Evaluating complex digital resources

Squires (1999) discussed the gap between HCI (Human Computer Interaction) and the educational computing communities in their very different approaches to evaluating educational software. This paper revisits that issue in the context of evaluating digital resources, focusing on two approaches to evaluation: an HCI and an educational perspective. Squires and Preece's HCI evaluation model is a predictive model ‐ it helps teachers decide whether or not to use educational software ‐ whilst our own concern is in evaluating the use of learning technologies. It is suggested that in part the different approaches of the two communities relate to the different focus that each takes: in HCI the focus is typically on development and hence usability, whilst in education the concern is with the learner and teacher use

Practice of Digital Resources to Develop the Quality of Education in Morocco: The Case of the Life Sciences and Earth

To develop a strategy for developing the quality of education in schools in Morocco, it is necessary to make a diagnosis on existing teaching practices, resources, infrastructure and equipment in place to do these digital resources by improving well designed to facilitate the experimental approach, learning scenarios documentary and to improve cognitive skills in learners.In general, there are five phases to conduct an educational project by model "ADDIE" (Analysis, Design (Design), Development, Implementation, Evaluation).In the sector of life sciences and earth, improving the educational system and strengthening the experimental teacher training, based primarily on the integration of ICT and innovation in learning by teaching scenarios well studied to improve the skills of learners.Therefore, the design of learning scenarios integrating ICT in the field of life sciences and earth is from the diagnostic resources available in the school, we made ??a joint presentation of digital resources, and involvement of students in the working class group (workroom). 70% of students are generally more reluctant towards ICT in education than is suggested by their exposure to new media. Key words: educational project ACDIE model, Lesson plans, Evaluatio

Sequencing educational resources with Seqins

Existing adaptive educational hypermedia systems have been using learning resources sequencing approaches in order to enrich the learning experience. In this context, educational resources, either expository or evaluative, play a central role. However, there is a lack of tools that support sequencing essentially due to the fact that existing specifications are complex. This paper presents Seqins as a sequencing tool of digital educational resources. Seqins includes a simple and flexible sequencing model that will foster heterogeneous students to learn at different rhythms. The tool communicates through the IMS Learning Tools Interoperability specification with a plethora of e-learning systems such as learning management systems, repositories, authoring and automatic evaluation systems. In order to validate Seqins we integrate it in an e-learning Ensemble framework instance for the computer programming learning domain

Utilization of Alkin-WP-Based Digital Library Evaluation Software as Evaluation Tool of Digital Library Effectiveness

One source of learning in universities is a digital library. In the era of industry 4.0, most universities have implemented digital libraries in supporting the learning process. However, the reality shows that digital library management is still ineffective. Therefore, the implementation of digital libraries needs to be evaluated for determining the digital library effectiveness used as learning resources in supporting the learning process in universities. Many evaluation tools are used to evaluate the effectiveness of digital libraries but have not provided accurate recommendation results to support decision-making. This research presents an innovation in the form of an evaluation tool that can be used to evaluate the digital library effectiveness in universities. That evaluation tool is called the Alkin-WP-based digital library evaluation software. This software is a desktop platform that contains aspects of measuring the digital library effectiveness by referring to the components of the Alkin evaluation model and the WP (Weighted Product) method. This research aimed to show the effectiveness level of the utilization of Alkin-WP-based digital library evaluation software. This research method was R & D (Research & Development) which refers to the ten development stages of the Borg and Gall model. In this research, development was focused only on a few stages, included: usage trials, final product revision, dissemination, and implementation. The subjects involved in assessing the implementation/utilization of the Alkin-WP-based digital library evaluation software were 35 people, in the usage trials were six people, in product revision were three people, and at the stage of dissemination were 15 people. The tools used to collect data were questionnaires and interview guidelines. The data analysis technique used was descriptive quantitative. The effectiveness level of utilizing the Alkin-WP-based digital library evaluation software was 88.34%. It showed that the evaluation software had effective. The impact of this research results on the scientific field of educational evaluation is being able to show the existence of a new evaluation tool based on educational evaluation and artificial intelligence. That evaluation tool can easier for library heads to make policies for revamping digital library services based on accurate recommendations. Doi: 10.28991/esj-2021-01308 Full Text: PD

Seqins: a sequencing tool for educational resources

The teaching-learning process is increasingly focused on the combination of the paradigms “learning by viewing” and “learning by doing.” In this context, educational resources, either expository or evaluative, play a pivotal role. Both types of resources are interdependent and their sequencing would create a richer educational experience to the end user. However, there is a lack of tools that support sequencing essentially due to the fact that existing specifications are complex. The Seqins is a sequencing tool of digital resources that has a fairly simple sequencing model. The tool communicates through the IMS LTI specification with a plethora of e-learning systems such as learning management systems, repositories, authoring and evaluation systems. In order to validate Seqins we integrate it in an e-learning Ensemble framework instance for the computer programming learning

Seqins - A Sequencing Tool for Educational Resources

The teaching-learning process is increasingly focused on the combination of the paradigms "learning by viewing" and "learning by doing." In this context, educational resources, either expository or evaluative, play a pivotal role. Both types of resources are interdependent and their sequencing would create a richer educational experience to the end user. However, there is a lack of tools that support sequencing essentially due to the fact that existing specifications are complex. The Seqins is a sequencing tool of digital resources that has a fairly simple sequencing model. The tool communicates through the IMS LTI specification with a plethora of e-learning systems such as learning management systems, repositories, authoring and evaluation systems. In order to validate Seqins we integrate it in an e-learning Ensemble framework instance for the computer programming learning

Teaching medical students about Kawasaki Disease: The development and evaluation of a digital educational resource

Introduction The use of digital educational resources has gained widespread popularity across all disciplines in medical education; paediatrics being no exception. This paper focuses on the development and in particular, the evaluation, of an e-learning resource on Kawasaki Disease which was primarily developed as a revision aid for undergraduate medical students. Methods This digital resource was created using Xerte Online toolkit and was guided by the instructional model ADDIE. The design and development of the resource was based on Mayer’s 12 Multimedia Principles, while Zaharias and Poylymenakou’s usability evaluation method informed the preliminary evaluation. Findings Feedback from the preliminary evaluation, which was based on the instructional design parameters of ‘navigation’, ‘visual design’ and ‘intrinsic motivation to learn’, was overwhelmingly positive. However, in light of this being a small-scale evaluation conducted on just seven undergraduate students, a protocol was developed for a more in-depth and robust evaluation. Conclusions and further development The evaluation of digital educational resources remains a fundamental and essential component in creating meaningful and effective e-learning material. In line with literature on evaluation of digital educational resources in medical education, the evaluation protocol set out in this paper considers three aspects; evaluating the ability of the resource to meet its intended outcomes; evaluating the ability of the resource to meet learners’ needs; and evaluating the educational context

Cómo usamos Moodle en nuestras asignaturas adaptadas al EEES

This paper describes how do we use our digital campus based on Moodle as a key tool in our subjects. These subjects belong to a first course in an engineering degree and have been adapted to the requirements of the European Higher Education Area in accordance with an educational model whose essential elements are the detailed planning of student work, both in class and out of class, and the evaluation of student work with frequent feedback. Our experience indicates that the digital campus has become an essential tool that allows us to be very productive in implementing the educational model, in a scenario with several groups of class and several teachers teaching the same program. This paper describes our educational model and how few resources our Moodle based digital campus are used to support key elements of this model.Postprint (published version

Meaning making through e-learning

Different approaches have been proposed to add more educational value to e-Learning. One of these views proposes modern pedagogical models that better fit the nature of the unique features of technology. A related approach is to embed modern learning and instructional design theory into new communication and interaction channels provided by information and communication technologies such as the Internet. This study presents a model for e-Learning illustrated with a specific case study of in-service teacher training in learning with digital media. After presenting the model we describe the design, implementation, and evaluation of an e-Learning program for school teachers that uses our model. We highlight the way teachers construct meaning by reflecting on teaching and learning. Intact e-communities were developed through interaction and communication by using Internet services to share meaning, views, and understanding. Thus meaning was constructed from teachers to be used during everyday school pedagogical practices.Education for the 21 st century - impact of ICT and Digital Resources ConferenceRed de Universidades con Carreras en Informática (RedUNCI