Interactive Learning Objects Research Articles

Six Online Statistics Courses: Examination and Review

We extend George W. Cobb's evaluative framework of statistics textbooks to six online instructional materials that exemplify the diversity of introductory statistics materials available on the Internet. Materials range from course Web sites with limited interactive capabilities to courseware and electronic textbooks that make extensive use of interactive learning objects and environments. Instructional materials are examined in light of recent cognitive research that underscores the robustness of learning from examples, the importance of authentic problem solving in promoting knowledge in use and skill acquisition, and the use of feedback to maximize learning opportunities. Selected units that focus on statistical tools (measures of central tendency, simple linear regression, and one-way analysis of variance) are analyzed in terms of authenticity and diversity of examples, authenticity and cognitive complexity of exercises, and use of interactive learning objects and feedback. General conclusions and suggestions for future directions for online statistics instruction are presented.

WebCT and Its Growth as a Type II Application

Maddux, Johnson, and Willis mentioned in 1992 some “yet-to-be-developed types” that “have the potential to be Type II software if they are used in such a way that the user is given the ability to learn in new and better ways.” The authors of this paper will frame the discussion of learning management systems (LMS) around the concept of Type I and Type II applications of computers in education. We suggest that with the new trends of interoperability within WebCT, more researchers will accept WebCT as a potential Type II application. As more interactive learning objects are developed and shared on the WebCT format, it should be easier for instructors to create and teach courses that reflect the value systems expressed in the concept of Type II learning.

Vereinfachte Herstellung multimedialer radiologischer Lernobjekte mit dem Flash-Format

Evaluation of the applicability of the Flash Format for the production of radiological learning objects used in an e-learning environment. Five exemplary learning objects with different didactic purposes referring to radiological diagnostics are presented. They have been intended for the use within the multimedia, internet-based e-learning environment LaMedica. Interactive learning objects were composed using the Flash 5.0 software (Macromedia, San Francisco, USA) on the basis of digital CT and MR images, digitized conventional radiographs and different graphical elements prepared as TIFF files or in a vector graphics format. After a short phase of initial skill adaptation training, a radiologist author was soon able to create independently all learning objects. The import of different types of images and graphical elements was carried out without complications. Despite manifold design options, handling of the program is easy due to clear arrangement and structure, thus enabling the creation of simple as well as complex learning objects that provided a high degree of attractiveness and interaction. Data volume and bandwidth demand for online use was significantly reduced by the Flash Format compression without a substantial loss of visual quality. The universally compatible Flash Format offers an opportunity for the simple production of radiological learning objects that fulfill all relevant needs of modern internet based e-learning environments, such as interactivity, employment of multimedia and convertibility.

How to include visuals and interactivities in an educational computer graphics repository

The rising interest in repositories for educational material consolidates efforts of the diversified educational community. Developers, teachers, and designers have recognized the need for collaboration in order to create the best possible learning objects, and, moreover, to preserve and reuse them. In computer graphics (CG) education, a first step has been made with the CGEMS (CG Educational Material Server; SIGGRAPH’03, San Diego, California, USA, July 2003, http://cgems.inesc.pt) repository. Repositories typically lack in support for visual and interactive learning objects. Yet, they are an integral part of CG education. In this contribution, we discuss why it is so difficult to include visuals and interactivities into a repository and what we can do to support them in a better way. We start by reviewing the current state of learning technology and educational repositories, and translating their major concepts to CG principles. Components of our own courses will then illustrate the possible impact of great interactivity in CG education. We give hints on how to share them in a worldwide repository, propose repository metadata for interactivity and adaptability, and introduce visual scripting as a metaphor to communicate learning objects’ data, structure, and behavior.

Materiali e strumenti interattivi in rete telematica per la formazione iniziale in fisica degli insegnanti della scuola primaria

The initial teacher training in physics needs the integration of disciplinary skills with teaching/learning aspects in order to construct a contextualized role for instruments and methods. A teaching/learning project promotes personal involvement with the study of the topic and provides the opportunity to reflect at a disciplinary and professional level, in communities of practices. The initial training in physics for primary school teachers is a challenge, because they do not have a solid disciplinary bases and have difficulty in mastering disciplinary contents and strategies. We offered a plurality of tools, instruments and opportunities for educational activities in informal learning contexts. We implemented web environments with sources for discussions, and the re-elaboration of different contributions. The supports available for educational planning were multimedial sources for didactic activities, innovative proposals, and experimentation reports. In addition, we designed interactive Learning Objects (LO), usable on web for experiential training blended activities. The LO integrate laboratory experiences with a recollection and reflection on disciplinary knots involved. The trainees re-analysed on the web the graphs, which represent time evolution of quantities, describing the observed phenomena, and recorded in the classroom. They correlate the involved process and their representation, constructing the formalisation process. The first results show that LO are effective in the construction of contextualized disciplinary competencies.

Interaktive Lernobjekte zur Logistik

This paper provides an overview on freely accessible, interactive learning objects in the area of logistics. The authors focus on complex topics and concepts that become more comprehensible by working with multi-media based interactive learning objects.

Adaptability and interoperability in the field of highly interactive web-based courseware

Developing and managing Web-based courseware has become a well-understood process. We all know how to create educational content, including interactive Java applets, and deliver them via the Web. Working groups are currently drafting standards for organizing learning objects in digital libraries. The vision is clear: developers will share their modules within repositories, and educators will select the best-fitting modules for their own courses, just in time, just in place. This article examines related obstacles with interactive learning objects and outlines possible ways to overcome them. Even the creation of a single self-contained interactive module with didactical value is time consuming and expensive. Its use (and reuse) entails further requirements. Educators would like to adapt layout, appearance, or functionality to their curriculum. Learners would like to ask questions in discussion boards referring to specific configurations, and explore and share their own setups. How can we reuse highly interactive learning objects, particularly in terms of adaptability and interoperability? We review how reusable software components and a scripting architecture allow for creating interactive learning objects that are adaptable in all aspects and interoperable with other learning objects. Next, we discuss how we may enable developers, educators, and learners—respectively, a courseware's “community”—to share efforts and collaborate in getting highly interactive Web-based courseware off the ground. Authors may define and modify scripts using online wizards. We present a prototype script database that is rated, annotated, and extended by community members, and close with showcases in the areas of Computer Graphics and Visualization.