Design Of Learning Objects Research Articles

How to design and use learning objectives in clinical teaching

How to design and use learning objectives in clinical teaching

Learning content design and learner adaptation for adaptive e-learning environment: a survey

This paper presents a survey about learning content designs and various adaptation levels, in order to adapt the learners' necessities in e-learning environment. Normally, learners have different learning styles, cognitive traits, learning goals and varying progress of their learning over period of time, which affects the learner's performance while providing the same bundle of course to all learners. Hence, there is a need to create adaptive e-learning environment to offer appropriate learning content to all individuals. In general, the adaptation can be done based on learners' characteristics. Here, we explore the adaptation that can be done, not only based on learner context parameters but also on the learning content (learning object) and the configuration of e-learning environment. In this paper, we provide a detail review about the various levels of adaptation, learning object design and process for learning content design, learner context parameters, and models/components of e-learning; moreover, we analyze and portray the associations among the components, necessary to achieve the well-defined adaptation in e-learning environment.

Diseño de objetos de aprendizaje para comunicación, mercadeo y artes

El presente artículo pretende establecer, desde una perspectiva educomunicativa, algunos factores que intervienen en el análisis del diseño instruccional de los objetos de aprendizaje para programas académicos en las áreas del mercadeo, la comunicación y las artes. Busca determinar los elementos de la teoría constructivista y el enfoque de competencias que se podrían implementar en el diseño de este tipo particular de materiales educativos digitales y establecer lineamientos sobre las didácticas propias de este tipo de programas en el caso puntual de la Institución Universitaria Politécnico Grancolombiano de Bogotá (Colombia).n.

Design of learning objects for concept learning: effects of multimedia learning principles and an instructional approach

Literature suggests using multimedia learning principles in the design of instructional material. However, these principles may not be sufficient for the design of learning objects for concept learning in mathematics. This paper reports on an experimental study that investigated the effects of an instructional approach, which includes two teaching techniques – (a) variation theory and (b) representations of subject matter – on the design of learning objects for secondary school algebra concept learning. The results of this study showed that the experimental group performed significantly better than the control group on algebra learning achievement. The results also showed that only the experimental design with the addition of the instructional approach resulted in higher-order mathematical thinking skills and improved procedural skills of the students. Further analysis reveals that concept learning was simplified when multimedia learning principles were applied and the information was presented by the instructional approach.

Development of an Instructional Learning Object Design Model for Tablets Using Game-based Learning with Scaffolding to Enhance Mathematical Concepts for Mathematic Learning Disability Students

This study aimed to develop an instructional Learning Object design model for tablet using game-based learning with scaffolding approach to enhance mathematical concept for learning disability students. This article reported on phase one of the study by synthesizing the literature in relating to the instructional design models, LO for tablet, game-based learning and scaffolding approach, mathematical concept, and mathematics learning disability. The framework was presented in five elements along with 10 respective steps: 1) feasibility evaluation, 2) project planning, 3) need analysis, 4) functional analysis, 5) objective elimination, 6) identifying terminal objectives, 7) design, 8) develop, 9) implement, and 10) evaluation

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.

Learning Objects and Geometric Representation for Teaching “Definition and Applications of Geometric Vector”

Often during the teaching of mathematics, students have difficulties to understand some abstract concepts. That's why it is necessary to show the student the concepts as clearly and definitely as possible. The proposal of this project is a teaching strategy. It is the use of Geometric Representation integrated Learning Objects for the internalization of concepts. The research process involves the design, development, and evaluation of Learning Objects and how it promotes understanding of the contents of the topic “Real Geometric Vectors and their application”. At the beginning of this article are the context and the latest research concerning to this project. Then an overview of the theoretical framework that supports this work is shown. Finally, the paper describes the methodology used in the project, results of data, expected contributions and conclusions.

3D Printed Tactile Learning Objects: Proof of Concept

Image-based learning objects produced today are primarily designed for the virtual world and are not easily accessible to blind or visually impaired students. The opportunity to 3D print images from disciplines such as anatomy, histology, cell biology, astronomy, and geology has opened new vistas for the construction of tactile learning objects made for the real world rather than the digital world. This paper provides a “proof of concept” for the idea of more widespread production of tactile learning objects mirroring the design of virtual learning objects, especially in STEM (science, technology, engineering, and math) disciplines where there is heavy use of images from microscopes, telescopes, and satellites. Evidence promoting the production of 3D printed braille is also provided. It is further suggested that many virtual learning objects may need to be redesigned using 3D printing so they may be made touchable for a more complete tactile learning experience.

Designing Learning Objects for a Computer Science Course: Are There Any Effects on Developing Practical Skills and Professional Interests among Students of Computer Department, Faculty of Education, University of Dammam?

This research aims at investigating the effectiveness of Designing Learning Objects for the Course “Basics of Communications and Networks” according to Wiley’s Model on Developing Practical Skills(PS) and Professional Interests(PI) among Students of Computer Department, Faculty of Education at Jubail, University of Dammam, KSA to get the answer to the major question: Are there any effects on developing practical skills and professional Interests? The research implemented the experimental research method in a quasi-experimental control group with pretest-posttest design. The sample was purposive one, consisted of (54) subjects from two sections of female students of those enrolled in the course during the first semester of the year 2012-2013 in the Faculty of Education at Jubail. The two sections were randomly assigned to the two groups: experimental group (27) and control group (27) students. Two research hypotheses were formulated to answer the major question. The Course “Basics of Communications and Networks” was developed using eLearning Objects (LO) according to Wiley’s Model through a practical/or operational model, and then refereed. Two research tools: Observation Checklists of practical skills (OCPS), and Professional Interests Test (PIT) were developed and validated thru refereeing. The experimental group learned through the eLearning Objects Design (Treatment) of the course while the control group learned through the regular teaching method of that course. The two research tools: OCPS and PIT were implemented before and after the experiment for both groups. Data were processed and then analyzed using SPSS package and the two hypotheses were tested. Results showed a statistically significant difference between the two means of the experimental group and the control group for the experimental group in OCPS for the experimental group, while there was no statistically significant difference between the two means in PIT. So, the answer of the major question: that there were Effects of designing eLearning Objects on Developing Practical Skills, while no effects on developing Professional Interests among Students of Computer Department, Faculty of Education. Some recommendations as well as some suggestions for future research, based on this research results were provided.

Video game learning dynamics: Actionable measures of multidimensional learning trajectories

AbstractValid, accessible, reusable methods for instructional video game design and embedded assessment can provide actionable information enhancing individual and collective achievement. Cyberlearning through game‐based, metaphor‐enhanced learning objects (CyGaMEs) design and embedded assessment quantify player behavior to study knowledge discovery and application. CyGaMEs is grounded by analogical reasoning theory, cognitive task analysis and knowledge representation. A construct representation argument for validity using evidence‐centered design warrants CyGaMEs, its web‐based learning environment, Selene: A Lunar Construction GaME, its embedded assessment, and a learning dynamics approach to student, measurement and statistical models. Two studies (US volunteers, Study 1: n = 267, mean (M)age = 15; Study 2: n = 90, Mage = 12) cross‐validate learning dynamics (learner progress, rate of progress and changes in that rate) for Selene's multidimensional goals while players learn and apply standard‐based science about fundamental geology and space science concepts. Gameplay data analyzed using regression, calculus and hierarchical linear modeling exhibit overall relatively high standardized rates of progress toward each goal statistically higher than zero. For example, adjusting for nesting within individual players, average rate of progress toward the goal of accreting lunar mass is a z‐score of 1.4 (99% confidence interval = 1.40lower, 1.48upper) or 1.4 standard deviations above zero.

Learning Object Design and Development in Folklore Education Using Web 2.0 Tools

This paper refers to the design and development of learning objects in folklore education using available Web 2.0 technologies, in order to effectively address teaching folk culture in a classroom. More specifically, the role of learning objects as enriching digital resources in e-books is presented along with their role as learning assets that can function independently in the learning process. Moreover, learning objects are classified based on their characteristics either as simple learning objects, namely learning assets, or as complex learning objects in which case they constitute learning resources. At the same time we make a reference to learning objects with educational learning object metadata in accordance with international standards. The paper focuses on a) the development of learning objects in folklore teaching using web 2.0 tools in the context of enriched e-book creation («digital school» framework), b) the implementation of worksheets as part of ICT-enhanced teaching scenarios in folklore teaching along with their interconnection with appropriate learning objects as enriching digital resources. DOI: 10.5901/mjss.2013.v4n11p104

Student-Centered Learning Objects to Support the Self-Regulated Learning of Computer Science

The most current computing curriculum guidelines focus on designing learning materials to prepare students for lifelong learning. Under the lifelong learning paradigm, students are responsible for controlling and monitoring their learning processes. This undoubtedly includes the ability to choose suitable learning materials. Correspondingly, instructional paradigms are shifting from teacher-centered to more student-centered models that require students to be self-regulated learners. On the other hand, recent trends in learning materials’ instructional design focus on moving toward the concept of Learning Object-based instructional technology. A learning object is a unit of instruction with a specific pedagogical objective that can be used and reused in different learning contexts. Designing learning objects to support students in their self-regulated learning is not an easy task due to the lack of underlying pedagogical frameworks. It is difficult to find learning objects related to students’ specific preferences and requirements. In this study, a number of learning objects are designed to support the self-regulated learning of programming languages concepts based on the theory of learning styles. Students’ interactions with these learning objects are managed using an online learning object repository. The repository helps students identify their preferred learning styles and find the relevant learning objects. The results of the evaluations of these learning objects revealed that students perceive them to be easy to use and effective in supporting their learning about different programming languages concepts.

Gestión de objetos de aprendizaje a través de la red, basado en el desarrollo de competencias

Hoy en día existen una gran cantidad de bibliotecas virtuales y repositorios de recursos en general, donde es posible acceder a diverso tipo de información, destinado a múltiples áreas de conocimiento. 
 Uno de esos tipos de información corresponde a los Objetos de Aprendizaje (OAs), los cuales a través de sus metadatos pueden ser localizados y recuperados según necesidades educativas específicas de los usuarios. 
 Los objetivos educativos están claramente orientados al desarrollo de competencias, por tanto, es importante tener en cuenta materiales que puedan potenciarlas. Debido a la caracteristica de los OAs, como unidades independientes que puedan ser reutilizadas, se propone un modelo de diseño que oriente la creación de estos recursos según niveles de conocimiento necesarios para el desarrollo de competencias.
 Para promover la búsqueda de estos recursos en base a niveles de conocimiento, se presenta una propuesta para su catalogación a través de metadatos, que considere además de los niveles de conocimiento, su clasificación por competencias.

Digital content creation: A global view on curriculum design

Digital content creation: A global view on curriculum design

Promoting quality during learning-object management through experts and users

Like any digital resource, learning objects are managed in different stages: design, creation, delivery and evaluation. However, it is not very clear how their quality can be strengthened to obtain optimum functionality. This means that there is no clear definition as to the stages in which learning objects need to be evaluated and neither are there any specific models that can help in the design of learning objects to meet different kinds of targets and tools for their evaluation. This paper presents a proposal for learning objects design and evaluation during their management in the four stages proposed by the context, input, process, and product (CIPP) model.

Dimensions of Culturally Sensitive Factors in the Design and Development of Learning Objects

Normal 0 false false false Abstract: Open educational resources (OERs) are designed to be globally reusable. Yet comparatively little attention has been given to the cultural issues. This paper addresses the issue of culturally sensitive factors that may influence the design of reusable learning objects. These influences are often subtle and hard to manage. The paper proposes a structured approach to explore and organise the culturally sensitive factors that are likely to be encountered in terms of four major dimensions. These dimensions serve to articulate and classify the large and diverse literature on cultural differences into a manageable format. This provides a basis to address the cross-cultural issues during the process of the design and development of open educational resources (OERs).

Mobile Learning: An Application Prototype for AVL Tree Learning Object

The rapid growth of mobile phone technologies encourages many researchers to explore, design and develop mobile learning applications for tertiary students. In computer science related disciplines, students always find computer science concepts as complex, abstract, and esoteric subject. Hence, we have seen the number of students enrolled for computer science related programs has decreased lately. Current delivery methods for computer science concepts are found not to be interesting to the students. This project focuses on the design and development of an AVL tree learning object for tertiary students by utilizing current mobile phone features such as mobility, multimedia capability and connectivity. Our approach is to incorporate video clips in presenting the algorithm systematically. With this mobile learning application, student could learn at his or her own pace, anywhere anytime. This application intends to complement the current traditional classroom and e-learning systems. Initial testing has shown that a well-presented video clip of AVL tree concept that delivered through mobile phone has a great potential to promote and enhance learning process.

The development of M-LODGE for training instructional designers

Multimedia Learning Object Design Guidelines (M-LODGE) is a unique set of standardised procedures in designing multimedia learning objects comprising of POCIMPA – planning (P), learning outcome (O), content (C), ideas (I), method (M), practice (P) and assessment (A). The creation of the guideline was initiated due to the absence of standardized procedures in the content design of the learning object design. The purpose is to develop guidelines for the Instructional Designers (IDs) to aid them in the process of content analysis and produce design plan for multimedia learning objects. This is a case study involving interviews with experts and literature reviews to derive data for the guidelines. Apart from M-LODGE, a content design document was also developed to enable IDs to document content design process. The interview with IDs indicated that the guidelines and content design document have saved their time and effort spent in the decision making process during the learning object design. © 2010 Published by Elsevier Ltd.

The potential for adaptable accessible learning objects: A case study in accessible vodcasting

<span>With the rapid development of wireless networks and mobile technologies and the increasing adoption of mobile learning, the need for 'anywhere, anytime and any device' access to information becomes more evident. This has influenced the design of learning objects. The small but developing literature on vodcasting indicates its potential as an effective learning resource for use in education. This paper explores the use of vodcasting in terms of accessibility and, through a specific use case, investigates the adaptations required for existing learning objects delivered as vodcasts (videos downloaded to an MP3 player). The case study is examined in the context of a larger research initiative which aims to contribute to the requirements specification for the development of an adaptable learning object authoring tool, and suggests a learning object adaptation service which allows for flexibility and personalisation to learners' needs and preferences. Detailing the theoretical aims, design, implementation and evaluation of the project, the paper supports the argument for the educational use and value of vodcasting, but also highlights potential limitations and problem areas.</span>

Remembering Math: The Design of Digital Learning Objects to Spark Professional Learning

This article describes how the design of digital learning objects can spark professional learning. The challenge was to build learning objects that would help experienced special education teachers, who had been teaching in math classes, to demonstrate their proficiency in middle and secondary school mathematics on the PRAXIS examination. While the learning sciences have focused on questions of learning new knowledge, the context of how adults recover information they had once studied has received less theoretical attention. The authors' thesis is that a central aspect for helping students to remember content they once learned is to uncover areas of ‘conceptual breakdown’ in ordinary math problems. Their theory is that the phenomenon of conceptual breakdown is different for remembering knowledge than for learning new knowledge. Remembering math involves reassembling misplaced, broken or fragmented conceptual knowledge once learned in school. The design of learning objects allows us to determine which aspects of PRAXIS-type questions highlight conceptual breakdown, and leads us to build learning objects that would help learners reassemble prior concepts to improve capacity to solve similar problems. This article reports on a design-based research investigation to build, implement and assess a series of math learning objects for adult learners. Twelve web-based learning objects were built over the course of 2 years, and tested with 59 adult learners. The authors discuss how the collaborative design process was structured to elicit the breakdown points present in typical math problems; describe an assessment process that produced pre- and post-learning results; and comment on how the design process illustrated their theory of adult math learning recovery and on the prospects for designing learning objects for adult learners.