An e-learning authoring tool for a didactic unit for Early Childhood Education students (5 year olds): Pets, farm and wild animals

This dissertation analyzes the general contribution of ICT and, in particular, of authoring tools to the pedagogical practice of teachers. The didactic unit “pets, farm and wild animals”, which is included in the second area of the curriculum of the 2nd Cycle of Early Childhood Education: “The physical, natural, social and cultural environment”, was developed with the authoring tool ARTICULATE Storyline 360. In the development of the modules, an attempt has been made to create animations in order to generate points of attention: put triggers (status or intersection of an object), buttons, add audios, videos and connections with web addresses, etc. Furthermore, different sorts of questions and activities have been created for students, to obtain an overview of student learning and performance during the course. Lastly, the teaching unit has been published in Articulate 360, HTML5, Flash, Word, CD, etc., to be used on computers, tablets, mobile phones, etc. This didactic unit is an attempt to use the authoring tool as a didactic mediation strategy elaborated to contribute to the strengthening of the pedagogical practice of the teachers and at the same time to the learning process of the students.Este proyecto fin de grado analiza la contribución general de las TIC y, en particular, de las herramientas de autor a la práctica pedagógica de los docentes. La unidad didáctica “Las mascotas, los animales de granja y los animales salvajes”, la cual está recogida en la segunda área del curriculum del 2º Ciclo de Educación Infantil: “El medio físico, natural, social y cultural”, se desarrolló con la herramienta de autor ARTICULATE Storyline 360. En el desarrollo de los módulos que comprenden la unidad, se ha intentado crear animaciones para generar puntos de atención: poner activadores (el estado de los dibujos o la intersección de un objeto), botones, añadir audios, videos, links con direcciones web, etc. Asimismo, se han creado diferentes tipos de preguntas y actividades, para obtener una visión general del aprendizaje y el rendimiento de los alumnos durante el curso. Finalmente, la unidad didáctica ha sido publicada en Articulate 360, HTML5, Flash, Word, CD, etc., para ser utilizada en ordenadores, tabletas, teléfonos móviles, etc. Esta unidad didáctica es un intento de utilizar la herramienta de autor como una estrategia de mediación didáctica elaborada para contribuir al fortalecimiento de la práctica pedagógica de los docentes y al mismo tiempo al aprendizaje de los discentes.Aquest projecte fi de grau analitza la contribució general de les TIC i, en particular, de les eines d'autor a la pràctica pedagògica dels docents. La unitat didàctica “Les mascotes, els animals de granja i els animals salvatges”, la qual està arreplegada en la segona àrea del currículum del 2n Cicle d'Educació Infantil: “El medi físic, natural, social i cultural”, es va desenvolupar amb l'eina d'autor ARTICULATE Storyline 360. En el desenvolupament dels mòduls que comprenen la unitat, s'ha intentat crear animacions per a generar punts d'atenció: posar activadors (l'estat dels dibuixos o la intersecció d'un objecte), botons, afegir àudios, vídeos, links amb adreces web, etc. Així mateix, s'han creat diferents tipus de preguntes i activitats, per a obtindre una visió general de l'aprenentatge i el rendiment dels alumnes durant el curs. Finalment, la unitat didàctica ha sigut publicada en Articulate 360, HTML5, Flash, Word, CD, etc., per a ser utilitzada en ordinadors, tauletes, telèfons mòbils, etc. Aquesta unitat didàctica és un intent d'utilitzar l'eina d'autor com una estratègia de mediació didàctica elaborada per a contribuir a l'enfortiment de la pràctica pedagògica dels docents i al mateix temps a l'aprenentatge dels discents.Educació

How teachers become content producers: student’s use of ebooks

info:eu-repo/semantics/publishedVersio

Student-Centered Learning: Functional Requirements for Integrated Systems to Optimize Learning

The realities of the 21st-century learner require that schools and educators fundamentally change their practice. "Educators must produce college- and career-ready graduates that reflect the future these students will face. And, they must facilitate learning through means that align with the defining attributes of this generation of learners."Today, we know more than ever about how students learn, acknowledging that the process isn't the same for every student and doesn't remain the same for each individual, depending upon maturation and the content being learned. We know that students want to progress at a pace that allows them to master new concepts and skills, to access a variety of resources, to receive timely feedback on their progress, to demonstrate their knowledge in multiple ways and to get direction, support and feedback from—as well as collaborate with—experts, teachers, tutors and other students.The result is a growing demand for student-centered, transformative digital learning using competency education as an underpinning.iNACOL released this paper to illustrate the technical requirements and functionalities that learning management systems need to shift toward student-centered instructional models. This comprehensive framework will help districts and schools determine what systems to use and integrate as they being their journey toward student-centered learning, as well as how systems integration aligns with their organizational vision, educational goals and strategic plans.Educators can use this report to optimize student learning and promote innovation in their own student-centered learning environments. The report will help school leaders understand the complex technologies needed to optimize personalized learning and how to use data and analytics to improve practices, and can assist technology leaders in re-engineering systems to support the key nuances of student-centered learning

Simple identification tools in FishBase

Simple identification tools for fish species were included in the FishBase information system from its inception. Early tools made use of the relational model and characters like fin ray meristics. Soon pictures and drawings were added as a further help, similar to a field guide. Later came the computerization of existing dichotomous keys, again in combination with pictures and other information, and the ability to restrict possible species by country, area, or taxonomic group. Today, www.FishBase.org offers four different ways to identify species. This paper describes these tools with their advantages and disadvantages, and suggests various options for further development. It explores the possibility of a holistic and integrated computeraided strategy