The emergence of learning objects: The reference librarian's role

Shank, John D.

doi:10.1016/j.resstr.2005.01.002

Cited by 11 publications

(4 citation statements)

References 6 publications

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“…LOs are small, reusable pedagogical resources which can be easily shared in different contexts. They offer direct feedback to learners by actively involving them in the learning process (Cavus & Ibrahim, 2004;Kay, 2012;Shank, 2003). The number of LOs for CP encountered in repositories is limited, and among the few most appeal to a secondary and tertiary education audience (Shank, 2003).…”

Section: Literature Reviewmentioning

confidence: 99%

Scratch-based learning objects for novice programmers: exploring quality aspects and perceptions for primary education

Topali

Mikropoulos

2021

Interactive Learning Environments

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Learning computer programming can be challenging for primary school students due to its abstract concepts. While teachers seek effective ways to introduce such concepts, the application of learning objects (LOs) can potentially reduce the effort of creating new material from and allows teachers to adapt LOs to students' needs. Although numerous LOs have been developed for multiple disciplines, there is a current research gap using LOs in teaching and learning computer programming at the primary school level. The current paper aims to explore the quality of five Scratch-based LOs created to facilitate teaching and learning programming in primary education. We followed a single instrumental case study collecting data from 25 in-service teachers and 91 primary school students, who, using the LORI instrument, evaluated Scratch-based LOs created in real learning contexts. The results showed that participants assessed the LOs' quality positively, highlighted their learning effectiveness, pleasant design, and increase in student motivation. While the findings cannot be generalized, the LOs can serve as support material both for teachers to introduce programming, and for students to comprehend key programming concepts. Future work concerns the exploration of the LOs affordability when applied in real situations.

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Section: Literature Reviewmentioning

confidence: 99%

Scratch-based learning objects for novice programmers: exploring quality aspects and perceptions for primary education

Topali

Mikropoulos

2021

Interactive Learning Environments

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“…These services should fit features of reusable learning objects [5] (one of requirements for course -Q1):…”

Section: A the Existing Experience Of Course Designmentioning

confidence: 99%

e-Learning course design based on the virtual simulation objects concept

Dukhanov

Smimov

Karpova

et al. 2014

2014 IEEE 8th International Conference on Application of Information and Communication Technologies (AICT)

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Modern society has experienced many advances in science and technology. Educational communities have to respond to these changes quickly to provide students with courses and activities based on the latest achievements in science and technology. In this paper, the authors consider the Virtual Simulation Object Concept (VSO-concept) as it pertains to an elearning course design using the requirements of reusable learning objects (RLO). This course's design is based on a VSOproject built with the use of computer-aided application packages integrated into the cloud platform for high performance computing called CLAVIRE. This platform enables users to build scientific workflows (SWF) by writing easy instructions regarding package execution in distributed heterogeneous computational environments. VSO is formed from one or more experimentally tested SWFs for solving complex interdisciplinary problems and may be shared with a scientific community for collaborative work and discussions. The proposed approach allows us to create a course quickly: structure, text-based resources, list and stack of virtual learning labs, sets of tools for learning outcomes assessment, etc. The development/changing VSO-project and performing practical works require webbrowsers only (the installation of client applications is not required). The example of applying the approach for the course "Public Ground Transport Scheduling" is shown.

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“…The term "Open Educational Resources" (OERs) is used to describe educational material of any kind, which is freely available, as "public domain", without any restriction of intellectual property, or with any open license that allows free use, adaptation and redistribution [1]. Open Learning Resources include a wide range of resources, from micro-activities to integrated open digital applications to Digital Learning Objects (DLOs), which seem to have a positive effect on the learning process and learning outcomes [2][3][4]. DLOs, as web-based learning tools, seem to play important role in distance learning, especially in situations like the emergency on-line teaching we experience due to COVID-19 pandemic.…”

Section: Introductionmentioning

confidence: 99%

SciLOET: A Framework for Assessing Digital Learning Objects for Science Education

Mikropoulos

Papachristos

2021

Communications in Computer and Information Science

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There is a growing interest in Open Educational Resources building up in the last decade. Among them Digital Learning Objects (DLOs) attract the interest of educational research and practice as there is evidence that they have a positive effect on learning. Especially in Science Education, DLOs are considered as important tools to support achieving high-level learning outcomes. Evaluation of DLOs is critical. A handful of tools are available, but they are too generic. There seems to be a lack of evaluation methods and tools specifically for Science Education DLOs. This work presents the SciLOET (Science Learning Objects Evaluation Tool), a DLOs' evaluation tool specialized in Science Education. The tool is meant mainly to be used by teachers who are in the process of evaluating, selecting, and using DLOs in their teaching. It could also prove useful for education researchers who design empirical studies and instructional interventions with DLOs. The SciLOET evaluates four dimensions of DLOs, namely content quality, teaching effectiveness, design, and documentation. Each one of these dimensions, consists of a series of questions.

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The emergence of learning objects: The reference librarian's role

Cited by 11 publications

References 6 publications

Scratch-based learning objects for novice programmers: exploring quality aspects and perceptions for primary education

Scratch-based learning objects for novice programmers: exploring quality aspects and perceptions for primary education

e-Learning course design based on the virtual simulation objects concept

SciLOET: A Framework for Assessing Digital Learning Objects for Science Education

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