Designing intelligent learning objects

Stamey, John; Saunders, Bryan

doi:10.1109/icalt.2005.111

Cited by 6 publications

(3 citation statements)

References 8 publications

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“…Em particular, os ambientes citados não tratam explicitamente os erros cometidos pelo aprendiz como uma importante fonte de apoio ao aprendizado autônomo. Uma tentativa de trabalhar com erro em ferramentas de autoria para Objetos de Aprendizagem foi apresentada por Stamey e Saunders [13], mas não promove condições de exploração dos erros dos aprendizes, apenas opções de reestruturação da questão.…”

Section: Ambientes De Autoria Para Objetos De Aprendizagemunclassified

Metodologia e Software Educacional para a Investigação e Remediação de Erros Conceituais em Matemática

Marczal

Direne

Pimentel

et al. 2016

RBIE

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Section: Ambientes De Autoria Para Objetos De Aprendizagemunclassified

Metodologia e Software Educacional para a Investigação e Remediação de Erros Conceituais em Matemática

Marczal

Direne

Pimentel

et al. 2016

RBIE

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“…Hazırlanan öğrenme nesneleri Java programlama dilinde "while, for" döngüleri ve bazı yazım kolaylıklarının öğretimi için hazırlanmış alıştırmaları içermektedir. Araştırma sonucunda uygulamanın ardından öğrencilerle gerçekleştirilen mülakatlarda öğrencilerin öğrenme nesneleriyle çalışmaktan çok zevk aldıkları, bu şekilde çalışmaya karşı olumlu tutum geliştirdikleri ve daha çok öğrenme nesnesi ile çalışmak istedikleri belirlenmiştir (Stamey, Saunders ve Deluca, 2005). Son yıllarda ülkemizde matematik dersine yönelik öğretim programına uygun öğrenme nesneleri tasarlanmış olsa da uygulamalar sınırlı sayıdadır (Çakıroğlu, Baki ve Akkan, 2012;Durmuş ve Karakırık, 2006).…”

Section: Introductionunclassified

Ortaöğreti̇m Matemati̇k Dersi̇nde Öğrenme Nesneleri̇ Kullaniminin Öğrenci̇leri̇n Matemati̇k Dersi̇ne Yöneli̇k Tutumlarina Etki̇si̇: Deneysel Bi̇r Çalişma

Çakıroğlu¹,

Baki²

2016

Eğitim Teknolojisi Kuram Ve Uygulama

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Some of the students develop negative attitudes towards mathematics because they think that mathematics include some topics which are difficult to understand. This study compares the attitudes of three group of students in 9th grade students towards mathematics in which one group use learning objects in classroom activities, one group in extracurricular activities and one group did not use the objects. Totally 76 (n1=24, n=26, n3=26) students participated to the study. Since the study was carried out as a quasiexperimental design, an attitude scale for mathematics was used as pretest and posttest and interviews were conducted inorder to discuss the attitudes in detail. In this regard, interviews were administered with four students from each two groups in which the learning objects were used. As a result, no significant difference in attitudes scores were noticed among groups used learning objects in different ways and the groups did not used learning object. Also, only a significant difference is determined between pretest and post attitude scores in the group in which learning objects were used in classroom activities. In attitudes towards mathematics, interest and features of the objects were the themas which come front. The results of the study suggest that learning objects may be used in classroom activities and also in extracurricular mathematics activities but do not provide a significant development in attitudes for students.

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“…Intelligent Learning Objects (ILOs) extend the concept of LOs, whereby the learners are presented with material based on both curriculum and their performances [2]. ILOs can be supported by Service Oriented Architecture (SOA) [3].…”

Section: Introductionmentioning

confidence: 99%

Context-based Service Discovery for Enhanced Learning Objects in P2P Networks

Liang

2007

Eighth International Symposium on Autonomous Decentralized Systems (ISADS'07)

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This paper presents a context-based service discovery scheme for e-learning based on enhanced learning objects in peer to peer networks. Learning objects are enhanced with associated learning services. Learning is transformed to interacting with an e-learning system via learning services. Peers containing enhanced learning objects and connected by P2P networks are described by service capacity contexts. Descriptions of service capacity contexts are replicated in multiple peers and indexed by a distributed Hash table. Our approach provides quick access to the descriptions and thus allows the best learning service for a learning request to be accessed quickly.

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Designing intelligent learning objects

Cited by 6 publications

References 8 publications

Metodologia e Software Educacional para a Investigação e Remediação de Erros Conceituais em Matemática

Metodologia e Software Educacional para a Investigação e Remediação de Erros Conceituais em Matemática

Ortaöğreti̇m Matemati̇k Dersi̇nde Öğrenme Nesneleri̇ Kullaniminin Öğrenci̇leri̇n Matemati̇k Dersi̇ne Yöneli̇k Tutumlarina Etki̇si̇: Deneysel Bi̇r Çalişma

Context-based Service Discovery for Enhanced Learning Objects in P2P Networks

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