Learning-Object Management for eLearning Systems

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Learning-Object Management for eLearning Systems

  1. 1. Learning-Object Management for eLearning Systems Researcher: Dra. Erla Mariela Morales Morgado
  2. 2. <ul><li>Learning Object is &quot;A digital self-contained and reusable entity, with a clear educational purpose, with at least three internal and editable components: content, learning activities and elements of context. The learning objects must have an external structure of information to facilitate their identification, storage and retrieval: the metadata.” </li></ul><ul><li>Knowledge management process needs to receive some evaluation in order to determine their suitable functionality. </li></ul><ul><li>There is not a clear definition about the stages where LOs need to be evaluated and the specific metrics to continuously promote their quality. </li></ul><ul><li>We suggest specific steps for LOs design, implementation and evaluation into the four stages proposed by CIPP model (Context, Input, Process, Product). </li></ul>Introduction
  3. 3. CIPP Model C ontext, I nput, P rocess and P roduct evaluation LO design to promote competence skills A tool for LOs evaluation Ensure the LOs technical requirements Take notes during the students interaction together with the LOs Students evaluate the course Experts improve the LOs quality
  4. 4. Context Evaluation Contents Learners Characteristics Didactic Strategies Learning Goals Professor investigate contextual variables during the instructional design and analyze what kind of Learning Objects they need Analyze PROFESSOR
  5. 5. A proposal for LO design PROFESSOR Normalization Design Learning Objects To develop specific skills
  6. 6. A proposal for LO design PROFESSOR Normalization Design Learning Objects To develop specific competences
  7. 7. HEODAR instrument HEODAR is an instrument for Learning Objects Evaluation (Acronym of the H erramienta de E valuación de O bjetos D idácticos de A prendizaje R eutilizables) HEODAR evaluates LOs (SCORM) into Moodle HEODAR consider the following evaluation categories: Pedagogical Category Psychopedagogical criteria Didactic-Curricular criteria Technical Category Interfaz design criteria Navigation design criteria
  8. 8. HEODAR activity HEODAR is included into the Activity module
  9. 9. HEODAR configuration Choose a LO Open the HEODAR form
  10. 10. HEODAR form An example of Pedagogical Category
  11. 11. HEODAR form An example of Tecnical Category
  12. 12. HEODAR results
  13. 13. HEODAR results
  14. 14. Input Evaluation Metadata Add Standards Compliance Technical Evaluation HEODAR Apply Provide Supported by Professor provide a Normalized and Evaluated LO to the expert An expert detect alternative LOs necessities in the context evaluation EXPERT
  15. 15. Process Evaluation STUDENT Interact with Learning Objects Develop activities LO evalution using Kind of activity Modality Strategy Feedback HEODAR
  16. 16. Product Evaluation PROFESSOR Analyze Collect quantitative and qualitative L O s information to improve their quality Students Evaluation (HEODAR) Students process activities
  17. 17. Conclusions Into context evaluation we suggest a proposal for LOs design to develop specific competence skills. In order to promotes LOs quality, HEODAR instrument aims to evaluate LOs into Moodle, taking into account pedagogical and technical criteria. Users are able to know immediatily the specific LOs things that need to be improved The “Input evaluation”, ensures that the LOs met with t he interoperability and reusability characteristics The LOs “Process” evaluation during and after the teaching process, can be useful to discuss the initial assessment made by experts. The &quot;Product&quot; evaluation suggested aims to collect qualitative and quantitative information in order to improve the LOs quality

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