Dynamic Sequencing of Learning Objects Based on Learning Goals

2014 ◽  
Author(s):  
Gunashekhar Nandiboyina ◽  
Prachi Gharpure
Keyword(s):  
Learning Objects ◽  
Learning Goals ◽  
Dynamic Sequencing

A comparison among approaches for recommending learning objects through collaborative filtering algorithms

2017 ◽  
Vol 51 (1) ◽  
pp. 35-51
Author(s):  
Henrique Lemos dos Santos ◽  
Cristian Cechinel ◽  
Ricardo Matsumura Araújo
Keyword(s):  
Collaborative Filtering ◽  
Learning Objects ◽  
Learning Goals ◽  
Average Error ◽  
Neighborhood Size ◽  
Relevant Parameter ◽  
Prediction Errors ◽  
Content Type ◽  
User Coverage ◽  
The Impact

Purpose The purpose of this paper is to present the results of a comparison among three different approaches for recommending learning objects (LO) inside a repository. The comparison focuses not only on prediction errors but also on the coverage of each tested configuration. Design/methodology/approach The authors compared the offline evaluation by using pure collaborative filtering (CF) algorithms with two other different combinations of pre-processed data. The first approach for pre-processing data consisted of clustering users according to their disciplines resemblance, while the second approach consisted of clustering LO according to their textual similarity regarding title and description. The three methods were compared with respect to the mean average error between predicted values and real values. Moreover, we evaluated the impact of the number of clusters and neighborhood size on the user-coverage. Findings Clustering LO has improved the prediction error measure with a small loss on user-coverage when compared to the pure CF approach. On the other hand, the approach of clustering users failed in both the error and in user-space coverage. It also became clear that the neighborhood size is the most relevant parameter to determine how large the coverage will be. Research limitations The methods proposed here were not yet evaluated in a real-world scenario, with real users opinions about the recommendations and their respective learning goals. Future work is still required to evaluate users opinions. Originality/value This research provides evidence toward new recommendation methods directed toward LO repositories.

scholarly journals Learning Object Educational Narrative Approach (LOENA): Using Narratives for Dynamic Sequencing of Learning Objects

10.28945/3139 ◽  
2007 ◽  
Author(s):  
Pollyana Mustaro ◽  
Ismar Silveira
Keyword(s):  
Theoretical Basis ◽  
Learning Objects ◽  
Learning Object ◽  
Narrative Approach ◽  
Learning Context ◽  
Building Process ◽  
Public Repositories ◽  
Teaching Learning ◽  
Pedagogical Goals ◽  
Dynamic Sequencing

Learning objects-based architectures often allows the creation of coarse-granular learning resources by aggregating learning objects retrieved mainly from well-structured public repositories. Nonetheless, the learning resource building process is not exactly trivial, since proper selecting and sequencing strategies must be applied in order to make it useful for learning purposes, as well as to make it fit in pedagogical goals previously established. This paper shows LOENA (Learning Object Educational Narrative Approach), an architecture built over a theoretical basis that uses narrative-driven hypertext patterns to properly structure the sequencing of learning objects, providing a ready-to-use, pluggable way to implement learning paths in some teaching-learning context.

Pedagogical design in teaching future bachelors of preschool education in the field of organization of artistic and aesthetic development of children

2020 ◽  
pp. 35-43
Author(s):  
Anastasia A. Druzhinina
Keyword(s):  
Learning Strategies ◽  
Teaching And Learning ◽  
Preschool Education ◽  
Learning Objects ◽  
Learning Goals ◽  
Digital Learning ◽  
Face To Face ◽  
Aesthetic Development ◽  
Pedagogical Design ◽  
Digital Learning Objects

We substantiate the relevance of the use of pedagogical design at different levels of education, including preschool, general, and higher education. It is noted that in order to ensure the development of future bachelors’ ability to organize the artistic and aesthetic development of pre-school children, taking into account the principles of pedagogical design, it is necessary to design and implement an educational discipline for bachelors of pedagogical education, the profile “Pre-school Education” – “Method of Artistic and Aesthetic Development of a Preschooler”. For this purpose, modern interpretations of the term “pedagogical design” are analyzed, and the stages of the ADDIE method of pedagogical design are studied. Pedagogical design is defined as the colla-borative process of developing a course using specific learning goals and pedagogical theories to define learning strategies, activities, and assessments to achieve the desired educational outcomes. It is revealed that pedagogical design uses design principles to promote student engagement and includes the development of structures, digital learning objects, and multimedia resources to im-prove the quality of teaching and learning. We disclose the conceptual and analytical stage of the pedagogical design of the course “Methods of Artistic and Aesthetic Development of a Preschoo-ler” taking into account Bloom’s taxonomy and knowledge types by L.W. Anderson and D.R. Krathwohl. The results of the survey of students are presented. It is noted that the use of pe-dagogical design is a promising direction that allows building mixed learning. It is established that the effective format of interaction between the teacher and the student in the framework of mixed learning will be Face-to-face driver, when the teacher gives the main volume of the educational plan in person and uses online training as an auxiliary.

scholarly journals Book Review: Creative Instructional Design: Practical Applications for Librarians

2018 ◽  
Vol 57 (3) ◽  
pp. 218
Author(s):  
Joan Plungis
Keyword(s):  
Instructional Design ◽  
Learning Objects ◽  
Learning Goals ◽  
Online Content ◽  
Shared Learning ◽  
Practical Applications ◽  
The Way

The title of this book might lead readers to expect a manual filled with examples of jazzy learning objects; however, the content goes far beyond that, broadly defining instructional design as “intentional, sound instructional or programmatic creation, delivery, and assessment that takes into account the audience, course, or program context, and shared learning goals” (p. ix). Why does instructional design in this larger sense matter for librarians? The way that libraries define themselves has shifted from materials to services, so the quality and relevance of instruction classes, online content, programs, and outreach initiatives are increasingly critical to their success.

scholarly journals Learning objects and the development of students' key competencies: A New Zealand school experience

2010 ◽  
Vol 26 (5) ◽  
Author(s):  
Garry Falloon ◽  
Annick Janson ◽  
Robin Janson
Keyword(s):  
New Zealand ◽  
Visual Information ◽  
Learning Experience ◽  
Learning Objects ◽  
Digital Data ◽  
Learning Goals ◽  
School Year ◽  
Key Competencies ◽  
Development Outcomes ◽  
The Impact

<span>This paper outlines a study investigating the impact of the use of learning objects on the development of two key competencies from the revised New Zealand Curriculum Framework (Ministry of Education, 2007). It specifically focuses on the key competencies of 'thinking' and 'relating to others', and explores how teachers in an urban intermediate school (year 7 and 8) planned and integrated learning objects into a wider 'community' social studies topic, and the impact this integration had on student competency development. Outcomes from the study indicate that learning objects can, for some students, provide a motivating and engaging learning experience through which thinking capabilities and relationship skills can be enhanced, but that such development is dependent upon several factors including the design, content, and level of interactivity of the objects, how closely they align with learning goals, the careful selection of student groupings, and how access to the learning objects is organised and managed. The study also revealed some issues with the use of new digital data collection tools, particularly related to the accuracy of coding of visual information, and how to best translate this into text format for publication without 'diluting' its richness and meaning.</span>

scholarly journals An Approach to Building Learning Objects

2020 ◽  
Author(s):  
Peter Thaysen
Keyword(s):  
Online Education ◽  
Online Courses ◽  
Educational Institution ◽  
Learning Objects ◽  
Learning Object ◽  
Learning Goals ◽  
Design Tools ◽  
Study Find ◽  
Quality Learning ◽  
Further Development

Designing for online education can be a complex endeavor and the way to approach this must be carefully considered. This article examines the case of Danish educational institution SmartLearning to map out and analyze the approach to online courses. The study find that SmartLearning approaches the online courses by setting up guidelines for educators on how to build learnings objects. The approach is to use three different elements, one focused on the content and learning goals for a course, one focused on the layout of the leaning management system, and one focusing on which didactic principles to apply. These three elements must work together in the learning object in order to assure learning and motivation of learners. The study also find some structure regarding this process and based on the analysis it is recommended to bind the development of learning objects and courses together through instructional design tools. This will aid the further development of combining the three elements into quality learning objects.

Smart Girls, Dumb Boys!?

2014 ◽  
Vol 45 (2) ◽  
pp. 112-126 ◽  
Author(s):  
Martin Latsch ◽  
Bettina Hannover
Keyword(s):  
Secondary School ◽  
Stereotype Threat ◽  
Gender Stereotypes ◽  
Secondary School Students ◽  
Learning Goals ◽  
School Students ◽  
Compensatory Strategies ◽  
Media Portrayal ◽  
Stereotype Lift ◽  
The Media

We investigated effects of the media’s portrayal of boys as “scholastic failures” on secondary school students. The negative portrayal induced stereotype threat (boys underperformed in reading), stereotype reactance (boys displayed stronger learning goals towards mathematics but not reading), and stereotype lift (girls performed better in reading but not in mathematics). Apparently, boys were motivated to disconfirm their group’s negative depiction, however, while they could successfully apply compensatory strategies when describing their learning goals, this motivation did not enable them to perform better. Overall the media portrayal thus contributes to the maintenance of gender stereotypes, by impairing boys’ and strengthening girls’ performance in female connoted domains and by prompting boys to align their learning goals to the gender connotation of the domain.

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