has a root and, furthermore, is useful to find the approximate roots of a complex polynomial. Moreover, we present several applications of this learning object: study of several transformations in the plane, the problems appearing in numerical analysis concerning roots of complex polynomials with the same modulus or whose multiplicity is greater than 1, the continuity of the roots depending on the coefficients of the polynomial and the study of a classical curve. Interactive learning objects can improve the students' ability, if in addition, they are under suitable guidance.

Wandering: A Web-based platform for the creation of location-based interactive learning objects

Wandering is an innovative web-based platform that was designed to facilitate outdoor, authentic, and interactive learning via the creation of location-based interactive learning objects (LILOs). Wandering was integrated as part of a novel environmental education program among middle school students. This paper describes the Wandering platform's structural architecture and an evaluation study that was conducted among grade nine students (N = 102) who participated in the innovative educational program. Our goal was to examine students' learning outcomes and experiences while creating LILOs' and providing comments. Findings indicated high motivation among students to use Wandering, not only for completing their school assignment, but also for contributing to the community. Despite the fact that the tagging and commenting tools could have been used more efficiently by students, more than one third of the LILOs received an excellent grad. In addition, our findings indicated that Wandering is a good platform for enhancing 21st century skills, including: engagement with others, personalization, control release, and change adaption.

Re-Purposeable Learning Objects Based on Teaching and Learning Styles

The interactive, multimedia learning object has become an important part of high quality online education. The cost of producing such learning objects can be prohibitive. Re-purposeable learning objects made with learning object templates allow instructors with little or no programming experience to produce highly interactive and immersive learning objects. These learning object templates are based on key styles of teaching and learning and can be used to create and customize new learning objects within those styles, without creating new source code. The templates allow instructors to create learning objects simply by inserting text, and media (images, movies, etc.) because they closely mimic specific teaching strategies.

Interactive Multimedia Learning Object (IMLO) for Dyslexic Children

Dyslexia is a type of Specific Learning Disability (SLD). Dyslexia individuals usually have a poor -short-term memory, difficulties with directional orientation, reading, spelling, writing, and numeracy problem. With the use of instructional technology and Information Technology, intervention for dyslexia is possible. In this study, the researchers try to conduct a usability testing on using Interactive Multimedia Learning Object (IMLO) amongst dyslexic children. The objective of this paper is to develop an Interactive Multimedia Learning Object and test its usability amongst dyslexic children. In this study quali tative approaches were used. The subject is dyslexic children. Preliminary survey was set up amongst three dyslexic children performed tasks using the prototype being tested. Usability testing was used to evaluate IMLO and this study reveals how the learning object supports the learning process of dyslexic children. The research instruments used are the prototype of learning object, observationlists, interviews and video recording. Observations through playback have been done. To obtain more inputs, interview to the teachers were also done. The result of responds in using IMLO was found good. The study also revealed that there was evidence that the dyslexic children enjoyed learning using IMLO. The researchers believe that IMLO can be used as effective teaching materials for dyslexic children. Following this study, the researchers will look into more opportunities in improving the IMLO prototype.

A ubiquitous system supporting game-based inquiry learning

This study incorporates the strategies of inquiry and games to achieve ubiquitous learning on mobile devices equipped with an Radio Frequency Identification (RFID) reader. From the infrastructure aspect, communication and cooperative learning are supported by mobile technology, GPS and GIS. From a learners' viewpoint, the game-based inquiry learning theory is used to design the guiding activities. Finally, from the aspect of learning resources, interactive learning objects are designed to enhance motivation and interest in learning. Assessing the performance of the proposed system, a questionnaire analysis is conducted. Findings show that the research scale is highly reliable and that all assumptions made are valid.

Using Interactive Simulation-Based Learning Objects in Introductory Course of Programming

Abstract Often students in undergraduate courses in programming have some problems with the transition from concrete to abstract thinking and the understanding of basic concepts of algorithms and programming. In this paper we present our experience in the development and use of interactive simulation-based learning objects (LOs) in an introductory course of programming. The pilot study showed that LOs helped the student to understand easier learning content and increased the students’ motivation regarding the course “Introduction to Programming”.

Development and Evaluation of an Interactive Virtual Learning Object on the Diagnostic Reasoning in Nursing Applied to Preterm Newborns

The virtual learning object was organized in modules, consisting of a presentation, image gallery, theoretical content about Nursing Diagnosis in Neonatology, automatic presentations of clinical cases of preterm newborns at the neonatal intermediate care unit, and simulation exercises of clinical cases of preterm newborns. Face and content evaluations of the virtual object regarding the aspects related to presentation, organization, use and overall impression were performed by experts in computer science (12) and nursing (31). All items received positive evaluations by over 80% of the evaluators, except for the information density criterion on the evaluation by computer science experts. The product is considered adequate to be used for students and continuous education in nursing, in the pedagogical framework of problem-posing.

Interactive Tools to Learn Basic Concepts of Nonlinear Systems Linearization Through a Case Study

An on-going project is being developed to obtain a suite of interactive learning objects composed by graphical interactive applications plus simple learning cards to cover the complete contents of an introductory control system course. This paper deals with one set of interactive tools belonging to that suite devoted to facilitate the learning of concepts related to linearization and control of nonlinear systems (from nonlinear physical models to linear models) using a tank system as case study.

Comprehensive Evaluation of Learning Objects-Enriched Instructional Environments in Science Classes

Although there are many studies focusing on usefulness of learning objects, only a few studies investigated possible effects of learning objects at the middle-school level. Thus, the purpose of this study is to examine the effects of learning objects-enriched instructional settings on 7th grade students’ achievements, retentions, attitudes, and motivations in the science class as well as their perceptions towards the course. Learning objects regarding the unit of structure and features of matter were placed into the Learning Management System, Moodle, which was accessible by science teachers of the participants. Almost all subjects pointed out that they preferred such teaching method hereafter because of its positive effects on their learning and remembering. The interactive and challenging learning objects, particularly the ones containing games, simulations, and questions, were identified as more beneficial by both teachers and students.

Abdomen and Pelvis Interactive Learning Objects (Out of Print)

OPEN ACCESSOctober 26, 2011Abdomen and Pelvis Interactive Learning Objects (Out of Print) Holly Ressetar, PhD, Edwin Allen, MA, Elizabeth Walker, PhD, Barbara Kraszpulska, PhD, Heather Billings, PhD Holly Ressetar, PhD West Virginia University School of Medicine Google Scholar More articles by this author , Edwin Allen, MA West Virginia University School of Medicine Google Scholar More articles by this author , Elizabeth Walker, PhD West Virginia University School of Medicine Google Scholar More articles by this author , Barbara Kraszpulska, PhD Wright State University Google Scholar More articles by this author , Heather Billings, PhD West Virginia University School of Medicine Google Scholar More articles by this author https://doi.org/10.15766/mep_2374-8265.7866 SectionsAbout ToolsDownload Citations ShareFacebookTwitterEmail Abstract Introduction: This is a collection of 34 self-test exercises related to the anatomy of the abdomen, urinary, and reproductive systems. All learning objects are interactive, requiring learners to process information and make decisions. These are intended to accompany undergraduate anatomy courses and be used by instructors and students in premedical, predental, nursing, and other healthcare-related curricula. Methods: For each area of anatomy, students may select from a range of exercises including short-answer, matching, and multiple-choice questions. The modules use Flash software to enable a high level of learner interaction with the content, such as the ability to drag-and-drop anatomical structures on line drawings, and checkboxes with structure names for anatomical structure identification on dissected cadavers. In addition, learners may navigate through an abdomen and pelvic case study that requires student feedback in order to progress through the cases. Immediate feedback is provided to the learner upon selection of a structure in order to reinforce the learning. Results: Although no formal study of effectiveness has been conducted, anecdotal evidence indicates that students value and appreciate the interactive learning modules. Discussion: The module successfully achieves true interactivity in the educational context, as it both challenges learners to cognitively process basic science information in order to make a decision, and provides immediate feedback about that decision. The Adobe Flash plug-in was chosen as the deployment tool because it was ubiquitous across computer platforms, suitable for the development task, and the necessary expertise was available. Educational Objectives By the reviewing these modules, learners will be able to: Understand the structures of the digestive system and its relationships among the organs.Understand the structures of the urinary system and its relationships to other abdominal and pelvic organs.Understand the structure of reproductive organs, including prenatal development and positions of gonads, pregnancy-related anatomical changes, stages of parturition, as well as normal adult structures. Sign up for the latest publications from MedEdPORTAL Add your email below FILES INCLUDEDReferencesRelatedDetails FILES INCLUDED Included in this publication: Abdomen & Pelvis Learning Objects folder To view all publication components, extract (i.e., unzip) them from the downloaded .zip file. Download editor’s noteThis publication may contain technology or a display format that is no longer in use. CitationRessetar H, Allen E, Walker E, Kraszpulska B, Billings H. Abdomen and Pelvis Interactive Learning Objects (Out of Print). MedEdPORTAL. 2011;7:7866. https://doi.org/10.15766/mep_2374-8265.7866 Related Abdomen and Pelvis Interactive Learning Objects (Out of Print) Thorax Interactive Learning Objects (Out of Print) Upper Limbs Interactive Learning Objects (Out of Print) Copyright & Permissions© 2011 Ressetar et al. This is an open-access article distributed under the terms of the Creative Commons Attribution-NonCommercial-No Derivatives license.KeywordsPregnancyDigestionParturitionPrenatal DevelopmentPelvisAbdomenGonadsAbdominal Cavity Disclosures None to report. Funding/Support None to report. Prior Presentations Walker E, Kraszpulska B, Allen E, Gomes A. Health sciences e-education: teaching virtual anatomy labs. Peer reviewed and presented at: Fourth Pan Commonwealth Forum on Open Learning; October 30 - Novevmber 3, 2006; Ocho Rios, Jamaica. Walker ER, Kraszpulska B, Altemus J, Allen E, Klinkhachorn P, Ressetar H, Beresford W. Virtual anatomy labs for pre-professional health sciences students. Poster presented at: American Association of Anatomists; April 2007; Washington, DC. Loading ...

Outcomes from building system courseware for teaching and testing in a discipline-based human structure curriculum

This study investigated the educational benefits of system-based lecture notes and interactive learning objects in a peripheral nervous system component of a traditional first-year medical school human anatomy course. The impetus for the investigation was anecdotal evidence suggesting enhanced learner satisfaction with the learning resources. Retrospective review of existing data from 2006 to 2009 was undertaken to quantify (1) the effects of Web-based system courseware on examination item performance, and (2) differences among learner opinions regarding the benefit level of the five different types of interactive learning objects as evaluated by instructional design questionnaires. Interactive patient-based case studies (IPCS) and review games (Games), simulated interactive patients (SIP), flashcards, and unit quizzes (Quizzes) developed in-house have been peer-reviewed and published in MedEdPORTAL. Statistics included one-way analysis of variance, Tukey's post hoc test, and power meta-analysis (d). Examination item analysis scores remained significantly higher (P ≤ 0.05; d = 0.3938) for learners receiving the instructional treatment incorporating system-based lecture notes and interactive learning objects than for those not receiving this treatment. Using questionnaires with a five-point Likert scale, students reported favorably on the benefit level of all learning objects. They rated the SIP and IPCS significantly higher (P ≤0.05) and games significantly lower (P ≤ 0.05) than in previous years, indicating a change in learner preferences. This study reaffirms that online system-based instructional techniques improve student examination performance and overall student satisfaction. Learners indicated stronger preferences for SIP and IPCS over exercises encouraging passive memorization of anatomical content.

I've lost my identity – oh, there it is … in a style manual

Purpose – The purpose of this paper is to share the process that Northwest Missouri State University B.D. Owens Library uses to decrease plagiarism including citation style guides, academic honesty and plagiarism tutorials, online movies, and interactive learning objects that teach citing, which can be used or adapted by other libraries in both online and on‐ground information literacy instruction environments.