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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.
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Boté Vericad, Juanjo, and Julià Minguillón. "Preservation of Learning Objects in Digital Repositories." RUSC. Universities and Knowledge Society Journal 9, no. 1 (January 15, 2012): 22. http://dx.doi.org/10.7238/rusc.v9i1.1036.
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Et. al., Anandh N,. "Study Of Deep Learning Techniques For Differently Abled Applications And Detection Techniques." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 10 (June 9, 2021): 5817–29. http://dx.doi.org/10.17762/turcomat.v12i10.5396.
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In worldwide, Visually Impaired Persons (VIP) are facing several issue related to visual impairment and blindness and they are assisted with technical inventions. Based on the survey from World Health Organization (WHO), around 2.2 billion peoples are suffered from visual impairment and among them 1 million peoples are suffered by blindness. Vision is the major sensing organ of the human and to assist the VIP regarding this, there are various digital vision products are in the market which is based on digital technologies and advanced algorithms. This will transform the VIP’s vision world into audio to get to know about their surroundings includes objects, motion, obstacles and spatial locations. The objective of this paper is to provide the detailed survey about the existing object recognition, face recognition and text to voice recognition methods proposed to assist VIP. Due to the increase development of machine learning and deep learning algorithms, the digital image recognition and object recognition are become more efficient. These advanced technologies can make sure to assist the VIP to detect and recognize the people face and objects in front of them in the form of audio that are practiced by them on daily basis.
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Francia, Guillermo A. "A Tale of Two Learning Objects." Journal of Educational Technology Systems 31, no. 2 (December 2002): 177–90. http://dx.doi.org/10.2190/qvcw-ae58-6ru7-cp82.
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Learning Objects are digital or non-digital entities, which can be used, re-used or referenced during technology supported learning. These Learning Objects include multimedia segments, interactive learning systems, instructional software tools, course contents, and course management systems. The challenge for education is to design these learning objects. These objects will draw both from knowledge about human cognition and from practical applications of how technology can facilitate complex learning and teaching tasks. This article describes the design and the implementation of two learning objects: the Web Enabled Basic Knowledge Accessibility Program (WEBKAP) and the Web Enabled Automated Test Generation and Management System (WEATGAMS). These tools are created with a common thread: to ameliorate the learning experiences of students.
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Kurniadi, Muhammad Dwi, Rizki Ananda Hsb, and Zulkarnain Zulkarnain. "Utilization of Learning Videos Based on Japanese Occupation Materials in Indonesia as Digital History Learning Objects." Social, Humanities, and Educational Studies (SHEs): Conference Series 3, no. 2 (December 1, 2020): 214. http://dx.doi.org/10.20961/shes.v3i2.46242.
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<p>This research aims to analyze the benefits of Japanese Occupation Material-based Learning Video in Indonesia as a Digital History Learning Object whose problem formulations include :(1) How can Japanese Occupation Materials in Indonesia become objects of historical learning? (2) How can the use of material-based historical learning videos in Indonesia become objects of digital history learning? To answer both problems, the authors used a qualitative approach with a literary study method that collected several articles from previous research results as well as related to research themes. From the results of the research obtained that japanese occupation materials in Indonesia can be used as objects of historical learning because it corresponds to the needs of core competencies and basic competencies of history learning in high school, as well as to improve the nationalist attitude of students, by herding students to imagine the material of occupation in Indonesia through learning videos so that students can see the events of japanese occupation in Indonesia directly. Then based on previous research also explained that the results of the study using video learning based on japanese occupation materials in Indonesia is in effective value to be used as a medium of historical learning.</p>
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Spante, Maria. "Digital creativity: learning by story driven digital production." International Journal of Information and Learning Technology 36, no. 3 (June 3, 2019): 182–91. http://dx.doi.org/10.1108/ijilt-11-2018-0129.
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Purpose The goal to stimulate perspective taking and inference making on social phenomena, such as gender roles in society, has proven to be difficult to achieve in general and in particular for primary school students. Thus, the purpose of this paper is to develop creative models and concepts for learning that provide guidance addressing these challenges. Design/methodology/approach A case study methodology, including classroom observations, teacher interviews and analysis of videos created by students, was applied within a large-scale action research project related to cross-border collaboration for educational purposes supported by information and communication technologies among Danish, Norwegian and Swedish schools. Findings This study reports on how teachers organized group work for their sixth grades students to reimagine and videoing fairy tales endings of Cinderella in order to explore and learn about gender roles in society in a cross-border setting. The personal, emotional and social negotiations of working with peers and giving feedback to students in other schools from other countries enhanced their learning. Results suggest that adding the framework of boundary object-driven design helps to improve the process by its focus on a shared understanding, common practice and sense-making. Originality/value The study incorporates the framework on boundary objects as a “mental design device” into a story-driven digital production project, suggesting that creativity in combination with a specific yet open task for student group work enhances learning in social science.
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Ivanov, D. I. "METHODS OF IMAGE RECOGNITION IN A VIDEO STREAM." Applied Mathematics and Fundamental Informatics 8, no. 1 (2021): 042–49. http://dx.doi.org/10.25206/2311-4908-2021-8-1-42-49.
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The article examines the problem of automatic object recognition using a video stream as a digital image. Algorithms for recognizing and tracking objects in the video stream are considered, methods used in video processing are analyzed, and the use of machine learning tools in working with video is described.The main approaches to solving the problem of recognizing moving objects in a video stream are investigated: the detection-based approach and the tracking-based approach. Arguments are made in favor of the tracking-based approach, and, in addition, modern methods of tracking objects in the video stream are considered. In particular, the algorhythms: Online Boosting Tracker - one of the first object tracking algorithms with high tracking accuracy, MIL Tracker (Multiple Instance Learning Tracker), which is a development of the idea of learning with a teacher and the Online Boosting algorithm and the KCF Tracker algorithm (Kernelized Correlation Filters Tracker) - a method that uses the mathematical properties of overlapping areas of positive examples.As a result, the advantages and disadvantages of the considered methods and algorithms for recognizing and tracking objects for various applications are highlighted.
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Maschio, Alexandre V., and Nuno M. R. Correia. "Digital Learning Object for Audiovisual Production." International Journal of Information and Education Technology 10, no. 3 (2020): 201–8. http://dx.doi.org/10.18178/ijiet.2020.10.3.1364.
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Sundby, Tiril, Julia Maria Graham, Adil Rasheed, Mandar Tabib, and Omer San. "Geometric Change Detection in Digital Twins." Digital 1, no. 2 (April 15, 2021): 111–29. http://dx.doi.org/10.3390/digital1020009.
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Digital twins are meant to bridge the gap between real-world physical systems and virtual representations. Both stand-alone and descriptive digital twins incorporate 3D geometric models, which are the physical representations of objects in the digital replica. Digital twin applications are required to rapidly update internal parameters with the evolution of their physical counterpart. Due to an essential need for having high-quality geometric models for accurate physical representations, the storage and bandwidth requirements for storing 3D model information can quickly exceed the available storage and bandwidth capacity. In this work, we demonstrate a novel approach to geometric change detection in a digital twin context. We address the issue through a combined solution of dynamic mode decomposition (DMD) for motion detection, YOLOv5 for object detection, and 3D machine learning for pose estimation. DMD is applied for background subtraction, enabling detection of moving foreground objects in real-time. The video frames containing detected motion are extracted and used as input to the change detection network. The object detection algorithm YOLOv5 is applied to extract the bounding boxes of detected objects in the video frames. Furthermore, we estimate the rotational pose of each object in a 3D pose estimation network. A series of convolutional neural networks (CNNs) conducts feature extraction from images and 3D model shapes. Then, the network outputs the camera orientation’s estimated Euler angles concerning the object in the input image. By only storing data associated with a detected change in pose, we minimize necessary storage and bandwidth requirements while still recreating the 3D scene on demand. Our assessment of the new geometric detection framework shows that the proposed methodology could represent a viable tool in emerging digital twin applications.
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Mora-Vicarioli, Francisco. "OBJETOS DE APRENDIZAJE: IMPORTANCIA DE SU USO EN LA EDUCACIÓN VIRTUAL. LEARNING OBJECTS: THE IMPORTANCE OF IT’S USE IN THE VIRTUAL EDUCATION." Revista Electrónica Calidad en la Educación Superior 3, no. 1 (May 4, 2012): 104–18. http://dx.doi.org/10.22458/caes.v3i1.435.
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El objeto de aprendizaje (OA) es parte de una filosofía en la elaboración de un material didáctico con soporte digital y está principalmente orientado para su utilización en la educación virtual. Uno de sus propósitos es mejorar las prácticas para la elaboración de material digital, en el sentido de unificar su formato y estructura. En ocasiones, se elaboran material digital para cursos en línea y no hay un verdadero aprovechamiento o posibilidades de mejora a futuro, lo cual supone un uso ineficiente del tiempo. También se podrían estar elaborando materiales que ya existen, pero que no se encuentran en un formato de soporte de fácil edición. Este artículo presenta algunas posibilidades, recomendaciones y beneficios de los objetos de aprendizaje para su implementación en los cursos en línea, así como las condiciones para su almacenamiento en repositorios de objetos de aprendizaje.Palabras clave: Objetos de aprendizaje, repositorios de objetos de aprendizaje, cursos virtuales, virtualidad, plataformas de aprendizaje en línea, educación virtual. AbstractThe learning object (LO) is part of a philosophy in developing a digital teaching material and is mainly targeted for use in virtual education. One of its aims is to improve practices for the production of digital material in the sense of unifying the format and structure. Sometimes they produce digital material for online courses and there is no real use or for improvement in the future, which implies an inefficient use of time. It could also be developing materials that already exist, but not in a user-friendly format edition. This article presents some possibilities, recommendations and benefits of learning objects for deployment in online courses and conditions for storage in repositories of learning objects.Keywords: Learning objects, learning object repositories, online courses, virtuality, online learning platforms, and virtual education.
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VLADOIU, Mihaela-Monica. "Learning Objects Need Badly Instructional Digital Libraries Support." Informatics in Education 2, no. 2 (October 15, 2003): 291–316. http://dx.doi.org/10.15388/infedu.2003.21.
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Vincze, Markus, Timothy Patten, Kiru Park, and Dominik Bauer. "Learn, detect, and grasp objects in real-world settings." e & i Elektrotechnik und Informationstechnik 137, no. 6 (July 30, 2020): 324–30. http://dx.doi.org/10.1007/s00502-020-00817-6.
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Abstract Experts predict that future robot applications will require safe and predictable operation: robots will need to be able to explain what they are doing to be trusted. To reach this goal, they will need to perceive their environment and its object to better understand the world and the tasks they have to perform. This article gives an overview of present advances with the focus on options to learn, detect, and grasp objects. With the approach of colour and depth (RGB-D) cameras and the advances in AI and deep learning methods, robot vision has been pushed considerably over the last years. We summarise recent results for pose estimation of objects and work on verifying object poses using a digital twin and physics simulation. The idea is that any hypothesis from an object detector and pose estimator is verified leveraging on the continuous advances in deep learning approaches to create object hypotheses. We then show that the object poses are robust enough such that a mobile manipulator can approach the object and grasp it. We intend to indicate that it is now feasible to model, recognise and grasp many objects with good performance, though further work is needed for applications in industrial settings.
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Dewi, Fransisca Indra, Nur Aji Wibowo, Debora Natalia Sudjito, and Ferdy Rondonuwu. "The Design of One-Dimensional Motion and Two-Dimensional Motion Learning Media Using Digital Camera and Tracker-Based Air Track." Jurnal Penelitian & Pengembangan Pendidikan Fisika 6, no. 1 (June 30, 2020): 65–74. http://dx.doi.org/10.21009/1.06107.
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This research describes the results of the development of 2D air track tools designed for one and two-dimensional motion experiments with small frictional forces. Friction is minimized by using wind gusts through small holes made in all parts of the runway. Motion detection devices used are digital cameras and trackers. Digital cameras are used to record the motion of objects on a platform in the form of video with a specific frame-rate. Tracker is used to analyzing videos that contain information about object motion. This tool has been tested on one-dimensional motion, that is, an object that slides over an inclined plane and two-dimensional motion in the case of a collision of two objects. In the case of one-dimensional position graphs against time can be displayed, the instantaneous velocity and average and acceleration can be accurately determined. In the case of the collision of two objects, the position graph against time can also be displayed for each object before and after the collision. The velocity vector can be determined accurately so that the law of conservation of momentum and kinetic energy can be verified. One and two-dimensional motion are the concepts that underlie almost all other concepts in physics. Therefore one and two-dimensional motion experiments are important to build students’ experiences of the concept. Thus 2D air track platform based on digital cameras and Tracker software can be used as a physics learning media on motion kinematics materials that can display various kinematics graphs so that information about motion is complete.
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Whatley, Sarah, and David Bennett. "Digital Literacy and the Dance Student: Digital Dance Objects and the Implications for Teaching, Learning, and Assessment." Congress on Research in Dance Conference Proceedings 41, S1 (2009): 110–16. http://dx.doi.org/10.1017/s2049125500000984.
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This paper provides an overview of a project led by Sarah Whatley and David Bennett at Coventry University as part of the JISC-funded project CURVE (Coventry University Repository for a Virtual Environment). The project was one of a number of work packages developed throughout 2007–2008, in this case a dance learning objects package, to assist student engagement with the university's virtual learning environment (VLE). The dance learning objects package was developed, trialled, and is now in place. In developing these materials, the interest was in how the digital dance objects that we were creating for a parallel project—the AHRC funded Siobhan Davies Archive, which is an online digital archive—could be developed into learning objects and how this might lead to the development of new ways of teaching and learning, new assessment methods, and the development of further dance learning objects.
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Mori, Y., K. Kohira, and H. Masuda. "CLASSIFICATION OF POLE-LIKE OBJECTS USING POINT CLOUDS AND IMAGES CAPTURED BY MOBILE MAPPING SYSTEMS." ISPRS - International Archives of the Photogrammetry, Remote Sensing and Spatial Information Sciences XLII-2 (May 30, 2018): 731–38. http://dx.doi.org/10.5194/isprs-archives-xlii-2-731-2018.
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The vehicle-based mobile mapping system (MMS) is effective for capturing 3D shapes and images of roadside objects. The laser scanner and cameras on the MMS capture point-clouds and sequential digital images synchronously during driving. In this paper, we propose a method for detecting and classifying pole-like objects using both point-clouds and images captured using the MMS. In our method, pole-like objects are detected from point-clouds, and then target objects, which are objects attached to poles, are extracted for identifying the types of pole-like objects. For associating each target object with images, the points of the target object are projected onto images, and the image of the target object is cropped. Each pole-like object is represented as a feature vector, which are calculated from point-clouds and images. The feature values of a point-cloud are calculated by point processing, and the ones of the cropped image are calculated using a convolutional neural network. The feature values of point-clouds and images are unified, and they are used as the input to machine learning. In experiments, we classified pole-like objects using three methods. The first method used only point-clouds, the second used only images, and the third used both point-clouds and images. The experimental results showed that the third method could most accurately classify pole-like objects.
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Blanc, Sara, and Jose Vicente Benlloch-Dualde. "Digital Learning Object Production in Engineering Courses." IEEE Revista Iberoamericana de Tecnologias del Aprendizaje 9, no. 2 (May 2014): 43–48. http://dx.doi.org/10.1109/rita.2014.2317524.
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Attygalle, Nuwan T., Luis A. Leiva, Matjaž Kljun, Christian Sandor, Alexander Plopski, Hirokazu Kato, and Klen Čopič Pucihar. "No Interface, No Problem: Gesture Recognition on Physical Objects Using Radar Sensing." Sensors 21, no. 17 (August 27, 2021): 5771. http://dx.doi.org/10.3390/s21175771.
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Physical objects are usually not designed with interaction capabilities to control digital content. Nevertheless, they provide an untapped source for interactions since every object could be used to control our digital lives. We call this the missing interface problem: Instead of embedding computational capacity into objects, we can simply detect users’ gestures on them. However, gesture detection on such unmodified objects has to date been limited in the spatial resolution and detection fidelity. To address this gap, we conducted research on micro-gesture detection on physical objects based on Google Soli’s radar sensor. We introduced two novel deep learning architectures to process range Doppler images, namely a three-dimensional convolutional neural network (Conv3D) and a spectrogram-based ConvNet. The results show that our architectures enable robust on-object gesture detection, achieving an accuracy of approximately 94% for a five-gesture set, surpassing previous state-of-the-art performance results by up to 39%. We also showed that the decibel (dB) Doppler range setting has a significant effect on system performance, as accuracy can vary up to 20% across the dB range. As a result, we provide guidelines on how to best calibrate the radar sensor.
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Halverson, Richard, Moses Wolfenstein, Caroline C. Williams, and Charles Rockman. "Remembering Math: The Design of Digital Learning Objects to Spark Professional Learning." E-Learning and Digital Media 6, no. 1 (January 2009): 97–118. http://dx.doi.org/10.2304/elea.2009.6.1.97.
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Et.al, Susmita Goswami. "A Survey on Human Detection using Reinforcement Learning." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 6 (April 11, 2021): 123–26. http://dx.doi.org/10.17762/turcomat.v12i6.1276.
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Human Detection - technology related to computer vision and image processing work by finding people in digital photos and videos and surveillance videos that are part of the observation. Single Shot Detector (SSD) is a deep learning method and is one of the fastest algorithms that use a single convolutional neural network to detect objects involving humans, cats, dogs, etc., and extract feature maps to classify the candidate object in the respective images. The advantage that SSD has is that it is quick to detect and has high accuracy in a given situation compared to regional suggested networks with smaller resolution images and smaller objects. However, it is still somewhat lagging in detecting large objects in larger images as compared to other algorithms that have been used to achieve better accuracy. It is a simple, end-to-end solution for a single network, and detection and extraction are done with one step forward single pass. The proposed system is to use the Optimized-SSD algorithm to detect human accuracy in the proposed database with good accuracy which will be the task of learning to increase SSD capacity as a detection system.
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De Pietro, Orlando. "Authentic and Situated Learning with the Use of an Adaptive Search Engine and a QR-Code in Mobile Mode." International Journal of Digital Literacy and Digital Competence 4, no. 3 (July 2013): 19–30. http://dx.doi.org/10.4018/ijdldc.2013070103.
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The paper presents a technique of interrogation, in mobile technology, of a knowledge base contained in an e-Learning platform. The query is done through the integrated use of an adaptive search engine (ASE) and QR codes. The QR-Code are used to label objects in real environments of cultural matter (eg: museums, art galleries, archaeological sites, etc.). These objects can then be analyzed in more detail during a real learning activity (situated learning and authentic learning). The knowledge base of the virtual learning environment (VLE), is interrogated through a mobile device (smartphone or tablet) which, through an appropriate decoder software, interprets the instructions contained in a QR label previously positioned on the object actually observed by the learner (eg, during a visit to a museum). ASE combines to the data contained in the QR-Code those relating to the user who performs the query (previously recognized via the log-in on the e-Learning platform), therefore, extracts information about the observed object, adapting to the profile of the user-learner. With the help of these tools the learner can expand his real learning experience, while interacting with a virtual learning environment. In this way, situated and authentic learning activities can be upgraded and virtualized, maturing a significative educational experience with the use of intuitive and user friendly digital tools.
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Gaona García, Paulo Alonso, Carlos Enrique Montenegro Marin, and Elvis Eduardo Gaona García. "Model of Learning Objects Exchange between LCMS Platforms through Intelligent Agents1." Ingenieria y Universidad 19, no. 2 (July 30, 2015): 145. http://dx.doi.org/10.11144/javeriana.iyu19-2.mloe.
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Currently, there are a variety of digital resources hosted on the Internet, based on access points such as digital libraries and repositories. The majority of strategies to store information are used by specialized documentation centers, academic institutions, and databases of regional development policies. These entities have been directing their efforts to improve the access over a collection of digital resources for academic and professional purposes. There is still a lot of educational material that is hosted on content management tools known as Learning Content Management System (LCMS); however, those tools do not perform the corresponding indexing of digital resources for the use of repositories. In fact, this requirement reduces the access to digital resources even from the inside of each academic institution, losing coverage and recognition in other learning environments. Moreover, this factor also limits the enrichment and linking of related academic material. Then, strategies such as Linked Data cannot be extensively used to share digital resources. Therefore, this article aims to devise an indexing strategy to manage digital resources hosted in different LCMS by defining services that facilitate the exchange of digital resources and their reuse. Case Study: Efront and Moodle platforms.
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Kaur, Parvinder, Baljit Singh Khehra, and Amar Partap Singh Pharwaha. "Deep Transfer Learning Based Multiway Feature Pyramid Network for Object Detection in Images." Mathematical Problems in Engineering 2021 (April 17, 2021): 1–13. http://dx.doi.org/10.1155/2021/5565561.
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Object detection is being widely used in many fields, and therefore, the demand for more accurate and fast methods for object detection is also increasing. In this paper, we propose a method for object detection in digital images that is more accurate and faster. The proposed model is based on Single-Stage Multibox Detector (SSD) architecture. This method creates many anchor boxes of various aspect ratios based on the backbone network and multiscale feature network and calculates the classes and balances of the anchor boxes to detect objects at various scales. Instead of the VGG16-based deep transfer learning model in SSD, we have used a more efficient base network, i.e., EfficientNet. Detection of objects of different sizes is still an inspiring task. We have used Multiway Feature Pyramid Network (MFPN) to solve this problem. The input to the base network is given to MFPN, and then, the fused features are given to bounding box prediction and class prediction networks. Softer-NMS is applied instead of NMS in SSD to reduce the number of bounding boxes gently. The proposed method is validated on MSCOCO 2017, PASCAL VOC 2007, and PASCAL VOC 2012 datasets and compared to existing state-of-the-art techniques. Our method shows better detection quality in terms of mean Average Precision (mAP).
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Nancarrow, Jane-Heloise. "Democratizing the Digital Collection." Museum Worlds 4, no. 1 (July 1, 2016): 63–77. http://dx.doi.org/10.3167/armw.2016.040106.
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ABSTRACTThree-dimensional modeling and printing of museum artifacts have a growing role in public engagement and teaching—introducing new cultural heritage stakeholders and potentially allowing more democratic access to museum collections. This destabilizes traditional relationships between museums, collections, researchers, teachers and students, while offering dynamic new ways of experiencing objects of the past. Museum events and partnerships such as the Metropolitan Museum of Art “Hackathon”; the MicroPasts initiative; and Sketchfab for Museums and Cultural Heritage, encourage non-traditional methods of crowd-sourcing and software collaboration outside the heritage sector. The wider distribution properties of digitized museum artifacts also have repercussions for object-based and kinesthetic learning at all levels, as well as for experiential and culturally sensitive aspects of indigenous heritage. This article follows the existing workflow from model creation to classroom: considering the processes, problems, and applications of emerging digital visualization technologies from both a museum and pedagogical perspective.
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Putra, Andika Bagus Nur Rahma, Amat Mukhadis, Nurul Ulfatin, Tuwoso Tuwoso, Mahfudi Sahly Subandi, Hardika Hardika, and Abd Kadir Muhammad. "The Innovation of Disruptive Learning Media with Augmented Reality Based 3D Object Concept with Drill Machine Design to Improve Quality of Distance Learning in The Era of Education 4.0." International Journal of Interactive Mobile Technologies (iJIM) 15, no. 12 (June 18, 2021): 193. http://dx.doi.org/10.3991/ijim.v15i12.21579.
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Currently, the world of education is entering a disruptive era. Digital-based educational technology. Especially in the distance education model. The technology used is relatively unsophisticated. This study aims to: (1) develop Disruptive Innovation learning media with Augmented Reality with the concept of 3D objects in the form of a Drill Machine; (2) testing the attractiveness of Disruptive Innovation Learning media with Augmented Reality with a 3D Object Concept in the form of a Drill Machine; and (3) testing the effectiveness level of the product being developed. The method used is research and development (R&D), followed by quasi-experimentation to test its effectiveness. Validation consists of two teams of experts, namely e-learning media experts and vocational education material experts. The findings in this study include augmented reality technology based on 3D objects in the form of a drill machine that was developed has a high level of attractiveness and completeness of vocational material. The object-based 3D augmented reality technology in the form of a drill machine that was developed was proven to be able to improve the understanding skills of vocational students in the education era 4.0.
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Silveira, DeniseTolfo, Vanessa Menezes Catalan, Agnes Ludwig Neutzling, and Luísa Helena Machado Martinato. "Digital Learning Objects in Nursing Consultation: technology Assessment by Undergraduate Students." Revista Latino-Americana de Enfermagem 18, no. 5 (October 2010): 1005–12. http://dx.doi.org/10.1590/s0104-11692010000500023.
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This study followed the teaching-learning process about the nursing consultation, based on digital learning objects developed through the active Problem Based Learning method. The goals were to evaluate the digital learning objects about nursing consultation, develop cognitive skills on the subject using problem based learning and identify the students’ opinions on the use of technology. This is an exploratory and descriptive study with a quantitative approach. The sample consisted of 71 students in the sixth period of the nursing program at the Federal University of Rio Grande do Sul. The data was collected through a questionnaire to evaluate the learning objects. The results showed positive agreement (58%) on the content, usability and didactics of the proposed computer-mediated activity regarding the nursing consultation. The application of materials to the students is considered positive.
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Bartek, Kvetoslav, and David Nocar. "The use of digital learning objects for effective mathematics instruction." Contemporary Educational Researches Journal 8, no. 2 (May 29, 2018): 50–56. http://dx.doi.org/10.18844/cerj.v8i2.3476.
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Digital learning objects (DLOs) can be defined as interactive (web-based) tools that are mainly used and reused for learning, education or training. In mathematics education, we use DLO for its potential to help students to understand phenomena, whose introduction in the traditional way of teaching mathematics could be problematic. We analysed one of the biggest and well known DLO repositories on the web RVP.cz, which is the main methodological support for teachers and implementation of the educational framework. We followed representation of the three DLO types of category 2 introduced in this text.
Keywords:Digital learning objects, DL, educational games ,DLO repository ,survey
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Zuckerman, Oren. "Designing digital objects for learning: lessons from Froebel and Montessori." International Journal of Arts and Technology 3, no. 1 (2010): 124. http://dx.doi.org/10.1504/ijart.2010.030497.
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Cogo, Ana Luísa Petersen, Eva Néri Rubim Pedro, Denise Tolfo Silveira, Ana Paula Scheffer Schell da Silva, Rosa Helena Kreutz Alves, and Vanessa Menezes Catalan. "Development and use of digital educative objects in nursing teaching." Revista Latino-Americana de Enfermagem 15, no. 4 (August 2007): 699–701. http://dx.doi.org/10.1590/s0104-11692007000400028.
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This paper describes a development project of digital learning objects in nursing, and the evaluation of their use by teachers and undergraduate nursing students. The strategies for their development were composed of the following stages: conceptual modeling, development of instructional materials, implementation in a virtual learning environment, and evaluation. This is an ongoing study and preliminary results demonstrate that teachers and students evaluated the design and the content of the nursing digital learning objects satisfactorily, but demonstrate difficulties in using them. The results point to the impact of innovation through the consolidation of the use of educational technologies integrated to the teaching of nursing, as well as a support program for teachers.
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Gichane, Michael M., Jean B. Byiringiro, Andrew K. Chesang, Peterson M. Nyaga, Rogers K. Langat, Hasan Smajic, and Consolata W. Kiiru. "Digital Triplet Approach for Real-Time Monitoring and Control of an Elevator Security System." Designs 4, no. 2 (April 21, 2020): 9. http://dx.doi.org/10.3390/designs4020009.
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As Digital Twins gain more traction and their adoption in industry increases, there is a need to integrate such technology with machine learning features to enhance functionality and enable decision making tasks. This has lead to the emergence of a concept known as Digital Triplet; an enhancement of Digital Twin technology through the addition of an ’intelligent activity layer’. This is a relatively new technology in Industrie 4.0 and research efforts are geared towards exploring its applicability, development and testing of means for implementation and quick adoption. This paper presents the design and implementation of a Digital Triplet for a three-floor elevator system. It demonstrates the integration of a machine learning (ML) object detection model and the system Digital Twin. This was done to introduce an additional security feature that enabled the system to make a decision, based on objects detected and take preliminary security measures. The virtual model was designed in Siemens NX and programmed via Total Integrated Automation (TIA) portal software. The corresponding physical model was fabricated and controlled using a Programmable Logic Controller (PLC) S7 1200. A control program was developed to mimic the general operations of a typical elevator system used in a commercial building setting. Communication, between the physical and virtual models, was enabled using the OPC-Unified Architecture (OPC-UA) protocol. Object recognition using “You only look once” (YOLOV3) based machine learning algorithm was incorporated. The Digital Triplet’s functionality was tested, ensuring the virtual system duplicated actual operations of the physical counterpart through the use of sensor data. Performance testing was done to determine the impact of the ML module on the real-time functionality aspect of the system. Experiment results showed the object recognition contributed an average of 1.083 s to an overall signal travel time of 1.338 s.
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Styliadis, Athanasios D., Debbie G. Konstantinidou, and Kyriaki A. Tyxola. "eCAD System Design - Applications in Architecture." International Journal of Computers Communications & Control 3, no. 2 (January 1, 2008): 204. http://dx.doi.org/10.15837/ijccc.2008.2.2388.
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The rapid advances in learning technologies, computer modeling, multimedia and spatial sciences, as well as the availability of many powerful graphics PCs and workstations, make 3-D modeling-based methods for personalized e-learning with eCAD (modeling) functionality feasible. Personalized eCAD learning is a new term in engineering, environment and architecture education, related to the development of learning educational units (3-D learning objects) with re-usable digital architecture functionality, and introduced to literature for the first time within this paper. In particular, for university education courses in eCAD, digital architecture, design computing and CAAD (reagarding spatial information systems, architectures, monuments, cultural heritage sites, etc.), such a e-learning methodolgy must be able to derive spatial, pictorial, geometric, spatial, topological, learning and semantic information from the target object (a 3-D model) or scene (a 3-D landscape environment) or procedure (a 3-D simulation approach to a phenomenon), in such a way that it can be directly used for e-learning purposes regarding the spatial topology, the history, the architecture, the structure and the temporal (time-based) 3-D geometry of the projected object, scene or procedure. This paper is about the system design of such a e-learning method. For this purpose, the requirements, objectives and pedagogical extensions are presented and discussed. Finaly, a practical project is used to demonstrate the functionality and the performance of the proposed methodology in architecture
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MARZAL, Miguel Ángel, and Silvia PEDRAZZI. "Educational potential of topic maps and learning objects for m-learning in the knowledge society." Transinformação 27, no. 3 (December 2015): 229–44. http://dx.doi.org/10.1590/0103-37862015000300005.
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The aim of the article is to present topic maps as a model for managing digital education content and learning objects for the design of digital teaching materials as the building blocks for an ideal educational model for the knowledge society: mlearning. We assess the educational benefits of topic maps using double entry tables for m-learning and propose criteria for determining the effectiveness of learning objects in mlearning. The findings reveal a need for further research for the effective management of educational content specific to mlearning, which is considered in pedagogical models such as in connectivism.
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Favorskaya, M. N., and L. C. Jain. "Saliency detection in deep learning era: trends of development." Information and Control Systems, no. 3 (June 21, 2019): 10–36. http://dx.doi.org/10.31799/1684-8853-2019-3-10-36.
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Introduction:Saliency detection is a fundamental task of computer vision. Its ultimate aim is to localize the objects of interest that grab human visual attention with respect to the rest of the image. A great variety of saliency models based on different approaches was developed since 1990s. In recent years, the saliency detection has become one of actively studied topic in the theory of Convolutional Neural Network (CNN). Many original decisions using CNNs were proposed for salient object detection and, even, event detection.Purpose:A detailed survey of saliency detection methods in deep learning era allows to understand the current possibilities of CNN approach for visual analysis conducted by the human eyes’ tracking and digital image processing.Results:A survey reflects the recent advances in saliency detection using CNNs. Different models available in literature, such as static and dynamic 2D CNNs for salient object detection and 3D CNNs for salient event detection are discussed in the chronological order. It is worth noting that automatic salient event detection in durable videos became possible using the recently appeared 3D CNN combining with 2D CNN for salient audio detection. Also in this article, we have presented a short description of public image and video datasets with annotated salient objects or events, as well as the often used metrics for the results’ evaluation.Practical relevance:This survey is considered as a contribution in the study of rapidly developed deep learning methods with respect to the saliency detection in the images and videos.
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Rosedale, Naomi Alexandra, Rebecca Ngaire Jesson, and Stuart McNaughton. "Business as Usual or Digital Mechanisms for Change?" International Journal of Mobile and Blended Learning 13, no. 2 (April 2021): 17–35. http://dx.doi.org/10.4018/ijmbl.2021040102.
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Mathematics classrooms have a long history of what has been termed ‘unidimensional' character: a proclivity for student practice routines and teachers as experts and keepers of knowledge. This study investigates affordances of student-created digital learning objects (SC-DLOs) as transformative, design-for-learning practices in the hands of students. Historical distinctions are drawn between digital learning objects (DLOs) and digital learning artefacts (DLAs) primarily for teacher assessment of student learning. SC-DLOs are conceived as students' design for learning for the peer learning community. Hence, SC-DLOs have additional and different learning potential that aligns with 21st century skill development. A corpus of mathematics SC-DLOs (n=155) were analysed from learner blogs (Year 7-8) in a 1:1 digital initiative in New Zealand. A mixed-methods approach was used to investigate features of students' multimodal design for learning. A framework of implications informs and problematises understandings of transformative digital creation by students in mathematics.
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Quint, Fabian, Katharina Mura, and Dominic Gorecky. "In-Factory Learning – Qualification For The Factory Of The Future." ACTA Universitatis Cibiniensis 66, no. 1 (July 1, 2015): 159–64. http://dx.doi.org/10.1515/aucts-2015-0046.
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Abstract The Industry 4.0 vision anticipates that internet technologies will find their way into future factories replacing traditional components by dynamic and intelligent cyber-physical systems (CPS) that combine the physical objects with their digital representation. Reducing the gap between the real and digital world makes the factory environment more flexible, more adaptive, but also more complex for the human workers. Future workers require interdisciplinary competencies from engineering, information technology, and computer science in order to understand and manage the diverse interrelations between physical objects and their digital counterpart. This paper proposes a mixed-reality based learning environment, which combines physical objects and visualisation of digital content via Augmented Reality. It uses reality-based interaction in order to make the dynamic interrelations between real and digital factory visible and tangible. We argue that our learning system does not work as a stand-alone solution, but should fit into existing academic and advanced training curricula.
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Silva, Luciana Pereira, Andreia Rutiquewiski, and Juliana Benatti. "Os objetos educacionais digitais em Linguagem e Interação: avanços, permanências ou retrocessos?" Texto Livre: Linguagem e Tecnologia 11, no. 3 (December 26, 2018): 102–30. http://dx.doi.org/10.17851/1983-3652.11.3.102-130.
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RESUMO: Este artigo analisa os Objetos Educacionais Digitais que acompanham a coleção didática Linguagem e Interação, indicada ao ensino médio 2018-2020 via Plano Nacional do Livro Didático. Segundo a literatura, esse material digital pode subsidiar as aulas de língua materna a partir da pedagogia dos multiletramentos em substituição a práticas de ensino tradicionais. Para tanto, foram realizadas pesquisas de caráter documental (documentos oficiais de ensino) e bibliográfico (LEFFA, 2006; ANTUNES, 2007; MARCUSCHI, 2008; DIONÍSIO 2011, 2014; ROJO, 2012, 2013, 2017, entre outros). Em seguida, foram analisados os Objetos Educacionais, cotejando-os à fundamentação teórica. Propõe-se, para a caracterização do corpus, dois momentos de análise: 1) a partir das propriedades estabelecidas por Leffa (granularidade, reusabilidade, interoperabilidade e recuperabilidade); e 2) a partir dos fundamentos teórico-metodológicos do ensino de Português como língua materna. Os resultados confirmam que, apesar desse material digital enquadrar-se na definição prototípica, deixa a desejar quanto ao desenvolvimento das habilidades linguísticas dos estudantes com vistas aos multiletramentos.
PALAVRAS-CHAVE: ensino-aprendizagem de língua materna; tecnologias digitais de informação e comunicação; objetos educacionais digitais; multiletramentos.
ABSTRACT:This article analyses the Digital Educational Objects which follow the didactic collection Linguagem e Interação, appointed to be used in the middle school 2018-2000 via Plano Nacional do Livro Didático. Based on the current literature, this digital material may help in the mother tongue classes anchored in a multiliteracy pedagogy, replacing traditional practices. In doing so, a research was conducted based on teaching official documents as well as a bibliographic research (LEFFA, 2006; ANTUNES, 2007; MARCUSCHI, 2008; DIONÍSIO, 2011, 2014; ROJO, 2012, 2013, 2017, among others. Then, the Digital Educational Objects were analyzed taking into consideration the chosen theory. It proposes, for the characterization of the corpus, two moments of analysis: 1) from the properties established by Leffa (granularity, reusability, interoperability and recoverability); and 2) from the theoretical-methodological foundations of the teaching of Portuguese as a mother tongue. The results confirm that although this digital material fits in with the prototypical definition, it leaves no room for the development of students' language skills, considering the multiliteracies.
KEYWORDS: teaching-learning of mother tongue; digital information and communication technologies; digital educational objects; multiliteracies.
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Weigel, Tobias, Ulrich Schwardmann, Jens Klump, Sofiane Bendoukha, and Robert Quick. "Making Data and Workflows Findable for Machines." Data Intelligence 2, no. 1-2 (January 2020): 40–46. http://dx.doi.org/10.1162/dint_a_00026.
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Research data currently face a huge increase of data objects with an increasing variety of types (data types, formats) and variety of workflows by which objects need to be managed across their lifecycle by data infrastructures. Researchers desire to shorten the workflows from data generation to analysis and publication, and the full workflow needs to become transparent to multiple stakeholders, including research administrators and funders. This poses challenges for research infrastructures and user-oriented data services in terms of not only making data and workflows findable, accessible, interoperable and reusable, but also doing so in a way that leverages machine support for better efficiency. One primary need to be addressed is that of findability, and achieving better findability has benefits for other aspects of data and workflow management. In this article, we describe how machine capabilities can be extended to make workflows more findable, in particular by leveraging the Digital Object Architecture, common object operations and machine learning techniques.
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Islind, Anna Sigridur, and Ulrika Lundh Snis. "Learning in home care: a digital artifact as a designated boundary object-in-use." Journal of Workplace Learning 29, no. 7/8 (September 11, 2017): 577–87. http://dx.doi.org/10.1108/jwl-04-2016-0027.
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Purpose The aim of this paper is to understand how the role of an mHealth artifact plays out in home care settings. An mHealth artifact, in terms of a mobile app, was tested to see how the quality of home care work practice was enhanced and changed. The research question is: In what ways does an mHealth artifact re-shape a home care practice and how does this affect the interaction between caregivers and the elderly and learning opportunities for the caregivers? Design/methodology/approach An action research approach was taken and the study was conducted in a home care organization in a Swedish municipality. The data were collected through semi-structured interviews and observations that were conducted during home visits. Concepts of learning and boundary objects were used to analyze and distinguish interactions and conversations with the mHealth artifact. Findings The study shows how an mHealth artifact is re-shaping a home care practice and how this affects interactions and identifies learning opportunities. Views on the mHealth artifact as a designated boundary object as well as a boundary object-in-use must co-exist. Originality/value The study provides qualitative descriptions from using an mHealth artifact for home care, which is an emerging area of concern for both research and practice. It focuses on the interactional and organizational values generated from the actual use of the designed mobile application.
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Martin, Sergio. "Internet of Things Learning and Teaching." Technologies 9, no. 1 (January 18, 2021): 7. http://dx.doi.org/10.3390/technologies9010007.
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Fertalj, Kresimir, Natasa Bozic-Hoic, and Hrvoje Jerkovic. "The integration of learning object repositories and learning management systems." Computer Science and Information Systems 7, no. 3 (2010): 387–407. http://dx.doi.org/10.2298/csis081127001f.
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The systems aimed for manipulating large number of courses and students are called Learning Management Systems (LMS). A LMS can have excellent performance implemented through advanced Web technologies but it is often accompanied by a poor or rarely used repository of institution?s educational content. It has still remained. Still remains a problem how to allow users of a LMS to easily modify and integrate the content from federated e-learning repositories into their courses. This article presents an analysis of present repository frameworks and projects. FEDORA (Flexible Extensible Digital Repository Object Architecture) framework is explained as an alternative repository solution. A pilot application has been developed to demonstrate the interaction between a LMS and its repository.
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Aguilar, Jose, Camilo Salazar, Henry Velasco, Julian Monsalve-Pulido, and Edwin Montoya. "Comparison and Evaluation of Different Methods for the Feature Extraction from Educational Contents." Computation 8, no. 2 (April 15, 2020): 30. http://dx.doi.org/10.3390/computation8020030.
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This paper analyses the capabilities of different techniques to build a semantic representation of educational digital resources. Educational digital resources are modeled using the Learning Object Metadata (LOM) standard, and these semantic representations can be obtained from different LOM fields, like the title, description, among others, in order to extract the features/characteristics from the digital resources. The feature extraction methods used in this paper are the Best Matching 25 (BM25), the Latent Semantic Analysis (LSA), Doc2Vec, and the Latent Dirichlet allocation (LDA). The utilization of the features/descriptors generated by them are tested in three types of educational digital resources (scientific publications, learning objects, patents), a paraphrase corpus and two use cases: in an information retrieval context and in an educational recommendation system. For this analysis are used unsupervised metrics to determine the feature quality proposed by each one, which are two similarity functions and the entropy. In addition, the paper presents tests of the techniques for the classification of paraphrases. The experiments show that according to the type of content and metric, the performance of the feature extraction methods is very different; in some cases are better than the others, and in other cases is the inverse.
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Tarouco, Liane Margarida Rockenbach, Alessandra Pereira Rodrigues, and Marcelo Augusto Rauh Schmitt. "Integração do MOODLE com repositórios abertos." Perspectivas em Ciência da Informação 18, no. 1 (March 2013): 66–85. http://dx.doi.org/10.1590/s1413-99362013000100006.
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Com a disseminação da Tecnologia de Informação e Comunicação no ambiente educacional, aliada à proliferação de ferramentas de autoria, a quantidade de material educacional digital sendo produzido aumentou significativamente. Tal situação acarretou a necessidade de ampliar o escopo dos repositórios digitais, com o propósito de incluir, nesses ambientes, conteúdos educacionais digitais produzidos segundo a estratégia de Objetos de Aprendizagem (OA), com vistas a favorecer a disponibilização e a reusabilidade desses conteúdos. Com esse novo escopo, esse tipo de repositório passou a ser conhecido como Repositórios de Objetos de Aprendizagem (ROA). A integração dos ROA com Ambientes Virtuais de Aprendizagem (AVA) tem o objetivo de facilitar o uso dos OA por parte dos professores, uma vez que o ambiente no qual os professores atuam mais frequentemente é o AVA. Este artigo apresenta uma estratégia para implementar a integração de ROA com AVA, exemplificando com uma implementação pautada pela estratégia proposta e que levou à integração de um ROA baseado no padrão Learning Object Metadata (LOM) com o AVA Modular Object-Oriented Dynamic Learning Environment (MOODLE).