BILDU: Compile, Unify, Wrap, and Share Digital Learning Resources

This paper presents the results of an intervention study exploring the effectiveness of an implementation of a selection of digital learning resources (DLR) in lower secondary science classrooms. Eight teachers participated in a quasi-experimental intervention, teaching three different subjects with and without DLRs. The data presented are from pupil tests before and after the teaching combined with observation of lessons and interviews with both pupils and teachers. In two of the three subjects the groups using DLRs did slightly better than the comparison group. The results indicate that successful ICT based learning is just as dependent on teacher competence as the quality and features of the resources.

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Facilitating Multimodal Literacy Instruction through Digital Curation

Technological Tools for the Literacy Classroom ◽

10.4018/978-1-4666-3974-4.ch004 ◽

2013 ◽

pp. 46-63 ◽

Cited By ~ 4

Author(s):

Michael S. Mills

Keyword(s):

Student Engagement ◽

Literacy Instruction ◽

Practical Approach ◽

Learning Resources ◽

Digital Learning ◽

Multimodal Literacy ◽

Digital Curation ◽

Cognitive Benefits ◽

Near Future ◽

Digital Learning Resources

It is becoming clearer that multimodal literacies (specifically textual, visual, and digital) will frame classroom instruction for the near future. The mission of this chapter is to highlight the potential of digital curation as a means for facilitating multimodal literacy instruction and the subsequent creation of dynamic digital learning resources by both students and teachers. Over the past several decades, there has been a tremendous shift in how educators and students communicate, learn, and share ideas. As society moves more toward creating and sharing information through the aggregation, filtering, and customization of digital content, it is imperative that educators create opportunities for students to do likewise. Drawing on recent research on the cognitive benefits of multimodal literacy instruction and its potential for increasing opportunities for student engagement, this chapter will provide a rationale for, and subsequently sketch, a practical approach for teaching collaborative digital curation using Web 2.0 resources.

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Einsteinian Physics in the Classroom: Integrating Physical and Digital Learning Resources in the Context of an International Research Collaboration

The Physics Educator ◽

10.1142/s2661339519500161 ◽

2019 ◽

Vol 01 (04) ◽

pp. 1950016

Author(s):

Rahul Choudhary ◽

Ute Kraus ◽

Magdalena Kersting ◽

David Blair ◽

Corvin Zahn ◽

...

Keyword(s):

Physics Education ◽

Research Collaboration ◽

Physical Models ◽

Learning Resources ◽

Digital Learning ◽

Learning Approaches ◽

School Students ◽

Raising Awareness ◽

Innovative Learning ◽

Digital Learning Resources

This study reports on a pilot program conducted by members of the international Einsteinian Physics Education Research (EPER) Collaboration that aims to pool and combine innovative learning approaches in Einsteinian Physics. The collaboration also aims to disseminate learning resources and research results across a range of countries. In this study, we describe an integrated pilot programme that combines physical models and digital resources to explore secondary school students’ (Grade 10, 15 years old) conceptual understanding in the learning domain of Einsteinian physics. After the teaching units “gravity and warped time”, “gravity is geometry”, and “quantum weirdness”, we found that students had gained knowledge of key concepts in the learning domain of Einsteinian Physics. The units rely on physical models or digital learning resources. Both approaches proved successful in introducing Einsteinian concepts. By reporting on this integrated programme, we wish to share our model of an international physics education collaboration. Raising awareness for the need and possibility of introducing Einsteinian physics to school curricula, we hope to offer valuable impetus to the field of physics education that will inspire researchers and teachers alike.

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Repositories and communities at cross-purposes: issues in sharing and reuse of digital learning resources

Journal of Computer Assisted Learning ◽

10.1111/j.1365-2729.2007.00267.x ◽

2008 ◽

Vol 24 (4) ◽

pp. 333-347 ◽

Cited By ~ 25

Author(s):

A. Margaryan ◽

A. Littlejohn

Keyword(s):

Learning Resources ◽

Digital Learning ◽

Digital Learning Resources

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PERSEPSI GURU TENTANG DIGITAL NATIVES, SUMBER BELAJAR DIGITAL DAN MOTIVASI MEMANFAATKAN SUMBER BELAJAR DIGITAL

Jurnal Inovasi Teknologi Pendidikan ◽

10.21831/tp.v3i1.8280 ◽

2016 ◽

Vol 3 (1) ◽

pp. 13 ◽

Cited By ~ 3

Author(s):

Ferdinandus Bate Dopo ◽

Christina Ismaniati

Keyword(s):

Significant Influence ◽

Random Sampling ◽

Sampling Technique ◽

Digital Natives ◽

Assessment Instruments ◽

Learning Resources ◽

Digital Learning ◽

Significance Level ◽

Teacher's Perception ◽

Digital Learning Resources

Penelitian ini bertujuan untuk mengungkapkan (1) pengaruh persepsi guru tentang digital natives terhadap motivasi guru memanfaatkan sumber belajar digital (2) pengaruh persepsi guru tentang sumber belajar digital terhadap motivasi guru memanfaatkan sumber belajar digital dan (3) pengaruh persepsi guru tentang digital natives dan persepsi guru tentang sumber belajar digital secara bersama-sama terhadap motivasi guru memanfaatkan sumber belajar digital. Penelitian ini merupakan penelitian deskriptif-korelasional dengan pendekatan kuantitatif. Populasi dan sampel dalam penelitian ini adalah guru-guru SMA Regina Pacis Bajawa, SMA Seminari Mataloko dan SMA Negeri 1 Golewa. Teknik sampel yang digunakan adalah proportional random sampling. Angket yang digunakan untuk memperoleh data disusun menggunakan skala Likert. Teknik analisis yang digunakan adalah analisis regresi dengan teknik statistik uji t dan uji F dengan taraf signifikaansi 0,05. Hasil penelitian adalah sebagai berikut: (1) Ada pengaruh yang positif dan signifikan persepsi guru tentang digital natives terhadap motivasi guru memanfaatkan sumber belajar digital. (2) Ada pengaruh yang positif dan signifikan persepsi guru tentang sumber belajar digital terhadap motivasi guru memanfaatkan sumber belajar digital. (3) Ada pengaruh yang positif dan signifikan, persepsi guru tentang digital natives dan persepsi guru tentang sumber belajar digital secara bersama-sama terhadap motivasi guru memanfaatkan sumber belajar digital. Kata kunci: persepsi, digital natives, sumber belajar digital, motivasiTEACHER’S PERCEPTION OF DIGITAL NATIVES, DIGITAL LEARNING RESOURCES AND MOTIVATION TO UTILIZE DIGITAL LEARNING RESOURCES Abstract This study aims to reveal (1) the influence of teacher's perception of digital natives toward teacher’s motivation to utilize digital learning resources. (2) the influence of teacher's perception of digital learning resources toward teacher’s motivation to utilize digital learning resources and (3) the influence both of teacher's perception of digital natives and digital learning resources toward teacher’s motivation to utilize digital learning resources. This study used the descriptive-correlational quantitative approach. The Population and sample were high school teachers of Regina Pacis Bajawa, SMA Seminari Mataloko and SMA Negeri 1 Golewa. Sampling technique in this research was proportional random sampling. A questionnaire was used to obtain the data. The data were analyzed using the Likert scale. The instrument was developed based on lattice theory of assessment instruments relevant to the study variables. The analysis technique used is a regression followed by statistic technique of t test and F test with the significance level of 0.05. The results are as follows. (1) There is a positive and significant influence of teacher's perception of digital natives toward teacher’s motivation to utilize digital learning resources. (2) There is a positive and significant influence of teacher's perception of digital learning resources and teacher’s motivation to utilize digital learning resources. (3) There is a positive and significant influence both of teacher's perception of digital learning resources and teacher’s motivation to utilize digital learning resources. Keywords: perception, digital natives, digital learning resources, motivation

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Ensiklopedia Digital Tumbuhan Tingkat Tinggi Dengan Fitur QR Code Sebagai Sumber Belajar Dunia Tumbuhan

Biology Teaching and Learning ◽

10.35580/btl.v1i2.8178 ◽

2019 ◽

Vol 1 (2) ◽

Author(s):

Khalisha Azis ◽

Muhammad Wiharto ◽

Sitti Saenab

Keyword(s):

Positive Response ◽

Higher Plants ◽

Qr Code ◽

Learning Resources ◽

Digital Learning ◽

Design Development ◽

Response Code ◽

Average Value ◽

Quick Response Code ◽

Digital Learning Resources

Abstract. This research aims to develop a digital encyclopedia of higher plants with barcode feature as a learning resource that are valid and practical. The process of developing learning resources of digital encyclopedia of higher plants is done by using ADDIE development model, i.e. analyze, design, development, implementation and evaluation. In this study was done by using technology, ie smartphones, using an application named Quick Response Code (QR Code) that can accommodate a full information of plants description in the form of text then encoding into a barcode. Based on the results of the study, the average value of each aspect, 4.7 to the validity that can be concluded that the development of digital encyclopedia learning resources included in the category of "very valid" (4.5 ≤ Va 5). As for practicality in terms of student’s responses had an average value 81.71%, showing a positive response category, as well as the responses of teachers has an average value of 87.41%, which indicates the category of a very positive response. Both of these indicate that the encyclopedia digital learning resources can be used as a source of practical learning and fun in learning activities outside the classroom. Keywords: learning resources, digital encyclopedia, QR code.

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