To see the other types of publications on this topic, follow the link: Digital education resource.
Journal articles on the topic 'Digital education resource'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Digital education resource.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Carolan, K., J. Verran, M. Amos, M. Crossley, J. Redfern, N. Whitton, and D. Louttit. "SimFection: a digital resource for vaccination education." Journal of Biological Education 53, no. 2 (May 24, 2018): 225–34. http://dx.doi.org/10.1080/00219266.2018.1469534.
Full text
2
Zahay, Debra, David Altounian, Wesley Pollitte, and Juli James. "EFFECTIVE RESOURCE DEPLOYMENT IN DIGITAL MARKETING EDUCATION." Marketing Education Review 29, no. 3 (December 24, 2018): 182–92. http://dx.doi.org/10.1080/10528008.2018.1555000.
Full text
3
Wannapiroon, Panita, Prachyanun Nilsook, Nutthapat Kaewrattanapat, Naphong Wannapiroon, and Wera Supa. "The Virtual Learning Resource Center for the Digital Manpower." International Education Studies 14, no. 9 (August 22, 2021): 28. http://dx.doi.org/10.5539/ies.v14n9p28.
Full textAbstract:
This research aims to develop the models of Virtual Learning Resource Center (VLRC) for the digital manpower. The results of the research are that: 1) The VLRC development process consists of 5 steps: requirements analysis, planning and designing, prototyping and testing, implementing and monitoring, and evaluation and reporting. 2) The VLRC for the digital manpower consists of two models: 2.1) the physical learning resource, which is a physical space that the learner can actually touch. It can be divided into 5 categories: location-based learning resources, human-based learning resources, material-based learning resources, equipment-based learning resources, and event-based learning resources; and 2.2) the digital learning resource, which is a virtual space that learners can access through information and communication technology tools. It can be divided into 5 categories: search engine and translator’s tools, management and storage tools, distance learning tools, content creation, presentation and dissemination tools, social networking and online learning communities’ tools. 3) The goals of VLRC development are learning to know, learning to do, learning to live together, and learning to be.
4
Baptiste, Yvonne M., Samuel Abramovich, and Cherylea J. Browne. "Measuring the value of a digital supplemental resource." Advances in Physiology Education 45, no. 4 (December 1, 2021): 685–93. http://dx.doi.org/10.1152/advan.00080.2021.
Full textAbstract:
Supplemental resources in science education are made available to students based on the belief that they will improve course-based student learning. This belief is ubiquitous, with supplemental resources being a traditional component of physiology education. In addition, the recent large-scale transition to remote learning caused by the Covid-19 pandemic suggests an increased relevance and necessity of digital versions of supplemental resources. However, the use of a supplemental resource is entirely dependent on whether students view it as beneficial. If students in a specific course do not perceive a supplemental resource as useful, there is little reason to believe the resources will be used and are worthy of investment. Consequently, measurement of student perception regarding the effectiveness of any digital learning tool is essential for educators and institutions in order to prioritize resources and make meaningful recommendations to students. In this study, a survey was used to determine student perceptions of a digital, supplemental resource. Quantitative methods, including exploratory factor analysis, were performed on data collected from the survey to examine the dimensionality and functionality of this survey. The findings from this study were used to devise an improved, standardized (i.e., reliable and valid) survey that can be used and adapted by physi3ology researchers and educators to determine student perception of a digital supplemental resource. The survey, with known construct validity and internal reliability, can provide useful information for administrators, instructors, and designers of digital supplemental resources.
5
Arcia, Adriana, Samantha Stonbraker, and Eva Rose Asaan Warner. "Continuing Education Module—Information Needs and Information-Seeking Processes of Low-Income Pregnant Women in Relation to Digital Maternity Education Resources." Journal of Perinatal Education 28, no. 3 (July 1, 2019): 151–62. http://dx.doi.org/10.1891/1058-1243.28.3.151.
Full textAbstract:
Pregnant women need high-quality, timely information for self-management. The extent to which digital education resources meet their needs is unclear. This study elucidated how low-income pregnant women characterize their digital information needs and seeking processes and identified barriers/facilitators to meeting them. Focus groups bookending field-testing of a digital maternity education resource elicited barriers to and facilitators of Internet access, Internet use patterns, preferred methods to access information, and explored acceptability and desired features of online resources. Content analysis was used to analyze transcripts and six thematic categories were identified. Digital maternity education resources should be flexible, easily shared with loved ones, and responsive to users' experiences. Although helpful, digital resources are insufficient to meet pregnant women's need for social support.
6
Rogers, Daniel, and Paul Coughlan. "Digital video as a pedagogical resource in doctoral education." International Journal of Research & Method in Education 36, no. 3 (August 2013): 295–308. http://dx.doi.org/10.1080/1743727x.2013.819325.
Full text
7
Alves, L. S., and J. M. Granjeiro. "Development of digital Open Educational Resource for metrology education." Journal of Physics: Conference Series 1044 (June 2018): 012022. http://dx.doi.org/10.1088/1742-6596/1044/1/012022.
Full text
8
Mokovaya, Tatiana. "Using digital resources at Chelyabinsk State Institute of Culture Scientific Library." Scientific and Technical Libraries, no. 2 (February 1, 2017): 92–102. http://dx.doi.org/10.33186/1027-3689-2017-2-92-102.
Full textAbstract:
Design and use of digital resources at universities are discussed. The conclusions of testing optimal model of university library’s collection development are made. Experimental stages are described: the issues of building university’s digital information and education environment, collection compliance with disciplines standards, budget minimization through purchasing access to digital learning resources, teaching skills of digital publication use and resource use control for education to use are discussed. Interaction of digital library systems and digital information education environment is highlighted. The necessity for investigating into the functionality of university digital resources and finding appropriate solutions is justified.
9
Miziuk, Viktoriia. "ANALYSIS OF THE READINESS OF GENERAL SECONDARY EDUCATION INSTITUTIONS TO INTRODUCE DIGITAL EDUCATION." Educational Discourse: collection of scientific papers, no. 15(7-8) (September 6, 2019): 51–65. http://dx.doi.org/10.33930/ed.2019.5007.15(7-8)-4.
Full textAbstract:
The influence of digital technologies on the educational sector, the requirements of educational reform in the direction of introducing digital education in the educational process of institutions of general secondary education are examined. It is established that the basis of the digital space is the information and educational environment, which consists of information resources, pedagogical technologies, technological means and means of maintaining the system’s performance. It turned out that a modern teacher, regardless of the subject he teaches, should have informational and digital competencies. The article presents the results of a study of the existing conditions for the introduction of digital education in institutions of general secondary education at the regional level. An insufficient level of resource provision of institutions, a low level of teachers' knowledge of digital information competencies was found, problems were formulated that needed to be solved. An adaptive approach to the organization of teacher training courses on the formation of information and digital competencies is proposed.
10
Solovyova, Valentina Aleksandrovna. "SYSTEM OF DIGITAL CRITERIA FOR EDUCATIONAL WEB RESOURCE ASSESSMENT." CBU International Conference Proceedings 5 (September 23, 2017): 820–26. http://dx.doi.org/10.12955/cbup.v5.1032.
Full textAbstract:
An educational web resource is a tool that can help discern useful data on the Internet. A system of criteria, however, is needed to assess the quality of this resource. Existing assessment models use various principles for this purpose. Ten such models are considered in this paper, though none of these use the basic principles of education. This paper suggests a unique new model that considers the major pedagogical principles of scientific content, visualization, the availability and feasibility of education, humanization of education, and students’ consciousness and participation. These principles are modified for the requirements of e-learning. The main focus of creating the model is the learner. Some assessment-related points in the suggested model are described in a more detailed manner than in previous models. The new model provides criteria that can ensure the quality of an educational Web resource. Thus, the model can form the foundation for creating educational resources.
11
Huang, Lin Na, Feng Hua Liu, and Li Fang Tang. "On Cloud Sharing Model of Digital Educational Resources in Hebei Universities." Advanced Materials Research 651 (January 2013): 846–51. http://dx.doi.org/10.4028/www.scientific.net/amr.651.846.
Full textAbstract:
With the coming of the era of cloud computing, applications of cloud computing must have a profound impact on the field of education and promote the development of education and teaching. How to apply cloud computing in education is becoming a hot research. Under this context, the services provided with cloud computing and the establishment of Digital Education Resource Cloud Sharing Mode can break through the bottleneck of digital education resource sharing in universities, and improve the efficiency of digital educational resource sharing, which is conducive to promote educational equity and help to reduce sharing cost in order to realize the effect optimization of digital education resource sharing. This paper analyzes the construction of digital education resource in Hebei universities and designs the cloud-based sharing model.
12
Hockly, N. "Digital technologies in low-resource ELT contexts." ELT Journal 68, no. 1 (October 29, 2013): 79–84. http://dx.doi.org/10.1093/elt/cct063.
Full text
13
Tretyakova, Tatiana Vasilievna, Elena Zotikovna Vlasova, Nadezhda Sergeevna Buryanina, Alekseeva Tuyara Egorovna, and Larisa Leonidovna Markova. "Formation of digital educational ecosystem for teacher education." LAPLAGE EM REVISTA 7, Extra-C (June 25, 2021): 249–58. http://dx.doi.org/10.24115/s2446-622020217extra-c1009p.249-258.
Full textAbstract:
This paper presents an example of the formation of a digital educational ecosystem, developed at the Teacher Training Institute of North-Eastern Federal University (NEFU), as an integral socially significant multi-level system, whose participants are students and employees of the educational system of the republic. In general, the digital educational ecosystem is a socio-technical ecosystem, which includes a set of interacting independent educational and social actors, representing students, educational institutions, and a variety of potential customers of educational services. The important thing for the functioning of the digital educational ecosystem is the availability of resources: material and technical, human resources represented by teachers with formed digital competencies, software (digital educational resource), and used modern technologies (blended learning, distance learning technologies, and so on). It is expected that practical activities within the project should create collective digital competencies, will accumulate new intellectual capital, and will develop new mechanisms of collaboration in the interaction of new participants from the perspective of territorial, geographical, national, and other aspects.
14
Dwyer, Anne, Caroline Jones, and Lee Rosas. "What digital technology do early childhood educators use and what digital resources do they seek?" Australasian Journal of Early Childhood 44, no. 1 (March 2019): 91–105. http://dx.doi.org/10.1177/1836939119841459.
Full textAbstract:
Continuing professional learning is vital to early childhood professionals, and the use of digital technology can potentially reduce costs and improve access. In this study, 74 educators across 17 early childhood services in Australian urban and regional locations completed a questionnaire about their personal and professional uses of digital technology to find resources. The results indicate most early childhood educators use digital technology to construct their own professional knowledge bases, and though they make some use of formal resources around national standards, they make greater use of informal resources and discussion groups. They tend to seek practical information and activity ideas and ways to connect with other professionals, although this varies somewhat by years of professional experience, age and the socioeconomic context they work in. Results highlight early childhood educators’ professional learning desires and the potential value of mobile learning for providing access to professional learning for early childhood educators working in resource-limited and geographically limited settings.
15
Patterson, Nicholas, Madeleine Schultz, Guy Wood-Bradley, Elicia Lanham, and Chie Adachi. "Going digital to enhance the learning of undergraduate students." Journal of University Teaching and Learning Practice 17, no. 3 (July 1, 2020): 70–85. http://dx.doi.org/10.53761/1.17.3.6.
Full textAbstract:
The aim of this study was to investigate which of three types of video resources, and which additional resources, were preferred by Information Technology (IT) students for learning and exam preparation. We offered three types of video learning resources to support the delivery of a first year undergraduate IT course. We collated quantitative data on engagement with each video resource through the Learning Management System, drew further insights from an online survey of the students and combined this with data obtained from an institutional student evaluation survey. Whilst there has been much research conducted about the use of video lectures and other online resources, there has been little research conducted specifically with IT students to determine their preferences when selecting learning resources. We report the preferences of IT undergraduate students when provided with a selection of video learning materials, how the resources were used and their perceived learning value. This study not only offers a set of considerations and recommendations for the design of learning materials for IT students, but also for digital learning in higher-education more generally. Short premium videos were watched many more times than full lectures, and 85% of students agreed that short premium videos were more beneficial and effective than longer, lower quality lecture recordings for their learning. The students’ self-assessed video attention span varied greatly, with a mean of 10 minutes. Students perceived that short premium videos helped them to retain knowledge. However, the perceived most useful resource overall was the lecture slides.
16
Mohamed Shuhidan, Shamila, Mayasari Abdul Majid, Shuhaida Mohamed Shuhidan, Norizan Anwar, and Azma Asnawishah Abd Hakim. "School Resource Center and Students’ Civilization in Digital Age." Asian Journal of University Education 16, no. 4 (January 24, 2021): 190. http://dx.doi.org/10.24191/ajue.v16i4.11953.
Full textAbstract:
In the 21st century, the School Resource Centre (SRC) is essential as an innovative educational practice that supports teaching-learning in the digital age. Previous studies have highlighted the beneficial roles of an SRC in terms of collections, SRC programs, and the provision of a conducive learning environment to school communities. However, due to the meaningful impact of technology, SRCs need to transform their traditional roles to more modern roles in the digital age in order to bring knowledge that is alive, interesting and relevant to meet users’ needs and demands, especially the millennials. The millennial generation is comprised of digital immigrants who are very competent in using technology devices but still lack information literacy skills and are marked by uncertainty because they face information overload due to the high dependency on the Internet and inability to solve real-life problems. In this study, the millennial generation was narrowed to secondary students aged between 13-17 years old. This paper aims to determine the type of activities held in SRCs that give impact on students’ civilization and support them in developing life-long learning habits which will enable them to be knowledgeable and responsible citizens in a civilized society. A survey was distributed to secondary students, and findings show that there is a positive indication with a 4.21 mean value (with Likert scale ranging between 1 to 5) on civilization for the use of SRCs. Education itself is evolving through changes in the curricula and use of enhanced technology which have changed the way students access information and interact with others in the civilized society. It is hoped that other than becoming information literate and knowledgeable persons, students can also show evidence of moral and intellectual advancement by being humane, ethical and reasonable as well as have the capabilities of leading an improved life and social wellbeing.
Keywords: School Resource Centre, Student, Civilization, Digital, Knowledge
17
Nazil Iqdami, Muhammad. "Resource Based Learning for Teaching and Learning English in Digital Environments." Register Journal 9, no. 2 (December 1, 2016): 187. http://dx.doi.org/10.18326/rgt.v9i2.187-226.
Full textAbstract:
This paper presents a conceptual framework on the implementation of Resource Based Learning (RBL) in English as a Foreign Language (EFL) class. Resource based learning emerges as the proponent of constructivism as well as a response to the rapid development of information and communication technology (ICT) and its influence in education. Digital technologies pose potential opportunities in changing the face of education. The affordances of digital technologies empower more student-centered learning and more accessible educational information. Teaching English for foreign learners is dynamic and requires innovations. Admittedly, most English learners in Indonesia need more exposure to authentic English learning resources, and digital technologies are very potential in accommodating their needs. Resource based learning sets an innovative framework and systematic approach for English educators in designing digital technology-based instructions.
18
Nazil Iqdami, Muhammad. "Resource Based Learning for Teaching and Learning English in Digital Environments." Register Journal 9, no. 2 (December 1, 2016): 187. http://dx.doi.org/10.18326/rgt.v9i2.701.
Full textAbstract:
This paper presents a conceptual framework on the implementation of Resource Based Learning (RBL) in English as a Foreign Language (EFL) class. Resource based learning emerges as the proponent of constructivism as well as a response to the rapid development of information and communication technology (ICT) and its influence in education. Digital technologies pose potential opportunities in changing the face of education. The affordances of digital technologies empower more student-centered learning and more accessible educational information. Teaching English for foreign learners is dynamic and requires innovations. Admittedly, most English learners in Indonesia need more exposure to authentic English learning resources, and digital technologies are very potential in accommodating their needs. Resource based learning sets an innovative framework and systematic approach for English educators in designing digital technology-based instructions.
19
Wu, Yongli, and Jingliang Chen. "Realization of Mobile Education Resource Sharing Method Based on Wireless Broadband Connection." Scientific Programming 2021 (September 6, 2021): 1–7. http://dx.doi.org/10.1155/2021/4018500.
Full textAbstract:
Educational resource sharing among students is always an essential component for the development of education level. With the progress of digital and communication networks among institutions, the use and sharing of high-grade educational resources can reach a new level. This paper proposes a new platform for mobile educational resource prediction and sharing via wireless broadband access technology. The architecture of the resource sharing system comprises resource, management, and service layers. An evaluation index system is established to assess the quality of the resource, and a detailed description of the resource assessment methods is presented. Moreover, the social impacts on the allocation of resources and similarities between the social metrics such as response time, success rate, and resource acquisition were investigated. The system has the potential to provide a high success rate and low response time. The system proposed in the paper will stimulate teamwork between teaching groups and increase the ability of resource sharing and optimization more comprehensively.
20
Li, Guixia, and Guiping Jiang. "Construction and Planning of Library Service Facilities System Based on Public Digital Culture Education in International Cultural Metropolis." Open House International 44, no. 3 (September 1, 2019): 64–67. http://dx.doi.org/10.1108/ohi-03-2019-b0017.
Full textAbstract:
To study the construction and planning of the library service facility system based on public digital culture teaching in international cultural metropolises, the main body of resources construction, channels, selection criteria, construction standards, user service policies, service methods and service objects of the National Digital Library of Russia were analyzed. The construction foundation, policy support and digital resource construction of the Chinese and Russian national digital libraries were compared. The results showed that the problem of digital copyright was solved while the library community was constructing digital resources according to the existing rules. Therefore, this method has certain implications for the construction of digital libraries in metropolitan areas in China.
21
Sinker, Rebecca. "Distance No Object: Developing DARE, the Digital Art Resource for Education." Journal of Art & Design Education 20, no. 1 (February 2001): 31–40. http://dx.doi.org/10.1111/1468-5949.00247.
Full text
22
Robinson, Laura, and Brian K. Gran. "No Kid Is an Island: Privacy Scarcities and Digital Inequalities." American Behavioral Scientist 62, no. 10 (July 17, 2018): 1413–30. http://dx.doi.org/10.1177/0002764218787014.
Full textAbstract:
This article examines how digital inequalities give rise to privacy practices and resource acquisition strategies among disadvantaged youths. Based on in-depth interview data, the article probes the hidden costs of digital inequality among high school students in an agricultural belt of California. The analysis pays special attention to high-achieving students engaging in capital-enhancing activities such as schoolwork and college applications necessitating the use of digital resources. The findings examine the emotional costs paid by disadvantaged strivers whose privacy is compromised in their struggles to obtain the digital resources critical to college admissions, scholarship, and financial aid applications—almost all of which must be completed online. More specifically, the data show how youths facing a dearth of digital resources must manage their lack of physical privacy and digital footprints, as well as adaptively disclose private information to resource gatekeepers. When underresourced youths seek digital resources necessary for capital-enhancing activities, they must weigh the benefits of access to resources against the emotional costs of potentially shaming disclosures. In this way, for these youths lacking resources but with high educational aspirations, privacy and resource acquisition are negotiated processes that require emotional labor.
23
Young, Adam. "An introduction to Corbis and the Corbis Education offering." Art Libraries Journal 29, no. 1 (2004): 23–29. http://dx.doi.org/10.1017/s0307472200013456.
Full textAbstract:
In July of 2003 Corbis Corporation began an initiative to offer educational institutions fair-use access to the world’s largest and most diverse archive of digital images. At a time when many visual resource collections are struggling with how to satisfy the digital needs of their faculty and students, Corbis is hoping to help meet this challenge. Our experience with digital archive development and image management, albeit on a larger scale, closely mirrors much of what visual resource collections are tasked with today. This article introduces readers to Corbis and gives details about our collection of images, outlining what is available through the new Corbis Education program.
24
Fontelo, Paul, John Faustorilla, Alex Gavino, and Alvin Marcelo. "Digital Pathology – Implementation Challenges in Low-Resource Countries." Analytical Cellular Pathology 35, no. 1 (2012): 31–36. http://dx.doi.org/10.1155/2012/125695.
Full textAbstract:
Background: Medical education in pathology and histology in low-resource countries face many obstacles because of equipment cost and telecommunication deficiencies. Digital Pathology may provide solutions. We report student experience to virtual slides on a local network and a remote image server.Methods: Using an iPad tablet device, fifty 3rd and 4th year medical students viewed digital pathology slides from a Web server at the National Library of Medicine and a mirror server on the local network.Results: The quality of images from both servers was found to be satisfactory, but the local server was deemed faster and preferred by the participants in this study (p< 0.005).Conclusions: Virtual slides on a local network server may provide solutions to equipment and technical obstacles and could enhance student learning in developing countries.
25
Kato, Agrey, Michael Kisangiri, and Shubi Kaijage. "A Review Development of Digital Library Resources at University Level." Education Research International 2021 (February 16, 2021): 1–13. http://dx.doi.org/10.1155/2021/8883483.
Full textAbstract:
This study considered the development, awareness, adoption, and usage of digital library (DL) resources at the university level. To develop and implement a successful electronic library resource system, it is vital to review the success factors and identify the most important technological aspects of DL resources. Electronic library information technology was described and grouped into several categories that influence user satisfaction in a DL context. These are open access to information, the facility of access, uncomplicated interface design, high quality of the communication process, Internet performance, performance assurance service, ease of communication via social network, and patron-driven acquisition. With these important features of DL services, the simplicity of accessing online information and the performance of DL utilities have become of paramount importance. Several research works were therefore reviewed and evaluated to determine the usability of DL services; thereafter, the design of the DL discovery system was developed through Blacklight open-source software.
26
Gegenfurtner, Andreas, Bernhard Schmidt‐Hertha, and Paul Lewis. "Digital technologies in training and adult education." International Journal of Training and Development 24, no. 1 (January 21, 2020): 1–4. http://dx.doi.org/10.1111/ijtd.12172.
Full text
27
Hassell, Lewis A., and Anoshia Afzal. "Flattening the World of Pathology Education and Training and Shortening the Curve of Pathology Learning." American Journal of Clinical Pathology 156, no. 2 (May 12, 2021): 176–84. http://dx.doi.org/10.1093/ajcp/aqab034.
Full textAbstract:
Abstract Objectives We review how the pandemic-related education disruption may interplay with pathology manpower worldwide and shifts in disease burden to identify workable solutions. Methods Literature related to pathology education, pathology services in low-resource settings, and application of digital tools to pathology education was reviewed for trends and training gaps. Publications covering pathology manpower and cancer incidence worldwide were also included to assess needs. Results Pandemic-related virtual teaching has produced abundant online training materials. Pathology learning resources in low- to middle-income countries remain considerably constrained and dampen pathology manpower growth to meet current needs. Projected increases in disease burden toward the developing world thus pose a major challenge. Digital pathology resources have expanded and are beginning to appear beyond the developed countries. Conclusions This circumstance offers a unique opportunity to leverage digital teaching resources to enhance and equitize training internationally, potentially sufficient to meet the rising wave of noncommunicable diseases. We propose four next steps to take advantage of the current opportunity: curate and organize digital training materials, invest in the digital pathology infrastructure for education and clinical care, expand student exposure to pathology through virtual electives, and develop further competency-based certification pathways.
28
Haglund, Lotta, and David Herron. "Digital Resource Use and Non-Use in the Humanities and Social Sciences Academic Settings is Multifaceted." Evidence Based Library and Information Practice 2, no. 2 (June 5, 2007): 101. http://dx.doi.org/10.18438/b8fs3v.
Full textAbstract:
A review of:
Harley, Diane. “Why Study Users? An Environmental Scan of Use and Users of Digital Resources in Humanities and Social Sciences Undergraduate Education.” First Monday 12.1 (Jan. 2007). 7 May 2007 http://www.firstmonday.org/issues/issue12_1/harley/index.html.
Abstract
Objective – (1) To map the digital resources available to undergraduate educators in the humanities and the social sciences, (2) to survey faculty about their use of digital resources, and (3) to examine how understanding use and users can benefit the integration of resources into teaching.
Design – A mixed-methods approach, which included a survey, conducting discussion groups, and in-depth interviews.
Setting – Academic institutions in the United States.
Subjects – (1) “Various stakeholders”; (2) 31 instructors from three institutions, and 4500 full-time and part-time faculty and graduate students (at California public research universities, liberal arts colleges and community colleges); and (3) 13 digital resource providers and two other stakeholders, and 16 site owners or user researchers.
Methods – (1) A literature review, combined with discussions with various stakeholders. (2) Four sessions of discussion groups with 31 instructors from three institutions formed the basis for developing a faculty survey instrument. The survey was distributed both on paper and online. (3) Collection of data on cost and collaborative development strategies, in-depth interviews with 13 digital resource providers and two other stakeholders, combined with a two day workshop with 16 experts, both on the subject of online educational resources.
Main results – (1) Concerning the humanities and social sciences digital resource landscape, the main results of the literature study were the conclusions that the field of online education studies is complicated by a lack of common vocabulary, definitions, and analyses; and that different stakeholder interests and agendas also influence the understanding of how digital resources are used. With the help of discussion groups, an attempt at creating a typology for digital resources available to undergraduates was made, looking at type of resource, origin, and type of role of the provider or site owner. From the article, it is unclear whether or not this attempt at classification was successful.
(2) Concerning faculty use or non-use of digital resources, the most important result was the insight that personal teaching style and philosophy influence resource use more than anything else, and this also seemed to be the most important reason for not using digital resources. Faculty use digital resources for a number of reasons, to improve student learning, provide context, and also because it is expected of them. More than 70% of faculty maintain their own collection of digital resources. However, the lack of efficient tools for collecting, managing, and using these resources in teaching is seen as a problem. There is also a variation between scholarly fields, where faculty in different disciplines require different types of resources and use them in different ways, and for different educational reasons.
(3) Concerning how understanding use and users can benefit the integration of resources in teaching, the results of the interviews show a lack of common terms, metrics, methods, or values for defining use and users; but a shared desire to measure how and for what purpose digital resources were being used. Few of the providers had any plans to evaluate use and users in a systematic way.
Conclusion – The digital landscape is complicated. Faculty use is determined by personal teaching style and philosophy. Digital resource providers would like to know more about how and for what purpose digital resources are being used. Experts see a number of areas for further research, the results of which might help clarify the situation.
The only way to understand the value of digital resources is to measure their impact and outcomes, but further work is needed to provide common vocabulary, metrics, and methods for evaluation.
29
Moreno Guerrero, Antonio José, Antonio Manuel Rodríguez García, Carmen Rodríguez Jiménez, and Magdalena Ramos Navas-Parejo. "Competencia digital docente y el uso de la realidad aumentada en la enseñanza de ciencias en Educación Secundaria Obligatoria." Revista Fuentes 1, no. 23 (2021): 108–24. http://dx.doi.org/10.12795/revistafuentes.2021.v23.i1.12050.
Full textAbstract:
Today, technology is a major issue in society, so it is essential to have acquired digital competence in order to be successful in it. An example of the growing use of technology in education is the didactic use of Augmented Reality, which offers the area of science a wealth of possibilities to facilitate the teaching-learning process. The aim of this study is to understand the impact of digital competence on the use of augmented reality as a teaching resource in science-related classes. The method used is quantitative, non-experimental, descriptive, correlational and predictive. The data collection has been carried out through an ad hoc questionnaire on digital teaching competence and augmented reality with different levels of response. The results show that augmented reality is a resource that has been used by teachers teaching science, presenting them with an average level of digital competence. We conclude by stating that teachers who use augmented reality are more digitally competent than those who do not..
30
Rodríguez, Carmen Lucena, Marta García-Jiménez, Belén Massó-Guijarro, and Cristina Cruz-González. "Digital Storytelling in Education: A Systematic Review of the Literature." Review of European Studies 13, no. 2 (March 31, 2021): 13. http://dx.doi.org/10.5539/res.v13n2p13.
Full textAbstract:
Digital Storytelling is one of the most recurrent art media used today to give a voice to invisible, silenced or marginalised groups. In this way, this methodology is framed within the cultural and educational sphere, and through a narrative approach it is capable of integrating multi-format resources that project information and stories of great richness from a hypermedia language. In fact, digital storytelling is occupying a priority role in identity studies in education. In this paper, we present a systematic review of the literature on digital storytelling in education. The methodological process was based on the PRISMA protocol. The results offer a qualitative and bibliographical synthesis of educational studies focused on digital storytelling. Firstly, there is a growing interest in the development of lines of research that focus on digital storytelling as a privileged vehicle for exploring digital stories. This is based on the premise of giving voice to the voiceless, a priority aspect in cultural, educational and social research. For this reason, throughout the systematic review we explored different research that decided to study these discourses from a democratic and participatory approach. Finally, we encourage future research to explore this new resource further.
31
Margolis, A. A., V. V. Rubtsov, S. V. Panyukova, and V. S. Sergeeva. "Creating and Promoting Digital Content for Inclusive Higher Education: The Conceptual Framework." Психологическая наука и образование 23, no. 2 (2018): 102–10. http://dx.doi.org/10.17759/pse.2018230211.
Full textAbstract:
Developing inclusive higher education implies creating and promoting among students and academic staff information and training materials adapted for different types of disabilities as well as rules and regulations concerning university admissions, instruction, employment and support of persons with disabilities. These materials may be created and distributed openly through the Federal Library of Information and Resources on Inclusive Higher Education. The paper focuses on the importance of establishing such resource and describes the conceptual framework for developing and spreading information and instructional materials specially adapted for individuals with hearing and visual impairments which are crucial to the quality and accessibility of higher education. The paper also outlines the structure and functioning of this open information system.
32
Han, Ling Ling. "Research and Practice of Coal Adult Online Education Multimedia Platform." Applied Mechanics and Materials 556-562 (May 2014): 6720–22. http://dx.doi.org/10.4028/www.scientific.net/amm.556-562.6720.
Full textAbstract:
When Intelligent Guidance networked multimedia platform system, automatic answering system and the emergence of virtual personal space are found, It will help teachers to teach students learn better more easily. The introduction of digital signatures, certification and other e-commerce technology will improve the security of remote teaching system and realize the full operation of the virtual school. With the standardization of learning resources data, the platform will provide a better resource library management, effective organization and utilization of network resources for teaching and training services.
33
Sorokova, M. G. "E-Course as Blended Learning Digital Educational Resource in University." Психологическая наука и образование 25, no. 1 (2020): 36–50. http://dx.doi.org/10.17759/pse.2020250104.
Full textAbstract:
The article presents findings of the pilot empirical research on the performance of the ‘Mathematical Methods in Psychology’ e-course as an open digital educational resource for the implementation of blended learning using the ‘flipped classroom’ model at the university. The students' attitudes toward blended learning in the e-course format, their self-esteem of involvement in the learning process, as well as the educational results were examined. The main benefits for the students are the following: the accessibility of tutorials and information about their individual learning trajectory at any time; the convenience of self-preparation for classes. The students characterize the activity at seminars as active interaction with classmates and a teacher and involvement in the learning process. In general, the students positively assessed the use of digital resources in the blended learning educational process as a modern approach and expressed their wish to study other subjects or courses in this format (at other universities in Russia and abroad as well). No essential difficulties in taking the e-course were revealed. There is a correlation between the students’ positive evaluations of their own educational outcomes and their positive attitude to the new format (р < 0,001). The educational outcomes of the students after passing the e-course statistically significantly improved (р < 0,001). The blended learning group educational results are significantly higher as compared to traditional in-class education group (р < 0,001). The study was conducted at the Moscow State University of Psychology and Education. The total sample size N = 387 students of psychology departments, the experimental group size N = 78. The comparison group of traditional full-time education students (N = 309) is balanced with the experimental group in the following context parameters: gender and age, major academic disciplines, same teacher, MSUPE students.
34
Jiménez‐Ramírez, Omar, José A. Cárdenas‐Valderrama, Alejandro A. Ordoñez‐Sánchez, Mario A. Quiroz‐Juárez, and Rubén Vázquez‐Medina. "Digital proportional‐derivative controller implemented in low‐resource microcontrollers." Computer Applications in Engineering Education 28, no. 6 (October 10, 2020): 1671–82. http://dx.doi.org/10.1002/cae.22346.
Full text
35
����������� and Olga Pokosovskaya. "Multifunctional educational establishment: a model of efficient resource management in digital education environment." Standards and Monitoring in Education 3, no. 3 (June 17, 2015): 3–8. http://dx.doi.org/10.12737/11834.
Full textAbstract:
The article analyses the reasons for the emerge of educational complexes as multi-functional educational establishments at the time of renewal of Russian
education due to the Federal Law on Education in the Russian Federation and transition to new Federal State Educational Standards of pre-school,
primary general, basic general, and secondary general Education. The author considers characteristics (competitive positions, conditions, risks) of the
development of multifunctional educational establishments in Moscow regional system of education. Ways to implement optimization model of efficient
resource management in multifunctional educational establishment are suggested. The author reveals separate elements of the optimization
model to substantiate requirements for professional and special competencies of a Head of an educational establishment, and to demonstrate the
necessity and programs of manager�s training to work in the digital educational environment.
36
Makarenko, A. N., L. G. Smyshlyaeva, N. N. Minaev, and O. M. Zamyatina. "Digital Horizons in Teacher Education Development." Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, no. 6 (July 2, 2020): 113–21. http://dx.doi.org/10.31992/0869-3617-2020-6-113-121.
Full textAbstract:
Modern global challenges reflect the essential features of the Fourth Industrial Revolution and are directly related to the digital transformation of life. The teachers are obliged to master the relevant competences to meet the challenges, as their teaching practices experience significant transformations through the enrichment with the digital component. The current problems in the education system transformation force the researchers to identify the principle transformation characteristics, acquire some new types of pedagogical action and design new teacher education formats. The paper presents the authors’ vision of the new teacher education formats at the target, organizational, activity and technological levels. The authors analyze the regional experience of modernization in the higher pedagogical education on the basis of Federal Standards in Higher Education 3++ at the bachelor and master program levels. The realization experience of the federal project “Modern Digital Educational Environment in the Russian Federation” as a part of the national project “Education” is conceptualized in terms of professional skill enhancement of pedagogical personnel in the Tomsk region. The authors reflect on the development trend of the region research and academic complex in the concept of cooperation and resource consolidation for the “Big University” model. The guidelines for strategic development of Tomsk State Pedagogical University, associated with its digitalization, are outlined. The paper shows the development conditions in the digital transformation of the national system for continuous pedagogical education. The paper materials are based on such research methods as theoretical analysis, expert method, and survey.
37
Zhang, Zhuoshi, John Monro, and Bernard J. Venn. "Development and Evaluation of an Internet-Based Diabetes Nutrition Education Resource." Nutrients 11, no. 6 (May 28, 2019): 1217. http://dx.doi.org/10.3390/nu11061217.
Full textAbstract:
Nutritional education for pre- and type 2 diabetes empowers individuals to make positive dietary and lifestyle choices. As the world migrates to digital devices, opportunities arise for education resources to reach a broad spectrum of society. This study aimed to develop and test the effectiveness of an electronic nutritional education resource for people with pre- and type 2 diabetes within the multi-ethnic New Zealand population. A needs assessment was conducted via ethnic-specific discussion groups (n = 29), followed by a population-based online survey (n = 448). An educational resource, including an educational video and pre- and post-questionnaires, was developed and tested online among 156 participants (17 with pre- and type 2 diabetes, 118 interested lay public and 21 health professionals). There was a strong desire to learn nutrition through simple, visual, practical, and culturally appropriate online educational resources. After interacting with the educational resource, the accuracy of identifying foods that increase blood glucose concentration improved by 17.4% (p = 0.013) in people with pre- and type 2 diabetes, 12.8% (p = 0.003) in health professionals, and 16.3% (p < 0.001) in interested lay public. There was an improvement among ethnic minority participants of 14.1% (p = 0.003). Most participants expressed intentions to make positive dietary and lifestyle choices. The electronic nutrition education resource was found to be an effective means for delivering education. It has potential to bridge the gap between the limited supply of healthcare resources and the increasing demand for diabetes nutrition education.
38
JIA, Xiaobo, and Juying HUANG. "Development of Network Interactive Teaching Materials and Empirical in "Management" Courses." International Journal of Emerging Technologies in Learning (iJET) 11, no. 05 (May 23, 2016): 27. http://dx.doi.org/10.3991/ijet.v11i05.5690.
Full textAbstract:
network interactive teaching material utilizes multimedia technology for digital processing of traditional paper content and makes the teaching material suitable for various electronic terminals. Network interactive teaching material making is closely related to the development of distance teaching. This paper mainly takes Human Resource Management as the experimental course, utilizes teaching resource cloud platform of augmented reality interactive teaching materials for empirical study on the application of network interactive teaching material in Human Resource Management course, discusses the application effect of new distance education and teaching resources, offers theoretical and data support for development of network interactive teaching material and distance education and exploits potential development direction of future course construction.
39
Kelly, Richard S., and Cynthia K. Larive. "The Analytical Sciences Digital Library: Your Online Resource for Teaching Instrumentation." Journal of Chemical Education 88, no. 4 (April 2011): 375–77. http://dx.doi.org/10.1021/ed101108t.
Full text
40
Zhang, Jun Hua, Da Ping Wang, Lin Wang, and Xin Guo. "Study on Resource Construction and Management of Multimedia Network Teaching." Advanced Materials Research 756-759 (September 2013): 800–803. http://dx.doi.org/10.4028/www.scientific.net/amr.756-759.800.
Full textAbstract:
The rapid development of computer technology, internet technology and multimedia technology has an increasingly profound impact on education. The importance of multimedia network teaching has been fully affirmed, and the quality of network teaching resources is the core, which is directly related to the effectiveness of teaching. Some practicable methods on resource construction and management of multimedia network teaching are proposed in this paper, to standardize teaching resources, realize resource sharing, improve teaching quality and management effectiveness and at the same time meet the needs of digital learning.
41
Merzon, Elena E., Irene Sibgatullina-Denis, Alica Vančová, and Snezhana G. Ushakova. "Features of Digital Education Mentors’ Innovations." Development of education 4, no. 2 (June 25, 2021): 20–25. http://dx.doi.org/10.31483/r-98810.
Full textAbstract:
Introduction. The strategy for the development of international education 20.30 stimulates the study of the issues in the implementation of digital education around the world. The article discusses current applied and practical issues of digital education that educational management specialists came across. Materials and Methods. The authors research management of digital education through mentoring, mentoring pedagogy and mentoring innovations in traditional learning environments and during the time of crisis. The study presents an applied comparative analysis of the questions of targeted intensities, digital footprint, the SELFIE portal usage features, objectives and technologies for training digital mentors. Results. The research findings show an underutilisation of informal education ideas and technologies in the in the process of training digital mentors. The predominance and stable efficiency in the use of informal education takes place at leading European universities. From the standpoint of a humanistic view, exactly informal education is able to balance and regulate the need for knowledge of technologies of an innovative digital economy and its own individual resource for preserving itself, basic life values, and form digital education informal mentors. Discussion and Conclusion. Why does the mentor of a targeted digital educational intensive have a psychological advantage? Can everyone become a mentor in network communication for the rest, and what are the digital education mentor’s competencies? What contribution can everyone make to the training of the others? The discussion these issues in the context of management strategies for the development of international education, and the implementation of the European plan for the quality of digital education will be useful to for heads of educational organizations, departments of continuing professional education and academic mobility of educators.
42
Sari, Maria Puspa, and Armi Antasari. "DIGITAL TEXTBOOK: A STATE OF THE ART RESOURCE TO INCREASE LEARNERS’ ACHIEVEMENT." Jurnal Pendidikan Bahasa dan Sastra 20, no. 2 (March 28, 2021): 167–76. http://dx.doi.org/10.17509/bs_jpbsp.v20i2.33057.
Full textAbstract:
Technology has triggered the appearance of digital textbook in education especially in English. Digital textbook is an electronic version of printed books which has been popular in education. Several related studies had confirmed the advantages of using digital textbook for ESL learners. This study was conducted to explore the effectiveness of digital textbook in increasing learners’ proficiency in English. The study with fifty seven participants was a true experimental research which applied pretest-posttest control group design. Having two groups of participants (experimental and control), this research was conducted by selecting the participants randomly, administering pretest, giving treatment, administering posttest, analyzing the data and interpreting the results. This research found that even though data was not normally distributed, the data still had the same variances. Therefore, the independent t-test in this research used Wilcoxon Signed Rank Test. The results discovered that the t value was 0.30 which was lower than 0.050. It indicated that the treatment was significantly effective in this research. In other words, this research revealed that digital textbook had contributed positively to the learners’ English achievement as it was seen from the better performance of the experimental group than the control group.
43
Jones, Kristopher N., Regina Kreisle, Roger W. Geiss, John H. Holliman, Patsy H. Lill, and Peter G. Anderson. "Group for Research in Pathology Education Online Resources to Facilitate Pathology Instruction." Archives of Pathology & Laboratory Medicine 126, no. 3 (March 1, 2002): 346–50. http://dx.doi.org/10.5858/2002-126-0346-gfripe.
Full textAbstract:
Abstract Background.—The Group for Research in Pathology Education (GRIPE) is an organization of pathology educators whose purpose is to promote and facilitate excellence in pathology education. One important function of GRIPE is the maintenance of image and multiple-choice test question data banks. These resources have recently been made available online via the GRIPE Digital Library Web site. The purpose of the GRIPE Digital Library project was to develop an online searchable database that would facilitate access to the GRIPE resources for pathology education. Design.—The GRIPE image bank—containing approximately 3000 peer-reviewed gross and microscopic pathologic images along with textual descriptions—was linked with the GRIPE test question bank using Gossamer Thread's DBMan Web database management program. The search and display templates create a functional user interface that integrates images, image descriptions, and test questions into a single online digital library. Using any Web browser, faculty can access the GRIPE Digital Library and search for images and/or test items that can be used in teaching. Results.—In the first 18 months (February 2000 through July 2001), users at 40 GRIPE member institutions signed up and used the GRIPE Digital Library to perform more than 6000 individual searches and view more than 37 500 images. These digital images were used to produce lectures and laboratory modules that were posted on Web pages and made available to students remotely. Conclusions.—The GRIPE Digital Library provides a unique resource that can facilitate development of educational materials for pathology instruction and helps to fulfill the educational mission of GRIPE.
44
Hidayatullah, Riyan. "MERLOT: Belajar Musik di Era Digital." Journal of Music Science, Technology, and Industry 3, no. 1 (January 31, 2020): 75–90. http://dx.doi.org/10.31091/jomsti.v3i1.965.
Full textAbstract:
This article is a literature review on MERLOT (Multimedia Education Resources for Online Learning and Teaching), an open-source multimedia-based learning resource for asynchronous music learning needs. Conventional music learning methods that deal with practical activities and theory classes. This activity is usually done in a classical or private class. In addition to general problems in music pedagogy and psychology, access to music materials in the form of music theory, music forms, and music literature is a problem that is specifically for music teachers in Indonesia. Access and publishing of music books are still minimal. These kinds of stuff carry out music teachers with non-music educational backgrounds to arrange music materials systematically, find out credible music learning resources, the latest issues about music learning and digital tools that can be used for online music courses. Various pieces of literature show that MERLOT is contributing to information literacy, digital, and supporting the learning of music nowadays.
45
Rhode, Jason, Stephanie Richter, Peter Gowen, and Murali Krishnamurthi. "Measuring digital professional development: analytics for the use of web and social media." Journal of Applied Research in Higher Education 7, no. 1 (April 13, 2015): 19–31. http://dx.doi.org/10.1108/jarhe-02-2014-0023.
Full textAbstract:
Purpose – As faculty professional development increasingly occurs online and through social media, it becomes challenging to assess the quality of learning and effectiveness of programs and resources, yet it is important to evaluate such initiatives. The purpose of this paper is to explore how one faculty development center experimented with using analytics to answer questions about the use and effectiveness of its web and social media resources. Design/methodology/approach – The case study was based on direct observation of the center’s practice and review of selected data generated by the analytic tools. Findings – Unfortunately, while some analytics are available from a variety of sources, they are often distributed across tools and services. The center developed an analytics strategy to use data from Google Analytics and social media reporting tools to assess the use of online and social professional development resources. Initial results show that the center’s online and social professional development resources are widely used, both within and outside the university. However, more work is necessary to improve the strength and scope of the available analytics. Practical implications – As a result of the analysis, the center has streamlined online resources, targeted social media use, and has begun developing methods to allow faculty to report online resource use as professional development for academic personnel purposes. Originality/value – Many faculty development centers have not explored methods of evaluating online and social media resources. This paper outlines a strategic evaluation plan to measure the usage of online resources as well as engagement and interaction through social media.
46
RUBAEVA, O. D., I. A. ZUBAREVA, N. A. PAKHOMOVA, and E. A. MALYKHINA. "Training of Engineering Personnel for Working in Agriculture Considering the Requirements for Digitalization Development in Agro – Industrial Complex." Journal of Environmental Management and Tourism 11, no. 3 (June 16, 2020): 692. http://dx.doi.org/10.14505//jemt.v11.3(43).23.
Full textAbstract:
This article describes the impact of digital economy on changes in economic environmental and social spheres. This leads to changes in educational environment considering the requirements for the development of digitalization in agro – industrial complex (AIC). In this regard, the conditions of education and training of engineering personnel with competencies for working in AIC digital economy are also changing.
The authors studied influence of the main trends in the development of digital fluency and digital competencies on the formation of engineering human resources in AIC. Particular attention was paid to the analysis of the development of the human resources component of the digital economy of AIC in this region, in particular, according to the parameters of “Personnel for Digital Economy” project in the Chelyabinsk Region, it is planned to increase the share of population with digital fluency and key competencies in digital economy from 27% in 2019 to 80% by year 2024.
Human resources are the most important strategic resource for the development of AIC digitalization. At the same time, labor requirements are constantly growing. Formation of digital competencies should be the goal of engineers, and the development of a mechanism to achieve this goal is the main task of state personnel policy, science and education. Consequently, the role of education in training of engineering personnel for working in agriculture taking into account the requirements for AIC digitalization development is becoming more and more relevant.
47
Robinson Situmorang, Cecep Kustandi,. "PENGEMBANGAN DIGITAL LIBRARY SEBAGAI SUMBER BELAJAR." Perspektif Ilmu Pendidikan 27, no. 1 (April 18, 2013): 60. http://dx.doi.org/10.21009/pip.271.8.
Full textAbstract:
Abstract: In the era of information and communication technology (ICT) every institution, including library,competes in integrating technology to develop and empower ICT based application in the library containing digitallearning resource. This research focused on developing Digital Library as a students’ learning resource to assistthem to search digital information. Applying ADDIE Model, the research took place at Curriculum and EducationalTechnology Program, The School of Education, The State University of Jakarta, in March – September 2012 followingthe steps: analysing the students’ need, designing, developing, implementing, and evaluating the product.The result of the development of the application database for the digital library is the the development of open sourcewhich has applied International Standard, AACR. The software is called SliMS (Senayan Library ManagementSystem). SliMS is an Open Source Software (OSS) web based and designed specifically to meet the need for libraryautomation at small to big scales. Digital Library of Curriculum and Educational Technology Program, The Schoolof Education, The State University of Jakarta is beneficial for the staff and students in searching references andinstrucional materials.
Key words: ICT, digital library, ADDIE, instruction.
48
Kosasi, Sandy. "Education Transformation in the Era of Digital Disruption 4.0." JUDIMAS 1, no. 1 (August 30, 2020): 1. http://dx.doi.org/10.30700/jm.v1i1.989.
Full textAbstract:
<em><em>In the digital era of disruption 4.0, featured automatization and connectivitation movement of transformation on education and work competencies were not linear anymore, where every graduate student must master the skills of digital literature, technology, and human resource. The social community service seminar was followed by 66 candidates consist of students, teachers, and structural officials on SMK Negeri 2 Singkawang. The seminar was an open lecturer discussion, question, and answer methods. The seminar emphasized the necessity to build virtual classrooms for teachers and students to collaborate internally or between schools by exchanging information, knowledge, and learning together in increasing their competencies.</em></em>
49
Cushman, Jennifer E., Miriah Russo Kelly, Maryann Fusco-Rollins, and Ryan Faulkner. "Resource Review—Using Qualtrics Core XM for Surveying Youth." Journal of Youth Development 16, no. 1 (March 30, 2021): 161–67. http://dx.doi.org/10.5195/jyd.2021.886.
Full textAbstract:
Qualtrics software, a digital tool used for survey data collection and analysis, has become a commonly used technology in organizations around the country. Many educators are using this tool to collect, analyze, and communicate education, outreach, and engagement evaluation data in an efficient and effective way. In a youth development context, Qualtrics Core XM software can be used to design youth-focused digital surveys that are engaging and efficient, and it can help build program evaluation capacity. An assessment of some key functions of this tool and their applications to youth development program contexts is presented here.
50
Tobías-Martínez, Miguel Ángel, María do Carmo Duarte-Freitas, and Avanilde Kemczinski. "A Digital Repository of Filmic Content as a Teaching Resource." Comunicar 22, no. 44 (January 1, 2015): 63–71. http://dx.doi.org/10.3916/c44-2015-07.
Full textAbstract:
The use of video as a teaching resource stimulates the construction of new knowledge. Although this resource exists in several genres and media, the experience of professionals that use this resource in class is not appreciated. Furthermore, online spaces guiding and supporting the appropriate use of this practice are unavailable. In the online learning field, a proposal has emerged for a repository of short videos aimed at instructing how to use them as a teaching resource in order to stimulate the exchange of ideas and experience (fostering and creating knowledge) in the teaching-learning process, which serves as a resource for professionals in the construction of MOOCs (Massive Open Online Courses). A three-stage architecture is methodologically proposed: identification/recognition, dissemination and collaboration in the use of videos as a teaching resource supported by an extensive exploratory research, based on existing educational technologies and technological trends for higher education. And this leads to the creation of a repository of Informational Content Recovery in Videos (RECIF), a virtual space for the exchange of experience through videos. We conclude that through methodologies that facilitate the development of innovative processes and products, it is possible to create spaces for virtual or face-to-face motivational classes (MOOCs) thereby completing an interactive and collaborative learning toward stimulation of creativity and dynamism. El uso de vídeos como recurso didáctico estimula la construcción de nuevo conocimiento. A pesar de la existencia de este recurso en diversos géneros y medios, no se valora la experiencia de los profesionales que lo aprovechan en clase y además no se cuenta con espacios online que orienten y apoyen el uso apropiado de esta práctica. En el ámbito del aprendizaje online, surge la propuesta de un repositorio de vídeos de corta duración, con el objetivo de orientar acerca de su uso como recurso didáctico, a fin de incentivar un intercambio de ideas y experiencias (fomentar y crear conocimiento), en el proceso enseñanza-aprendizaje, sirviendo esto como recurso para profesionales en la construcción de los MOOC (Massive Open Online Courses). Metodológicamente se propone una arquitectura en tres etapas: identificación/reconocimiento, diseminación y colaboración, para el uso de vídeos como recurso didáctico, sustentándose en una extensa investigación exploratoria, basándose en las tecnologías educativas existentes y tendencias tecnológicas para la educación superior. El resultado es la creación de un repositorio de Recuperación de Contenido de Información en Vídeos (RECIF), un espacio virtual de intercambio de experiencias por medio de vídeos. Se concluye que por medio de metodologías que faciliten el desarrollo de procesos y productos innovadores, se pueden crear espacios de clases motivadoras, virtuales o presenciales, que completen un aprendizaje interactivo y colaborativo, estimulando la creatividad y el dinamismo.