Academic literature on the topic 'Digitals learning objects'
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Journal articles on the topic "Digitals learning objects"
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Kalthoff, Herbert, and Torsten Cress. "Digitale Objekte. Pilotschulen und die Erprobung neuer Lernmedien." Unterrichts- und Schulpraxis – Deutungsmuster und Habitusentwicklung – Inszenierungen des Lehrerberufs 9, no. 1-2020 (May 12, 2020): 23–27. http://dx.doi.org/10.3224/zisu.v9i1.03.
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Der schulische Unterricht ist immer auch ein Experimentierfeld für neue Unterrichtsformen und neue Lernmedien (digitale Objekte), die in der Bildungswirtschaft entwickelt und in kooperierenden Pilotschulen erprobend eingesetzt werden. In Schulen bildet sich somit eine Koexistenz von analogen und digitalen Lernmaterialien aus, die ihre je spezifische Wirkung im Unterricht entfalten. Der Beitrag analysiert die ad-hoc-Erprobung neuer digitaler Lernmedien im Unterricht einer solchen Pilotschule. Der Beitrag zeigt die Faszination der neuen Technologie, die eine Immersion ihrer Nutzer in digital simulierte Gegenstandswelten vornimmt und damit eine Vision von Lernen vermittelt, die den menschlichen Sehsinn privilegiert. Der Beitrag beschreibt und analysiert diese Faszination von technisch erzeugten Bilderwelten auf Seiten der Schüler*innen sowie die Arbeit der Lehrkraft an der Einpassung der neuen Technologie in einen schulisch sinnvollen Rahmen.
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Beckmann, Astrid. "Digitalisierung in der Hochschullehre." Einzelbeiträge 2020 2020, Occasional Papers (February 24, 2020): 1–20. http://dx.doi.org/10.21240/mpaed/00/2020.02.24.x.
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Für die Digitalisierung in der Hochschullehre stehen viele verschiedene digitale Möglichkeiten, Ansätze und Tools zur Verfügung. Auf Basis der Forschungsliteratur werden zusammengefasst fünf Ansätze identifiziert, nämlich: Mobile Technologien, Online-Kursprogramme, Learning Objects und Digital Libraries (Repositorien), Technologische Umgebungen für kollaboratives Lernen und Digitalisierte Lehrkonzepte. Im Projekt MathEdu Digital der PH Schwäbisch Gmünd werden die digitalen Ansätze und Tools kritisch analysiert und im Rahmen eines selbst entwickelten Lehrkonzepts erprobt, zunächst erfahrungsbasiert und über Studierendenbefragungen, später systematisch empirisch. Ziel ist es, die mathematikdidaktische Lehre geeignet so anzulegen, dass die Lehramtsstudierenden vielseitige digitale Erfahrungen sammeln können. Gleichzeitig geht es um die Identifizierung und Beseitigung von Barrieren für (auch weniger digital erfahrene) Lehrende. Als Ergebnis zeichnet sich ab, dass als Grundkonzept das Blended-Learning-Format mit digitalen und nicht-digitalen Elementen und der Einsatz eines Learning-Management-Systems mit eingepflegter Digital Library und Learning Objects als geeignet einzustufen sind. VideoDemos sind sehr zu empfehlen, aber auch Webinare, die mit ihren verschiedenen integrierten Funktionen insbesondere auch die Kommunikation und Interaktion unterstützen. Für die unkomplizierte Webinarplanung hat sich ein «Regieplan» , eine vorbereitete Tabelle, bewährt, der diesem Beitrag anhängt ist.
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Morgado, Erla M. Morales, Rosalynn A. Campos Ortuño, Ling Ling Yang, and Tránsito Ferreras-Fernández. "Adaptation of Descriptive Metadata for Managing Educational Resources in the GREDOS Repository." International Journal of Knowledge Management 10, no. 4 (October 2014): 50–72. http://dx.doi.org/10.4018/ijkm.2014100104.
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In this paper the authors describe a Project entitled “Divulgación de Recursos Educativos Digitales (DIRED)” (Divulgation of Digital Educational Resources) addressed to promoting specific educational resources and mobile apps for educational proposals in order to manage them through the institutional repository of the Salamanca University (GREDOS). The authors present a proposal for describing learning objects based on pedagogical information, digital competences and learning styles. The authors also suggest educational information for classifying useful mobile apps. To achieve their suitable access and recovery, the authors focus on the use of Learning Object specific metadata in digital repositories such as LOM (Learning Object Metadata). The authors study the metadata mapping necessary to adapt from LOM to Qualified Dublin Core, because this is the standard used in the GREDOS repository built with a DSpace platform. Finally, the authors present their implementation of Learning Object Description in the GREDOS repository.
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Araújo, Marcelo Francisco de, Rodolfo Barroso, Anderson Teixeira Rolim, and Celso Leopoldo Pagnan. "Metadados em Objetos Digitais de Aprendizagem: Dois Casos de Literatura." Revista de Ensino, Educação e Ciências Humanas 19, no. 1 (April 18, 2018): 24. http://dx.doi.org/10.17921/2447-8733.2018v19n1p24-29.
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Tradicionalmente centrados na fgura do professor, os contextos de ensino e de aprendizagem também são afetados, signifcativamente, pela introdução das TDIC no cotidiano. É nesse cenário que se destacam os Objetos Digitais de Aprendizagem. Na caracterização específca dos ODA, os metadados exercem função primordial. É a partir dessas instâncias, em que se organizam os sistemas digitais de busca e armazenamento de arquivos, que os ODA se diferenciam de outros objetos digitais disponíveis on-line. O presente trabalho verifca a caracterização dos metadados em dois objetos digitais de aprendizagem disponíveis no Banco Internacional de Objetos Educacionais, observando sua confguração, segundo dois diferentes padrões: IEEE-LOM e Dublin Core. Conclui-se apontando que a organização do Banco Internacional de Objetos Educacionais aponta para a valorização da interoperabilidade em sistemas de armazenamento e distribuição de conteúdo digital. A adoção do padrão Dublin Core tem vantagens signifcativas no que tange a interoperação de objetos digitais, facilitado pelo esquema básico com quinze elementos capazes de serem traduzidos para outros padrões.Palavras-chave: Ensino. Objetos Digitais de Aprendizagem. Metadados. Literatura.AbstractTraditionally centered on the teacher’s fgure, the contexts of teaching and learning are also signifcantly affected by the ICT introduction in everyday life. It is in this scenario that the Digital Learning Objects stand out. In the specifc ODS characterization, the metadata exert a primordial function. It is from these instances, in which the digital systems of search and storage of fles are organized, that the ODA differentiate themselves from other digital objects available online. The present work verifes the metadata characterization in two digital learning objects available in the International Bank of Educational Objects, observing its confguration according to two different standards: IEEE-LOM and Dublin Core. It concludes by pointing out that the organization of the International Bank of Educational Objects points to the valorization of interoperability in digital content storage and distribution systems. The adoption of the Dublin Core standard has signifcant advantages in terms of the digital objects interoperation, facilitated by the basic scheme with ffteen elements capable of being translated to other standards.Keywords: Teaching. Digital Learning Objects. Metadata. Literature.
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Yang, Kaichen, Tzungyu Tsai, Honggang Yu, Tsung-Yi Ho, and Yier Jin. "Beyond Digital Domain: Fooling Deep Learning Based Recognition System in Physical World." Proceedings of the AAAI Conference on Artificial Intelligence 34, no. 01 (April 3, 2020): 1088–95. http://dx.doi.org/10.1609/aaai.v34i01.5459.
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Adversarial examples that can fool deep neural network (DNN) models in computer vision present a growing threat. The current methods of launching adversarial attacks concentrate on attacking image classifiers by adding noise to digital inputs. The problem of attacking object detection models and adversarial attacks in physical world are rarely touched. Some prior works are proposed to launch physical adversarial attack against object detection models, but limited by certain aspects. In this paper, we propose a novel physical adversarial attack targeting object detection models. Instead of simply printing images, we manufacture real metal objects that could achieve the adversarial effect. In both indoor and outdoor experiments we show our physical adversarial objects can fool widely applied object detection models including SSD, YOLO and Faster R-CNN in various environments. We also test our attack in a variety of commercial platforms for object detection and demonstrate that our attack is still valid on these platforms. Consider the potential defense mechanisms our adversarial objects may encounter, we conduct a series of experiments to evaluate the effect of existing defense methods on our physical attack.
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Becker, Bernd W. "Digital Learning Object Repositories." Behavioral & Social Sciences Librarian 29, no. 1 (February 24, 2010): 86–88. http://dx.doi.org/10.1080/01639260903571898.
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Cervone, H. Frank. "Digital learning object repositories." OCLC Systems & Services: International digital library perspectives 28, no. 1 (February 10, 2012): 14–16. http://dx.doi.org/10.1108/10650751211197031.
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Buendía, Félix, Joaquín Gayoso-Cabada, and José-Luis Sierra. "Generation of reusable learning objects from digital medical collections: An analysis based on the MASMDOA framework." Health Informatics Journal 27, no. 1 (January 2021): 146045822097758. http://dx.doi.org/10.1177/1460458220977586.
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Learning Objects represent a widespread approach to structuring instructional materials in a large variety of educational contexts. The main aim of this work consists of analyzing the process of generating reusable learning objects followed by Clavy, a tool that can be used to retrieve data from multiple medical knowledge sources and reconfigure such sources in diverse multimedia-based structures and organizations. From these organizations, Clavy is able to generate learning objects that can be adapted to various instructional healthcare scenarios with several types of user profiles and distinct learning requirements. Moreover, Clavy provides the capability of exporting these learning objects through standard educational specifications, which improves their reusability features. The analysis proposed is conducted following criteria defined by the MASMDOA framework for comparing and selecting learning object generation methodologies. The analysis insights highlight the importance of having a tool to transfer knowledge from the available digital medical collections to learning objects that can be easily accessed by medical students and healthcare practitioners through the most popular e-learning platforms.
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Costa, Cecília Passos Vaz da, and Maria Helena Barros Araújo Luz. "Digital learning object for diagnostic reasoning in nursing applied to the integumentary system." Revista Gaúcha de Enfermagem 36, no. 4 (December 2015): 55–62. http://dx.doi.org/10.1590/1983-1447.2015.04.54128.
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Objective: To describe the creation of a digital learning object for diagnostic reasoning in nursing applied to the integumentary system at a public university of Piaui. Method: A methodological study applied to technological production based on the pedagogical framework of problem-based learning. The methodology for creating the learning object observed the stages of analysis, design, development, implementation and evaluation recommended for contextualized instructional design. The revised taxonomy of Bloom was used to list the educational goals. Results: The four modules of the developed learning object were inserted into the educational platform Moodle. The theoretical assumptions allowed the design of an important online resource that promotes effective learning in the scope of nursing education. Conclusion: This study should add value to nursing teaching practices through the use of digital learning objects for teaching diagnostic reasoning applied to skin and skin appendages.
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Sliwinska, Maria. "Discovering intercultural relations in the digital age with school students. A few Polish-Italian cases." DigItalia 16, no. 1 (June 2021): 82–88. http://dx.doi.org/10.36181/digitalia-00027.
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This article briefly presents how the implementation of ICT in cultural institutions has improved education and research. The article emphasizes discovering the activity of Italian artists in Poland, thanks to digitization, which was carried out with particular intensity in the last two decades. Digitization has become a great achievement thanks to the funding of numerous international projects by the European Commission. Special recognition in this action should be given to Rossella Caffo and her team, under whose guidance the plan for the coordination of digitization in Europe and numerous detailed projects were created. In addition to the millions of digitized objects sent to Europeana, the project teams also developed several programs. One of them, MOVIO, software for virtual exhibitions, began to be used in projects with Polish schools. One of the virtual exhibitions was devoted to Elwiro Michał Andriolli, an outstanding artist of Italian origin. The exhibition was prepared on the basis of digitized materials available on Polish websites and in Europeana, where we also found unique French and Lithuanian materials. Unfortunately, no Italian objects were found there. We plan to continue searching for the achievements of Italian artists in Poland, in the CrowdSchool project (Creative Learning at School thanks to a collaborative Crowdsourcing Annotation Process), whose aim is to prepare didactic materials useful in distance learning and intercultural connections. Close cooperation is planned here between a Polish secondary school from Jarosław, interested in architecture, and a Liceo Artistico from Bologna.
Dissertations / Theses on the topic "Digitals learning objects"
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Morais, Anuar Daian de. "Fórmula (-1) : desenvolvendo objetos digitais de aprendizagem para as operações com números positivos e negativos." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2010. http://hdl.handle.net/10183/31426.
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Essa dissertação apresenta um conjunto de Objetos Digitais de Aprendizagem (ODAs) que foram desenvolvidos com o objetivo de promover a aprendizagem das operações com números positivos e negativos sob a perspectiva da teoria dos Campos Conceituais de Gerard Vergnaud. Além disso, também foi desenvolvida uma proposta didática para auxiliar o professor que desejar utilizá-lo nas suas aulas. Nossa pesquisa ainda apresenta a construção histórica do conjunto dos números positivos e negativos, uma discussão sobre o uso das tecnologias de informação e comunicação (TICs) em Educação e uma revisão de propostas voltadas para o ensino dos números positivos e negativos. De caráter experimental, nossa proposta foi aplicada em dois momentos diferentes: no final de 2008 numa turma de 6º série do Ensino Fundamental do Colégio de Aplicação da UFRGS e durante o primeiro semestre de 2010 numa escola da rede privada do município de Guaíba/RS. A análise dos resultados obtidos serviu como subsídio para a implementação de modificações no ODA e na proposta didática, bem como para a reflexão do desenvolvimento de ODAs que promovam o desenvolvimento do raciocínio aditivo e multiplicativo através de problemas que envolvam operações com números positivos e negativos.This master's research shows a set of Digital Learning Objects (DLO) which were developed to promote learning of operations with whole numbers through Vergnaud's theory of conceptual fields. Furthermore, a didactical proposal was also developed in order to aid the teacher who wishes to use it in the classroom. Our research also presents the historical construction of the set of positive and negative numbers, a discussion of the use of information and communication technologies (ICTs) in Education and a review of proposals aimed at whole numbers teaching. Having an experimental character, our proposal was applied on two different moments: in the end of 2008 on an 6th grade of Colégio de Aplicação da UFRGS in the city of Porto Alegre and during the first semester of 2010 in a private school in the district of Guaíba/RS. The analysis of the results gathered served as foundation to implement a few modifications on the DLO and on the didactical proposal, as well to reflect over the development of DLOs which can promote the development of the additive and multiplicative reasoning through problems involving operations with whole numbers.
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Kubilinskienė, Svetlana. "Extended metadata model for digital learning resources." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2012. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2012~D_20120402_093822-17816.
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The key aim of using information technology (IT) in learning is to increase the learning quality and efficiency, to facilitate a learner’s and a teacher’s work. We can distinguish two main directions of IT application in training: (1) if applying IT we strive to improve the traditional methods; (2) if new methods are developed that are applicable only if IT is used. In both cases, sharing the good experience of teachers and mastering of the learning methods are of great importance. The research work is meant for solving the problems of using methodological resources and learning methods, which arise due to insufficiency of information in the metadata repositories of learning object (LO). The main models of LO metadata standards, used to describe digital learning resources in a formal way, have been analyzed and compared. Scientific and practical principles for applied model design of LO metadata standards have been explored. The content LO developing models that ensure LO compatibility have been considered. The empirical research performed enabled us to determine a further trend of research and influenced the creation of an extended LO metadata applied model. The design process of a metadata applied model consists of the following phases: 1) determination of sets of metadata elements that describe methodological resources and learning method objects, 2) composition of controlled vocabularies, aimed at description of metadata elements, with a view to ensure the compatibility... [to full text]Pagrindinis informacinių technologijų (IT) naudojimo mokymuisi tikslas – didinti mokymosi kokybę ir efektyvumą, lengvinti besimokančiojo ir mokytojo darbą. Galima išskirti dvi IT taikymo ugdymui kryptis: 1) kai naudojant IT siekiama gerinti tradicinius metodus 2) kai sukuriami nauji metodai, kuriuos taikyti įmanoma tik naudojant IT. Abiem atvejais svarbus mokytojų gerosios patirties dalijimasis, mokymosi metodų įvaldymas. Disertacinis darbas skirtas metodinių išteklių ir mokymosi metodų naudojimo problemoms, kylančioms dėl informacijos nepakankamumo mokymosi objektų (MO) metaduomenų saugyklose, spręsti. Išanalizuoti ir palyginti pagrindiniai MO metaduomenų standartų modeliai, naudojami skaitmeniniams mokymosi ištekliams formaliuoju būdu aprašyti. Ištirti MO metaduomenų standartų taikymo modelių sudarymo moksliniai ir praktiniai principai. Išanalizuoti turinio MO kūrimo modeliai, kurie užtikrina MO suderinamumą. Atliktas empirinis tyrimas leido nustatyti tolesnę tyrimo kryptį ir turėjo įtakos išplėsto MO metaduomenų taikomojo modelio kūrimui. Metaduomenų taikomojo modelio projektavimo procesą sudaro šie etapai: 1) metodinių išteklių ir mokymosi metodų objektų aprašančių metaduomenų elementų aibių išskyrimas; 2) valdomųjų žodynų, skirtų metaduomenų elementams aprašyti, formavimas siekiant užtikrinti metaduomenų suderinamumą; 3) metodinių išteklių ir mokymosi metodų objektų aprašančių metaduomenų lyginamoji analizė; 4) išplėsto MO metaduomenų modelio išbaigimas ir diegimas... [toliau žr. visą tekstą]
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Rodrigues, Alessandra Pereira. "Integração de ambiente virtual de aprendizagem com repositório digital." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2012. http://hdl.handle.net/10183/70617.
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Objetos de Aprendizagem são recursos relevantes para ensejar a aprendizagem em função de seu caráter modular, pois permitem oferecer condições para uma atividade apoiada por recursos alocados por demanda face a necessidades específicas de uma turma ou aluno em particular. Essa característica é um elemento benéfico e facilitador, mas adiciona um aspecto que dificulta seu uso, derivado da dificuldade de localização do objeto de aprendizagem apropriado para necessidades específicas. Em decorrência, existe considerável esforço de investigação de estratégias para facilitar a localização e o acesso a Objetos de Aprendizagem (OA), adequados às necessidades de alunos e professores, pois a dificuldade em realizar esses processos ocasiona uma redução na frequência de utilização e reutilização dos mesmos em atividades pedagógicas. O local usual para armazenamento desses recursos é um Repositório de Objetos de Aprendizagem (ROA). No entanto, o uso dos objetos de aprendizagem ocorre mais frequentemente no contexto de Ambientes Virtuais de Aprendizagem (AVAs). Face a essas constatações, esse trabalho de pesquisa investigou estratégias para integrar um ROA a um AVA e como esta integração pode apoiar o professor e o aluno na construção e adaptação do plano de ensino e aprendizagem. Essa tese apresenta um referencial teórico sobre Repositórios de Objetos de Aprendizagem e Ambientes Virtuais de Aprendizagem e algumas soluções implementadas para integrar esses sistemas. Além disso, propõe um modelo de integração de repositórios a AVAs e descreve sua implementação bem como resultados derivados do uso da solução integradora construída. Os sistemas escolhidos para validar o modelo implementado foram o repositório CESTA2 e o AVA MOODLE. A hipótese principal é a de que a integração dos sistemas permite que os OA possam ser mais facilmente agregados pelo professor ao AVA no planejamento das unidades de aprendizagem de uma disciplina ou curso e permite que esses recursos sejam recomendados pelo professor ao aluno nas diversas situações de aprendizagem previamente delineadas em cada uma das unidades de aprendizagem ou que surgirem sob demanda ao longo do curso. Nesse sentido a solução proposta visa criar condições para que os OAs possam ser pesquisados e utilizados pelos alunos através de ferramentas disponíveis no próprio AVA. Para validar a integração foram realizados estudos de caso com alunos e professores de duas turmas da disciplina de Projeto de Banco de Dados Relacional do Instituto Federal Sul-rio-grandense, Campus Pelotas. Diferentemente de outros estudos realizados sobre o tema e relatados nessa tese, esse trabalho tem como foco a integração dos ambientes, com a finalidade tecnológica de verificar a interoperabilidade existente entre eles e como finalidade pedagógica verificar como essa integração pode auxiliar professores e alunos. A avaliação e validação realizadas através de estudo de caso com professores e alunos evidenciou que o modelo proposto e implementado atende às expectativas e pode apoiar professores e alunos, nas suas atividades pedagógicas e de aprendizagem, respectivamente. Além disso, o trabalho fruto dessa tese aporta contribuições importantes para as instituições de ensino que utilizam o software livre DSpace como repositório institucional e o MOODLE como AVA Institucional, pois demonstra como esses dois sistemas podem ser integrados para permitir aos seus usuários auferir todos os benefícios que essa integração pode oferecer.Learning Objects are important resources to give opportunity to the learning according to their modular character, this way they may offer conditions to an activity supported by allocated resources by requests to the specific needs of a class or of an individual student. This characteristic is a beneficial and facilitator element, but it adds an aspect which makes its use difficult due to the learning object’s location difficulty appropriated to the specific needs. As a result, there is significant research effort of strategies in order to facilitate the location and the access to the Learning Objects (LO) adequate to the students and teachers’ needs, because the difficulty in order to perform these processes causes a decrease in the frequency of use and reuse from these ones in activities of teaching and learning. The usual place to store these resources is a Learning Objects Repository (LOR). However, the use of learning objects occurs more frequently in the Virtual Learning Environments (VLEs). Due to these findings, this study researched the strategies to integrate a Learning Objects Repository to a Virtual Learning Environment and how this integration may support the teacher and the student at the construction and adaptation of teaching and learning plan. The present thesis shows a theoretical frame about the Learning Objects Repository and Virtual Learning Environments and some solutions taken to integrate these systems. In addition, it proposes a integration model of repositories to VLEs and it describes its implementation as well as the results from the use of the integrating solution built. The systems chosen to validate the deployed model were the repository CESTA2 and the VLE MOODLE. The main hypothesis is that the integration of the systems allows that the Learning Objects may be more easily added by the teacher to the VLE at the learning unit planning to a subject our course and it allows that these resources be advised by the teacher to the student in several learning situations previously outlined in each learning unit or the ones which arises along the course. At this point of view the solution proposed aims to create conditions so that the LOs may be researched and used by the students through available tools at own VLE. In order to validate the integration were done case studies with students and teachers from two classes of Relational Database Project subject from the Instituto Federal Sul-rio-grandense, Pelotas Campus. Differently from other studies done about the topic and described at this thesis, this study focuses on the environment integration with the technological purpose in order to verify the interoperability presented between them and as teaching purpose to verify how this integration may help teachers and students. The assessment and validation performed through case study with teachers and students showed that the proposed and evidenced model meets the expectations and may support teachers and students in their teaching and learning activities, respectively. Furthermore, the study from this thesis brings important contributions to the educational institutions that use the DSpace free software as institutional repository and the MOODLE as Institutional VLE, showing how these two systems may be integrated allowing to their users all the benefits that this integration may offer.
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Oliveira, Tereza Cristina Carvalho Iwamoto de [UNESP]. "Desenvolvimento e avaliação de um objeto digital de aprendizagem para as pessoas com autismo." Universidade Estadual Paulista (UNESP), 2010. http://hdl.handle.net/11449/92311.
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Partindo da experiência e de estudos anteriores a respeito do processo educacional das pessoas com autismo, pensou-se em como o uso do computador poderia auxiliar o processo de ensino e aprendizagem dessas pessoas, tendo como recurso um Objeto de Aprendizagem - OA produzido para o trabalho com esse público com objetivo de viabilizar mais um recurso que possa trabalhar a sua aprendizagem por meio do conhecimento de mundo. Portanto, esta pesquisa analisa se a construção e implementação de um OA para as pessoas com autismo pode favorecer o seu processo educacional. Para isso, foi realizado um extenso estudo a esse respeito, levando em consideração suas possíveis dificuldades e interesses, além das peculiaridades que envolvem a síndrome para a construção e implementação desse recurso para o trabalho educacional com essas pessoas. Adotou-se um enfoque qualitativo, com o intuito de obter informações em diversos segmentos a respeito do autismo, do processo de ensino aprendizagem e do uso computador com essas pessoas para que a construção do OA pudesse ser respaldada de informações condizentes com a proposta apresentada. Para a fase final da pesquisa foi selecionado dois participantes com autismo, matriculados no ensino regular para a utilização do OA em quatro encontros para uma aplicação “teste”, com o intuito de verificar por meio da observação as possibilidades e limitações desse recurso na aprendizagem dessas pessoas. Como recursos para coleta de...
Building on experience and previous studies regarding the people educational process with autism, it was thought on how computer could help the autism people learn with it, and with the use of a Learning Object - OA produced specifically for this audience with purpose of alphabetizing them by the knowledge of the world. Therefore, this research examines the construction and implementation of an OA specifically for people with autism can help the process of teaching and learning. For this we have conducted an extensive study about people with autism, taking into account the peculiarities surrounding the syndrome to build this feature in educational work with these people. We adopted a qualitative approach in order to obtain information about different segments of autism, the teaching and learning process of using computer with these people for the construction of OA could be backed up consistent information with the... (Complete abstract click electronic access below)
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Peres, Lucia Passafaro. "Mídias digitais na educação: as diferentes enunciações em objetos de aprendizagem na internet." Universidade de São Paulo, 2018. http://www.teses.usp.br/teses/disponiveis/8/8139/tde-10092018-152211/.
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Esta dissertação consiste na análise de três audiovisuais educativos que apresentam a demonstração do teorema de Pitágoras. Os audiovisuais são \"Prova visual do teorema de Pitágoras\", da organização Khan Academy, \"Pitágoras na prática\", da revista eletrônica Ciência Hoje das Crianças, e \"Teorema de Pitágoras\", do portal educativo Eureka.in. O objetivo deste trabalho é identificar a maneira como o enunciador de cada um desses audiovisuais persuade o enunciatário a querer entrar em conjunção com o objeto de valor \"compreensão do teorema de Pitágoras\". A análise desse fazer persuasivo é feita, principalmente, por meio da depreensão do éthos discursivo da enunciação, utilizando-se como base teórica a semiótica desenvolvida por Algirdas Julien Greimas e seus desdobramentos, como a semiótica tensiva, desenvolvida por Claude Zilberberg e Jacques Fontanille. O conceito de éthos discursivo utilizado é fundamentado no conceito de éthos aristotélico. Na Retórica, Aristóteles afirma que a persuasão em um discurso se dá por meio de três características: o carácter (éthos) moral do orador, o modo como o ouvinte ouve o discurso e as demonstrações feitas no discurso. Segundo Aristóteles (2005), o éthos é uma das principais maneiras de persuasão em um discurso. A persuasão pelo éthos (ou caráter) consistiria em fazer uma boa imagem de si mesmo para ganhar a confiança do público. Considerando que o éthos do enunciador é intrínseco à enunciação, procuramos depreendê-lo por meio de aspectos como marcas da enunciação no enunciado debreagens de pessoa, tempo e espaço, por exemplo e por meio de escolhas do enunciador que se observam tanto no plano do conteúdo como no plano da expressão. Concluiu-se que as três enunciações analisadas possuem imagens distintas de enunciador, que, por sua vez, projetam diferentes enunciatários e estabelecem diferentes modos de ensino e aprendizagem.This dissertation consists of an analysis of three educational videos which presents the Pythagorean theorem proof. The videos are \"Visual Pythagorean Theorem proof\" from Khan Academy organization, \"Pythagoras in practice\", from Ciência Hoje das Crianças electronic journal, and \"Pythagorean Theorem\", from Eureka.in education portal. The aim of this study is to identify how the enunciator of each of these videos persuades the enunciatee to be engaged in conjunction with the object of value \"understanding of Pythagorean theorem\". The analysis of this persuasive doing is performed mainly through the comprehension of discursive ethos of enunciation, using as main theoretical basis the semiotics created by Algirdas Julien Greimas and its unfolding, as the tensive semiotics developed by Claude Zilberberg and Jacques Fontanille. The idea of discursive ethos is based on the concept of Aristotelian ethos. In Rhetoric, Aristotle states that persuasion in a discourse takes place through three characteristics: the moral character (ethos) of the speaker, the way the listener receives the discourse and the statements made in the discourse. According to Aristotle (2005), ethos is one of the main persuasive factors in a discourse. Persuasion by ethos (or character) would consist of presenting a good self-image to gain public confidence. Whereas the ethos of the enunciator is intrinsic to the enunciation, we try to deduce it through aspects like marks of enunciation in the enunciate débrayage of person, time and space, for example and through choices of the enunciator that are observed in the content plane as well as in the expression plane. It was concluded that the three enunciations analyzed delineate different images of enunciator, which in turn design different enunciatees and evoke different ways of thinking about teaching and learning in the context of widespread dissemination of new technologies.
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Sousa, Neto Fausto Alves de. "DITV-LEARNING: uma ferramenta de autoria à criação de objetos digitais de aprendizagem para TV Digital Interativa." Universidade Federal da Paraíba, 2012. http://tede.biblioteca.ufpb.br:8080/handle/tede/6072.
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The increasing use of computers in schools has been changing the standard of education in Brazil and enabling teachers to interfere with solutions that make the learning process more participatory and interactive. In this scenario the Digital learning objects (DLO) have been shown to be useful. The DLO construction for web or digital TV involves , well as pedagogical knowledge, specific knowledge of computers making its production time consuming and expensive for educational institutions. The cheapness and speed of development of an ODA are crucial factors for improving educational performance. The objective of this work is to develop an authoring tool called DITV-Learning that makes it possible to prepare for the DLO interactive digital TV (TVDI), by professionals who have little skill in computer science.
O uso crescente de computadores nas escolas vem mudando o padrão de ensino no Brasil e possibilitando que professores interfiram em soluções que tornem o processo de aprendizagem mais participativo e interativo. Neste cenário, objetos digitais de aprendizagem (ODA) têm se mostrado úteis. A construção de um ODA para web ou para TV digital envolve, além de saberes pedagógicos, conhecimentos específicos de informática, tornando sua elaboração cara e demorada para as instituições educacionais. No entanto, o barateamento e rapidez na elaboração de um ODA são fatores cruciais para a melhoria do desempenho educacional. O objetivo deste trabalho é desenvolver uma ferramenta de autoria chamada DITV-Learning que torne possível a elaboração de ODA para a TV digital interativa (TVDI) por profissionais que possuam pouca habilidade em informática. Esta ferramenta promoverá a abstração da complexidade das linguagens de programação envolvidas no processo de produção de um ODA para TVDI.
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Bernardes, Wagner César. "Objetos digitais de aprendizagem e o desenvolvimento de habilitades especiais : um estudo de caso no 6º ano do Ensino Fundamental." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2014. http://hdl.handle.net/10183/115212.
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Ce travail porte sur l’étude du développement des habilités spatiales comme rotation mentale, perception spatiale et visualisation spatiale à partir de l’utilisation des objets d’apprentissage numériques chez les apprenants de l’Enseignement primaire. Une expérience a été réalisée avec des apprenants de la sixième année, agée de 10 à 12 ans, qui n’avaient pas encore été exposés à des situations de manipulation des objets spatiaux. Cette expérience consiste en une séquence didactique qui a intégré des activités avec la manipulation de certains objets numériques développés par par Freudenthal Institute for Science and Mathematics Education (Universiteit Utrecht) et des activités réalisées sans la manipulation de ces objets. Le but de cette recherche a été de vérifier comment les objets numériques d’apprentissage sélectionnés peuvent aider l’apprenant à développer des habilités spatiales. Nous avons montré, à partir de l’analyse de cette expérience, à la lumière de la théorie de Voyer, Voyer e Bryden (1995), Fischbein (1993), Grande (1994) et Gutiérrez (1991), que les trois catégories d’habilités spatiales ont été exploitées et développés chez ces apprenants, à partir de l’élaboration d’une séquence didactique organisée et d’interaction des apprenants avec les activités proposées. De cette façon, nous avons pu observer qu’il est possible de commencer un travail de développement de ces habilités même à l’Enseignement primaire.Este trabalho aborda o estudo do desenvolvimento de habilidades espaciais, como rotação mental, percepção espacial e visualização espacial, utilizando-se de objetos digitais de aprendizagem nos alunos do Ensino Fundamental. Foi realizada uma experiência com alunos do sexto ano do Ensino Fundamental, com idades entre 10 e 12 anos, que ainda não tinham sido expostos a situações de manipulação de objetos espaciais. Esta experiência consistia em uma sequência didática, que integrou atividades com manipulação de determinados objetos digitais desenvolvidos pelo Freudenthal Institute for Science and Mathematics Education (Universiteit Utrecht) e atividades realizadas sem a manipulação destes objetos. O objetivo desta pesquisa foi verificar como os objetos digitais de aprendizagem selecionados auxiliam o aluno a desenvolver habilidades espaciais. Mostramos, com base na análise da experiência, à luz da teoria de Voyer, Voyer e Bryden (1995), Fischbein (1993), Grande (1994) e Gutiérrez (1991), que as três categorias de habilidades espaciais foram exploradas e desenvolvidas nestes alunos, a partir da elaboração de uma sequência didática organizada e da interação dos alunos com as atividades propostas. Desta forma, observamos que é possível iniciar um trabalho de desenvolvimento destas habilidades ainda no Ensino Fundamental.
This work broaches the development study of spatial skills such as mental rotation, spatial perception and spatial visualization, using learning digital objects elementary-school-students. An experience was accomplished with 6th grade-elementary-school-students aged 10 to 12 years old, who had never been shown with situations of spatial objects manipulation. This experience consists in a didatics sequence that integrated activities with manipulation of certain digital objects developed by Freudenthal Institute for Science and Mathematics Education (Universiteit Utrecht) and activities done without the manipulation of these objects. The aim ot this search was to go into how selected learning digital objects support the students to develop spatial skills. We presented, based on the experience analysis, coming to light the theory of Voyer, Voyer e Bryden (1995), Fischbein (1993), Grande (1994) e Gutiérrez (1991) that the three categories of spatial skills were explored and developed with these students, from the elaboration of a organized didatics sequence and form the interaction of the students with the porposed activities. That way, we observed it is possible to start a development work of these skills yet in elementary school.
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Pushpagiri, Vara Prashanth. "A Java-based Smart Object Model for use in Digital Learning Environments." Thesis, Virginia Tech, 2003. http://hdl.handle.net/10919/34048.
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The last decade has seen the scope of digital library usage extend from data warehousing and other common library services to building quality collections of electronic resources and providing web-based information retrieval mechanisms for distributed learning. This is clear from the number of ongoing research initiatives aiming to provide dynamic learning environments.
A major task in providing learning environments is to define a resource model (learning object). The flexibility of the learning object model determines the quality of the learning environment. Further, dynamic environments can be realized by changing the contents and structure of the learning object, i.e. make it mutable. Most existing models are immutable after creation and require the library to support operations that help in creating these environments. This leaves the learning object at the mercy of the parent library's functionality. This thesis work is an extension of an existing model and allows a learning object to function independent of the operational constraints of a digital library by equipping learning objects with software components called methods that influence their operation and structure even after being deployed. It provides a reference implementation of an aggregate, intelligent, self-sufficient, object-oriented, platform-independent learning object model, which is conformant to popular digital library standards.
It also presents a Java-based development tool for creating and modifying smart objects. It is capable of performing content aggregation, metadata harvesting and user repository maintenance operations, in addition to supporting the addition/removal of methods to a smart object. The current smart object implementation and the development tool have been deployed successfully on two platforms (Windows and Linux) where their operation was found to be satisfactory.Master of Science
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Mahadevan, Shankar. "A Learning Object Model For Electronic Learning." Thesis, Virginia Tech, 2002. http://hdl.handle.net/10919/34060.
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Digital libraries are fast expanding into the role of independent educational entities that aspire not only to complementing traditional classroom teaching, but also allow open electronic learning for distance and continued education. These multifaceted roles can be realized only if the course content and the related content management system are versatile enough to be captured into any individual's learning needs. Many studies have defined a concept of "learning object" to address the issues and needs. But in attempting to solve the problem, the definitions have emphasized some aspects of the digital library while leaving the other issues to be solved later. Thus, the whole system dynamics is either weak or too cumbersome to navigate. As a part of this masters work, firstly the current model of pedagogical endowment was investigated. In order to accommodate the digital nature of education, a new modern profile of learning is proposed that allows modular yet efficient transfer of knowledge from the teacher to the pupil. The thesis then proposes a comprehensive learning object (LO) model, along with the associated system model, that will allow complete and flexible integration of content into the modern digital library profile. The process will be user-centric (both for knowledge developers and learners) as well as metadata-centric. It is scalable and interoperable with legacy and existing content databases and display systems. This thesis covers how the LO model is integrated into the core of the library's content development, discovery, and delivery process. The results of the experiment in terms of ease-of-use, flow-control, and feasibility of the model are documented. A beta-version of these concepts has been successfully tested with volunteers and implemented as a part of the Digital Library Network for Engineering and Technology (DLNET) project.Master of Science
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Theng, Yin-Leng, Dian Saputra, Dion Goh, Schubert Foo, Abdus Sattar Chaudhry, Jin-Cheon Na, Christopher Khoo, et al. "RELOMS: Designing for effective use and reuse of learning objects for e-learning systems." School of Communication & Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/106142.
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There is a serious lack of conceptual clarity in the definitions and uses of learning objects, resulting in design and usability problems in current e-learning systems. The paper proposes ReLOMS, prototype reusable learning objects management system, being implemented to address the problem of usability and reusability of learning objects in e-learning systems.
Books on the topic "Digitals learning objects"
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Group, IRIS, ed. Fast learning and invariant object recognition: The sixth-generation breakthrough. New York: Wiley, 1992.
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United States. Defense Advanced Research Projects Agency., ed. Building, learning, and tutoring tools for object-oriented simulation systems. Santa Monica, CA: Rand, 1987.
Find full textBook chapters on the topic "Digitals learning objects"
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Najjar, Jehad, Joris Klerkx, Riina Vuorikari, and Erik Duval. "Finding Appropriate Learning Objects: An Empirical Evaluation." In Research and Advanced Technology for Digital Libraries, 323–35. Berlin, Heidelberg: Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/11551362_29.
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Takhirov, Naimdjon, Ingeborg T. Sølvberg, and Trond Aalberg. "Organizing Learning Objects for Personalized eLearning Services." In Research and Advanced Technology for Digital Libraries, 384–87. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-04346-8_40.
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Apoki, Ufuoma Chima, Humam K. Majeed Al-Chalabi, and Gloria Cerasela Crisan. "From Digital Learning Resources to Adaptive Learning Objects: An Overview." In Modelling and Development of Intelligent Systems, 18–32. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39237-6_2.
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Wuttke, Heinz-Dietrich, Rene Hutschenreuter, Daniel Sukiennik, and Karsten Henke. "Interactive Content Objects for Learning Digital Systems Design." In Mobile Technologies and Applications for the Internet of Things, 59–69. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11434-3_11.
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Dörner, Olaf, and Stefan Rundel. "Organizational Learning and Digital Transformation: A Theoretical Framework." In Digital Transformation of Learning Organizations, 61–75. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-55878-9_4.
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AbstractThe chapter discusses digital transformation as a potential source of crisis for the organization and develops a theoretical framework for further empirical research. The basic concept is that organizational learning is neither exclusively individually nor structurally and that actors and organizations are in a reciprocal relationship. Different requirements during digital transformation, either from the members of the organization or from the environment, force the organization to handle it. The chapter proposes four different ways, how organizations cope with digital transformation. Within the first two types, previous action routines terminate and organizational learning takes place. (1) The action routines of the members of the organization change, as well as there is a new understanding from the organization (educational process). (2) Digital transformation brings with it the implementation of the new digital objects, although the organizational members don’t act in a generally new way (learning process). Within the last two types, the organization refuses the requirements of the digital transformation. (3) The organization implements digital objects, but the organizational members don’t use them. And finally (4), the organization can actively refuse digital transformation.
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de Amorim, João, and Ricardo Azambuja Silveira. "Towards an Intelligent Learning Objects Based Model for Dynamic E-Learning Content Selection." In Social Computing in Digital Education, 65–82. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39672-9_6.
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Hadjerrouit, Said. "Web-Based Learning Objects in School Education." In Multiple Perspectives on Problem Solving and Learning in the Digital Age, 37–48. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-7612-3_4.
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Zhou, Yang, Caozheng Lan, Qing Xu, and Zhihui Gong. "Space Object Geometry and Behavior Modeling Method." In Technologies for E-Learning and Digital Entertainment, 934–42. Berlin, Heidelberg: Springer Berlin Heidelberg, 2006. http://dx.doi.org/10.1007/11736639_114.
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Méndez, Néstor Darío Duque, Ángela María Pérez Zapata, and Cesar A. Collazos. "A Learning Object Recommendation Model with User Mood Characteristics." In Social Computing in Digital Education, 39–48. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39672-9_4.
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Xie, Pan, Longmei Ye, Yueming Huang, Youwei Chen, and Liwu Lin. "Research on the Method of Recomposing Learning Objects and Tools in Adaptive Learning Platform." In Entertainment for Education. Digital Techniques and Systems, 326–36. Berlin, Heidelberg: Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-14533-9_33.
Full textConference papers on the topic "Digitals learning objects"
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Skovira, Robert, Alex Koohang, Frederick Kohun, and Richard Will. "Panel Discussion - From Informing Objects to Learning Objects." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3362.
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Harman & Koohang (2005) stated that a learning object “ .. is not merely a chunk of information packaged to be used in instructional settings. A learning object, therefore, can include anything that has pedagogical value - digital or non-digital such as a case study, a film, a simulation, an audio, a video, an animation, a graphic image, a map, a book, or a discussion board so long as the object can be contextualized by individual learners. The learner must be able to make meaningful connections between the learning object and his/her experiences or knowledge he/she previously mastered. “ The above definition asserts that a learning object must have “pedagogical value” and that a learning object is 1) anything digital or non-digital such as a film, a simulation, or a case study, and 2) the ability of the learner to contextualize the object, i.e., the learner is capable of making “meaningful connections” between the object and his/her previous experiences and/or knowledge. Once the contextualization occurs, the object will have “pedagogical value” and it no longer merely an object, it is a learning object. Can all objects be contextualized? Is it necessary for all objects to be contextualized? What shall one call an “object” that is retrieved (and may even have some value other than pedagogical value and/or use) from an open access or commercial learning objects repository labeled as a “learning object” with no pedagogical value? If these objects are not learning objects, but have some sort of value and use, how shall one refer to these objects? Perhaps “informing objects”?
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Machado, Mariana, Luiz Augusto Marcelino, and Pollyana Mustaro. "Measurement of Resources and Investments to Develop Digital Learning Objects." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3286.
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The present research aims to evaluate digital learning objects architecture and build metrics -based on analyze of the financial, administrative and software engineering aspects - to define a prevision of the necessary investment to develop digital learning object. To develop some metrics it was necessary an online survey research with professionals that works with digital learning objects development. The study of the answers and some theoretical approaches of instructional design, software engineering, and learning objects characteristics turned possible create a Web application in Java that provides a prevision of the initial investment for the development of digital learning object. This program is based on the definition of a methodology that considers activities and professionals involved in the process and the execution time of each stage of digital learning object development in a dynamic way.
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Mohan, Permanand. "Learning Object Repositories." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2908.
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In order to reuse learning objects created by others, they must be made available to potential users on the Web, and services must be provided to allow users to discover, obtain rights to, and use these learning objects in their own instructional scenarios. In the learning object economy, these services are typically provided by learning object repositories, which are collections of learning objects that are accessible to users via a network without prior knowledge of the structure of the collections. This chapter discusses the important role played by learning object repositories in the learning object economy. The success of the learning objects' approach depends on users worldwide (such as instructors, learners, and software agents) being able to access and search for learning objects in different repositories in a uniform manner. The first part of the chapter explains how this can be achieved using a standardized approach for accessing and describing learning objects in a repository. Standardized access and retrieval is facilitated by implementing a specification from the IMS known as the Digital Repositories Interoperability (DRI) specification, while standardized search and discovery is facilitated by implementing a metadata standard such as the IEEE Learning Object Metadata (LOM) standard, described earlier in the book. There are different architectural approaches and business models that can be employed when designing a learning object repository and these are discussed next in the chapter. Typical architectural choices include using a centralized repository based on the client/server approach versus using several local repositories connected in a peer-to-peer fashion. Typical choices for business models include using an online broker for advertising and receiving payment for learning objects versus making the learning objects freely available. The advantages and disadvantages of the different approaches and models are carefully examined, and concrete examples of research prototypes and real-world deployments are provided wherever appropriate.
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Berge, Ola, and James D. Slotta. "Learning Technology Standards and Inquiry-Based Learning." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2906.
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The proliferation of technology-enhanced learning environments and digital learning resources in formal educational institutions (both K-12 and higher education) has led to a corresponding interest in improving the cost-efficiency related to developing and deploying such materials within these institutions. In the e-learning industry, which has been primarily concerned with training in corporations and the military, this issue is approached through standardization of digital learning material in the form of learning objects. The Sharable Content Object Reference Model (SCORM) has emerged as the predominant approach to standardization among early adopters of learning object technology. While SCORM might aim at being agnostic with respect to pedagogical approaches, there is some concern that SCORM-based learning objects would not be well suited to all of the pedagogical approaches desired within formal educational contexts - particularly within those emphasizing social aspects of learning and inquiry-based learning. An alternative standard that attempts to describe use of learning objects more broadly and with greater flexibility is that of the IMS Learning Design (LD). We analyze the implications of the SCORM and LD specifications for the particular pedagogical domain of technology-enhanced inquiry learning. Our analysis builds on the extensive research conducted on technology supports for inquiry learning. We focus on a specific technology-enhanced inquiry science environment that has been designed through years of classroom-based research: The Web-based Inquiry Science Environment (WISE). Several important characteristics of the WISE pedagogical approach serve to illuminate our discussion on learning objects and standards. Learning activities are carried out in a social or collaborative context within WISE; they occur primarily in a classroom setting; they are student-centered, and they are concerned with ill-structured problems. These characteristics are not unique to inquiry science projects, but rather represent an approach to pedagogy and curriculum design that is increasingly common within formal education.
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Frango Silveira, Ismar, Nizam Omar, and Pollyana Notargiacomo Mustaro. "The Architecture of Learning Object Repositories." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2910.
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The definition used for learning objects considers them as any digital entity which can be used, reused or referenced during a technology-mediated learning process. Nowadays, this concept has became essential to the development of pedagogical content to be used in large scale educational projects to which are engaged a wide number of educational agents - students, teachers and faculty staff. Guaranteeing reusability of pedagogical content allows its use on different contexts. Therefore, a repository of learning objects that has a well-defined metadata structure can be used to customize learning processes. Recent researches on Learning Object have been contributing on the search of patterns for instructional content development, in order to make them adaptive, generic, portable and scalable enough to improve their potential for reusability. Besides, a wide range of virtual learning environments has been proposed to support these learning objects, with their properties and characteristics. Nonetheless, the great challenge still remains on how adaptive can a learning object be. There are several levels of adaptation that can be reached, and these levels can be established regarding to a wide range of different aspects on teaching-learning processes, varying from the need of keeping track of students’ evolution on building a specified piece of desired knowledge, until their learning styles, a multi-dimensional measure that are not only individual-dependant, but are also influenced by a range of factors so diverse as environment, inter-relational issues and psychological aspects related to how a student deal with certain sort of knowledge to be constructed, or skill to be developed. An architecture for learning objects repositories that intends to be general enough to support different pedagogical approaches and adaptation levels is presented. Such architecture is based on five different but co-related tiers: Syllabus Tier, which encapsulates all organization of learning objects that persist on the Reusable Learning Objects Tier. To select and present these objects in a way that adaptation to students’ background, learning styles and temporal motivation is responsibility of Apprentice Model Tier and Learning Styles Tier, that together drive Presentation Tier to dynamically built the most adequate interface to each student. Therefore, multiple presentations for the same learning object can make learning process more significant to students.
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De Fatima da Silva, Juliana, Maicon André Dall’ Asta, Fábio J. Parreira, Renan Binda, Vânia Ribas Ulbricht, and Sidnei Renato Silveira. "API ACCESSIBILITY EXTRACTION∗ API para Extração de Parâmetros em Objetos de Aprendizagem Digital para Validação de Acessibilidade." In Computer on the Beach. Itajaí: Universidade do Vale do Itajaí, 2020. http://dx.doi.org/10.14210/cotb.v11n1.p100-102.
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This article presents the development of an API in NodeJs to automatically extract parameters in EPUB, DOCX and PDF digital learning objects. These parameters are used to check the degree of accessibility of Digital Learning Objects for people with hearing and visual impairments. The API uses refactoring techniques and the use of recursive functions, resulting in a JSON object that can be used by many programming languages. The article presents the results of preliminary tests, where it was found that EPUB files are better structured, leaving the parameters completely free to be extracted. The validation will be supported by the Development and Innovation group in Rehabilitation and Digital Assistive Technology (DIRTA-UFSM) and the accessibility team at the Social Media and Social Inclusion (LAMID) laboratory at the Federal University of Santa Catarina (UFSC).
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Frango Silveira, Ismar, Carlos Fernando Araujo Jr., Luiz Henrique Amaral, Ivan Carlos Alcântara de Oliveira, Juliano Schimiguel, and Manuel Fernández-Paradela Ledón. "Granularity of Learning Objects." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2909.
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Traditional methods for developing digital learning content usually produce very large, monolithic content that barely can be reused even in similar contexts, despite of the quality they can have. Nonetheless, digital learning content can be described as a set of highly reusable, low-coupled learning objects that can be put together in order to build adaptive, learner-focused content Nowadays, in spite of all technological evolution, it cannot be affirmed that content development in computer-aided teaching/learning process had evolved the same way. This is, indeed, the most expensive, time-consuming undertaking among all tasks demanded by computer-based course building. One of the reasons for this is that digital learning content reuse, even nowadays, is frequently done through copy-and-paste mechanisms that transpose digital learning contents from a context to another. A vary of explanations can be arisen to justify this fact: first, digital learning content is often modeled in an ad hoc manner, in order that all content is very specific, going about some determined knowledge domain. Besides, such development often utilizes tools and techniques - like HTML - that aren’t concerned about separating content from presentation. A possible solution for this is to develop digital learning contents in function of the set of potential learning objects they can be made of. Thus, there will be analyzed a set of frequently used learning objects in order to classify them on types and discuss some possibilities for diminish their coupling to other learning objects, thus leading to finer granular contents, augmenting their potential for reusability.
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Mu, Xiangming. "Decoupling the Information Application from the Information Creation: Video as Learning Objects in Three-Tier Architecture." In InSITE 2005: Informing Science + IT Education Conference. Informing Science Institute, 2005. http://dx.doi.org/10.28945/2899.
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In this paper a new three-tier video application infrastructure is proposed. Video learning object is introduced as the intermedia tier and it connects the video metadata and video application tier. In addition to the traditional text metadata such as title and description, a wide range of visual metadata including key frames, video storyboards, and fast-forward video are integrated into the video learning object. The visual metadata is organized in hierarchical structure. Video timestamps are used to “mark” different video channels (i.e., visual channel, audio channel, text channel) for the purpose of synchronization. A MPEG-7 compatible XML metadata schema was developed to encode the video learning objects to achieve the reusability and interoperability—different video applications can use the same video learning object without having to reinvent the wheel. A semi-automatic video metadata authorization system called Video Annotation and Summary Tool (VAST) was developed to facilitate the creation of video metadata. The automatic process generates a series of key frame “candidates” (primitive frames) but human beings have to manually select the key frames. The number and the image size of the primitive frames are reconfigureable. The fast-forward version of the original video can also be created from the primitive frames. Finally, we demonstrate how the new three-tier infrastructure is used to guide the development of two independent video application projects: the Open-video digital library project and distance learning using the Interactive Shared Educational Environment (ISEE) project. Both projects utilize the same set of video learning objects.
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Milosevic, Danijela, Mirjana Brkovic, Matjaz Debevc, and Radojka Krneta. "Adaptive Learning by Using SCOs Metadata." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3138.
Full textAbstract:
This paper presents an adaptation scenario for tailoring instructional content towards individual learner characteristics taking into consideration his/her learning style type and subject matter motivation level. Learning resources are organized through shareable content objects (SCOs) - a small digital chunks of knowledge, independent and self described pieces of instructional material delivered via Learning Management System (LMS). We use an ontology based student model for storing student information. The scenario of designing lesson content is presented as a cross section of learning style and motivation level, based on the learning object’s educational metadata. Adaptation is made through discovering those SCO’s whose educational category metadata implies that SCO is to be delivered for the learning style of user. Our future work will be to provide experiment and to test our proposed guidelines in order to get feedback on how learners see the adaptive learning environments tailored to their individual learning style and motivation characteristics.
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Arisoy, Erhan Batuhan, Guannan Ren, Erva Ulu, Nurcan Gecer Ulu, and Suraj Musuvathy. "A Data-Driven Approach to Predict Hand Positions for Two-Hand Grasps of Industrial Objects." In ASME 2016 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/detc2016-60095.
Full textAbstract:
The wide spread use of 3D acquisition devices with high-performance processing tools has facilitated rapid generation of digital twin models for large production plants and factories for optimizing work cell layouts and improving human operator effectiveness, safety and ergonomics. Although recent advances in digital simulation tools have enabled users to analyze the workspace using virtual human and environment models, these tools are still highly dependent on user input to configure the simulation environment such as how humans are picking and moving different objects during manufacturing. As a step towards, alleviating user involvement in such analysis, we introduce a data-driven approach for estimating natural grasp point locations on objects that human interact with in industrial applications. Proposed system takes a CAD model as input and outputs a list of candidate natural grasping point locations. We start with generation of a crowdsourced grasping database that consists of CAD models and corresponding grasping point locations that are labeled as natural or not. Next, we employ a Bayesian network classifier to learn a mapping between object geometry and natural grasping locations using a set of geometrical features. Then, for a novel object, we create a list of candidate grasping positions and select a subset of these possible locations as natural grasping contacts using our machine learning model. We evaluate the advantages and limitations of our method by investigating the ergonomics of resulting grasp postures.