Research Article
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Design, Development and Evaluation of New Generation Learning Objects for Vocational Education

Year 2020, Volume: 8 Issue: 16, 757 - 786, 20.10.2020
https://doi.org/10.18009/jcer.770034

Abstract

In this study, it is aimed to model the development process of the new generation learning object for vocational education students. The research, which was designed with a synthesized design-based research method, was carried out in two meso cycles. The sequentially structured development process in the first cycle was rearranged in a spiral structure in the second cycle. Implementation process was carried out in collaboration with Information Technology and Mathematics teachers. 25 11th grade students without coding experience participated in the research during the Fall and Spring semesters of 2018-2019 academic year. During the development process, the students' perception of quality towards the learning object was evaluated with the Learning Object Quality Rubric and student interview form. It is believed that the research differs from the relevant studies in the literature since it provides a comprehensive process model for contributing to the quality levels of the new generation learning object development process.

References

  • ADL, SCORM ® 2004. 4th edition content aggregation model (CAM) Version 1.1. http://www.adlnet.gov/research/scorm/scorm-2004-4th-edition
  • Baki, A., & Çakıroğlu, Ü. (2010). Learning objects in high school mathematics classrooms: Implementation and evaluation. Computers & Education, 55(4), 1459-1469. doi: 10.1016/j.compedu.2010.06.009
  • Barak, M., & Ziv, S. (2013). Wandering: A web-based platform for the creation of location-based interactive learning objects. Computers & Education, 62, 159-170. doi: 10.1016/j.compedu.2012.10.015
  • Barritt, C., & Alderman Jr., F. L. (2004). Creating a reusable learning objects strategy: Leveraging information and learning in a knowledge economy. San Francisco: John Wiley & Sons, Inc.
  • Baruque, L., & Melo, R. (2004). Learning theory and ınstructional design using learning objects. Journal of Educational Multimedia and Hypermedia, 13(4), 343-370.
  • Becerra, C., Astudillo, H., & Mendoza, M. (2012). Improving learning objects recommendation processes by using domain description models. 7th Latin American Conference on Learning Objects and Educational Technologies (LACLO 2012).
  • Boyle, T. (2009). Generative learning objects (GLOs): Design as the basis for reuse and repurposing. In 1st International Conference on e-Learning and Distance Learning, Riyadh, Saudi Arabia, March 16- 18 2009 (pp. 1–22).
  • Burbaitė, R., Bespalova, K., Damasevicius, R., & Stuikys, V. (2014). Context aware generative learning objects for teaching computer science. International Journal of Engineering Education, 30(4), 929-936.
  • Chapuis, L. (2003). Report on a pedagogical trial of learning objects in ACT schools. Griffith: Centre for Teaching and Learning Technologies.
  • Di Nitto, E., Mainetti, L., Monga, M., Sbattella, L., & Tedesco, R. (2006). Supporting interoperability and reusability of learning objects: The virtual campus approach. Educational Technology & Society, 9(2), 33-50.
  • Friesen, N. (2001). What are educational objects? Interactive Learning Environments, 9(3), 219-230. doi: 10.1076/ilee.9.3.219.3573
  • Gordillo, A., Barra, E., & Quemada, J. (2017). An easy to use open source authoring tool to create effective and reusable learning objects. Computer Applications in Engineering Education, 25(2), 188-199. doi: 10.1002/cae.21789
  • Hodgins, H.W. (2002). The future of learning objects. In D.A. Wiley (Ed.). The instructional use of learning objects. Bloomington, IN: Association for Educational Communications and Technology. Available online at http://reusability.org/read/.
  • IEEE Learning Technology Standards Committee (2002). Learning object metadata standard. IEEE 1484.12.1. http://ltsc.ieee.org/wg12/
  • IMS (Instructional Management Systems) (2004). IMS content packaging best practice and ımplementation guide Version 1.1.4. www.imsglobal.org/
  • Kay, R. H., & Knaack, L. (2008). A formative analysis of individual differences in the effectiveness of learning objects in secondary school. Computers & Education, 51(3), 1304–1320. doi: 10.1016/j.compedu.2008.01.001
  • Kurilovas, E., Kubilinskiene, S., & Dagiene, V. (2014). Web 3.0–Based personalisation of learning objects in virtual learning environments. Computers in Human Behavior, 30, 654-662. doi: 10.1016/j.chb.2013.07.039
  • Lau, S. H., & Woods P. C. (2008). An investigation of user perceptions and attitudes toward learning objects. British Journal of Educational Technology, 39(4), 685-699. doi: 10.1111/j.1467-8535.2007.00770.x
  • Lau, S. H., & Woods P. C. (2009a). Understanding the behavior changes in belief and attitude among experienced and ınexperienced learning object users. Computers & Education, 52(2), 333-342. doi: 10.1016/j.compedu.2008.09.002
  • Lau, S. H., & Woods P. C. (2009b). Understanding learner acceptance of learning objects: The roles of learning object characteristics and individual differences. British Journal of Educational Technology, 40(6), 1059-1075. doi: 10.1111/j.1467-8535.2008.00893.x
  • Li, Y., & Li, M. (2014). Learning objects automatic generation system for multiple data formats. Proceedings of the 3rd International Conference on Computer Science and Service System (CSSS 2014), 203-206. doi: 10.2991/csss-14.2014.47
  • Mavrommatis, G. (2008). Learning objects and objectives towards automatic learning construction. European Journal of Operational Research, 187(3), 1449-1458. doi: 10.1016/j.ejor.2006.09.024
  • McGee, P. (2003). Learning objects: Bloom’s taxonomy and deeper learning principles. Accepted for presentation at the E-Learn Conference, Phoenix, AZ (7-11 Nov). 6 Haziran 2020 tarihinde https://studylib.net/doc/7468801/learning-objects--bloom-s-taxonomy-and-deeper-learning-pr... adresinden erişildi.
  • McKenney, S., & Reeves, T. C. (2012). Conducting educational design research. London: Routledge.
  • MEB (2018). 2023 eğitim vizyonu. Milli Eğitim Bakanlığı. http://2023vizyonu.meb.gov.tr/doc/2023_EGITIM_VIZYONU.pdf adresinden erişilmiştir.
  • Nesbit, J. C., Belfer, K., & Leaclock, T. (2003). Learning object review instrument (LORI) http://www.elera.net
  • Northrup, P. (2007). Learning objects for instruction: Design and evaluation. London, England: Information Science Publishing.
  • Özkök, G. A., & Akpolat, M. E. (2020). Üniversite öğrencilerinin öğrenme nesneleri kullanımlarının öğrenme nesnesi kabul modeline göre incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi. Advance online publication. doi: 10.16986/HUJE.2020062665.
  • Özkök, G. A. (2015). Yaratıcı problem çözme metodu ile öğrenme nesnesi tasarımı ve geliştirilmesi. B. Akkoyunlu, A. & H. F. Odabaşı (Ed.). Eğitim Teknolojileri Okumaları 2015. (s. 421 - 446). TOJET - Sakarya Üniversitesi.
  • Polsani, P. R. (2003). Use and abuse of reusable learning objects. Journal of Digital Information, 3(4). https://journals.tdl.org/jodi/index.php/jodi/article/view/89/88 adresinden 10.07.2020 tarihinde erişilmiştir.
  • Queiros, L. M., da Silveira, D. S., da Silva Correia-Neto, J., & Vilar, G. (2016). LODPRO: Learning objects development process. Journal of the Brazilian Computer Society, 22(1), 1-9. doi: 10.1186/s13173-016-0043-6
  • Ritzhaupt, A. (2010). Learning object systems and strategy: A description and discussion. Interdisciplinary Journal of e-learning and Learning Objects, 6(1), 217-238.
  • Saldana Hernandez, K. A., Hernández Velázquez, Y., López Domínguez, E., Excelente Toledo, C. B., & Medina Nieto, M. A. (2018). MOAM: A methodology for developing mobile learning objects (MLOs). Computer Applications in Engineering Education, 26(1), 17-28. Doi: 10.1002/cae.21857
  • Saum, R. R. (2007). An abridged history of learning objects. In Learning objects for instruction: Design and evaluation (pp. 1-15). IGI Global.
  • Silveira, R. A., & da Silva, J. M. C. (2008). Building intelligent learning environments using intelligent learning objects. In Agent-Based Tutoring Systems by Cognitive and Affective Modeling (pp. 19-42). IGI Global.
  • Slotkienė, A., Baniulis, K. T., & Paulikas, G. (2009). Desining reusable active learning object by using its information model. Jaunųjų mokslininkų darbai, 3(24), 107-113.
  • Štuikys, V., Burbaite, R., & Damaševicius, R. (2013). Teaching of computer science topics using meta-programming-based GLOs and LEGO robots. Informatics in Education, 12(1), 125–142.
  • Štuikys, V. (2015). Model-Driven Specification in Designing Smart LOs. In Smart Learning Objects for Smart Education in Computer Science (pp. 103-122). Springer, Cham. doi: 10.1007/978-3-319-16913-2_5
  • Taamallah, A., & Khemaja, M. (2014). Designing and eXperiencing smart objects based learning scenarios: an approach combining IMS LD, XAPI and IoT. In Proceedings of the 2nd International Conference on Technological Ecosystems for Enhancing Multiculturality (pp. 373-379). ACM. doi: 10.1145/2669711.2669926
  • Wang, J., Mendori, T., & Hoel, T. (2019). Strategies for multimedia learning object recommendation in a language learning support system: Verbal learners vs. visual learners. International Journal of Human-Computer Interaction, 35(4-5), 345-355. doi: 10.1080/10447318.2018.1543085
  • Wiley, D. A. (2000). Learning object design and sequencing theory. (Unpublished doctoral dissertation), Brigham Young University, Provo, UT.
  • Van Wyk, E., & De Villiers, M. (2014). Applying design-based research for developing virtual reality training in the South African mining industry. Paper presented at the Proceedings of the Southern African Institute for Computer Scientist and Information Technologists Annual Conference 2014 Empowered by Technology (pp.70-81). doi: 10.1145/2664591.2664627
  • Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri (9. Baskı). Ankara: Seçkin Yayıncılık.

Mesleki Eğitime Yönelik Yeni Nesil Öğrenme Nesnelerinin Tasarlanması, Geliştirilmesi ve Değerlendirilmesi

Year 2020, Volume: 8 Issue: 16, 757 - 786, 20.10.2020
https://doi.org/10.18009/jcer.770034

Abstract

Bu araştırmada mesleki eğitim öğrencileri için yeni nesil öğrenme nesnesi geliştirme sürecinin modellenmesi amaçlanmıştır. Sentezlenmiş tasarım-tabanlı araştırma yöntemiyle desenlenen araştırma, iki mezo döngüde gerçekleştirilmiştir. Birinci döngüde sıralı yapılandırılan geliştirme süreci, ikinci döngüde sarmal yapıda yeniden düzenlenmiştir. Uygulama, Bilişim Teknolojileri ve Matematik öğretmenleriyle işbirliği içerisinde yapılmıştır. Araştırmaya 2018-2019 öğretim yılı Güz ve Bahar dönemlerinde, kodlama deneyimi olmayan 25 11. sınıf öğrencisi katılmıştır. Geliştirme sürecinde öğrencilerin öğrenme nesnesine yönelik kalite algı düzeyleri, Öğrenme Nesnesi Kalite Rubriği ve öğrenci görüşme formu ile değerlendirilmiştir. Araştırmanın, yeni nesil öğrenme nesnesi geliştirme sürecinin kalite düzeylerine katkı sağlamasına yönelik kapsamlı bir süreç modeli sunuyor olması nedeniyle alanyazındaki ilgili araştırmalardan ayrıldığı düşünülmektedir.

References

  • ADL, SCORM ® 2004. 4th edition content aggregation model (CAM) Version 1.1. http://www.adlnet.gov/research/scorm/scorm-2004-4th-edition
  • Baki, A., & Çakıroğlu, Ü. (2010). Learning objects in high school mathematics classrooms: Implementation and evaluation. Computers & Education, 55(4), 1459-1469. doi: 10.1016/j.compedu.2010.06.009
  • Barak, M., & Ziv, S. (2013). Wandering: A web-based platform for the creation of location-based interactive learning objects. Computers & Education, 62, 159-170. doi: 10.1016/j.compedu.2012.10.015
  • Barritt, C., & Alderman Jr., F. L. (2004). Creating a reusable learning objects strategy: Leveraging information and learning in a knowledge economy. San Francisco: John Wiley & Sons, Inc.
  • Baruque, L., & Melo, R. (2004). Learning theory and ınstructional design using learning objects. Journal of Educational Multimedia and Hypermedia, 13(4), 343-370.
  • Becerra, C., Astudillo, H., & Mendoza, M. (2012). Improving learning objects recommendation processes by using domain description models. 7th Latin American Conference on Learning Objects and Educational Technologies (LACLO 2012).
  • Boyle, T. (2009). Generative learning objects (GLOs): Design as the basis for reuse and repurposing. In 1st International Conference on e-Learning and Distance Learning, Riyadh, Saudi Arabia, March 16- 18 2009 (pp. 1–22).
  • Burbaitė, R., Bespalova, K., Damasevicius, R., & Stuikys, V. (2014). Context aware generative learning objects for teaching computer science. International Journal of Engineering Education, 30(4), 929-936.
  • Chapuis, L. (2003). Report on a pedagogical trial of learning objects in ACT schools. Griffith: Centre for Teaching and Learning Technologies.
  • Di Nitto, E., Mainetti, L., Monga, M., Sbattella, L., & Tedesco, R. (2006). Supporting interoperability and reusability of learning objects: The virtual campus approach. Educational Technology & Society, 9(2), 33-50.
  • Friesen, N. (2001). What are educational objects? Interactive Learning Environments, 9(3), 219-230. doi: 10.1076/ilee.9.3.219.3573
  • Gordillo, A., Barra, E., & Quemada, J. (2017). An easy to use open source authoring tool to create effective and reusable learning objects. Computer Applications in Engineering Education, 25(2), 188-199. doi: 10.1002/cae.21789
  • Hodgins, H.W. (2002). The future of learning objects. In D.A. Wiley (Ed.). The instructional use of learning objects. Bloomington, IN: Association for Educational Communications and Technology. Available online at http://reusability.org/read/.
  • IEEE Learning Technology Standards Committee (2002). Learning object metadata standard. IEEE 1484.12.1. http://ltsc.ieee.org/wg12/
  • IMS (Instructional Management Systems) (2004). IMS content packaging best practice and ımplementation guide Version 1.1.4. www.imsglobal.org/
  • Kay, R. H., & Knaack, L. (2008). A formative analysis of individual differences in the effectiveness of learning objects in secondary school. Computers & Education, 51(3), 1304–1320. doi: 10.1016/j.compedu.2008.01.001
  • Kurilovas, E., Kubilinskiene, S., & Dagiene, V. (2014). Web 3.0–Based personalisation of learning objects in virtual learning environments. Computers in Human Behavior, 30, 654-662. doi: 10.1016/j.chb.2013.07.039
  • Lau, S. H., & Woods P. C. (2008). An investigation of user perceptions and attitudes toward learning objects. British Journal of Educational Technology, 39(4), 685-699. doi: 10.1111/j.1467-8535.2007.00770.x
  • Lau, S. H., & Woods P. C. (2009a). Understanding the behavior changes in belief and attitude among experienced and ınexperienced learning object users. Computers & Education, 52(2), 333-342. doi: 10.1016/j.compedu.2008.09.002
  • Lau, S. H., & Woods P. C. (2009b). Understanding learner acceptance of learning objects: The roles of learning object characteristics and individual differences. British Journal of Educational Technology, 40(6), 1059-1075. doi: 10.1111/j.1467-8535.2008.00893.x
  • Li, Y., & Li, M. (2014). Learning objects automatic generation system for multiple data formats. Proceedings of the 3rd International Conference on Computer Science and Service System (CSSS 2014), 203-206. doi: 10.2991/csss-14.2014.47
  • Mavrommatis, G. (2008). Learning objects and objectives towards automatic learning construction. European Journal of Operational Research, 187(3), 1449-1458. doi: 10.1016/j.ejor.2006.09.024
  • McGee, P. (2003). Learning objects: Bloom’s taxonomy and deeper learning principles. Accepted for presentation at the E-Learn Conference, Phoenix, AZ (7-11 Nov). 6 Haziran 2020 tarihinde https://studylib.net/doc/7468801/learning-objects--bloom-s-taxonomy-and-deeper-learning-pr... adresinden erişildi.
  • McKenney, S., & Reeves, T. C. (2012). Conducting educational design research. London: Routledge.
  • MEB (2018). 2023 eğitim vizyonu. Milli Eğitim Bakanlığı. http://2023vizyonu.meb.gov.tr/doc/2023_EGITIM_VIZYONU.pdf adresinden erişilmiştir.
  • Nesbit, J. C., Belfer, K., & Leaclock, T. (2003). Learning object review instrument (LORI) http://www.elera.net
  • Northrup, P. (2007). Learning objects for instruction: Design and evaluation. London, England: Information Science Publishing.
  • Özkök, G. A., & Akpolat, M. E. (2020). Üniversite öğrencilerinin öğrenme nesneleri kullanımlarının öğrenme nesnesi kabul modeline göre incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi. Advance online publication. doi: 10.16986/HUJE.2020062665.
  • Özkök, G. A. (2015). Yaratıcı problem çözme metodu ile öğrenme nesnesi tasarımı ve geliştirilmesi. B. Akkoyunlu, A. & H. F. Odabaşı (Ed.). Eğitim Teknolojileri Okumaları 2015. (s. 421 - 446). TOJET - Sakarya Üniversitesi.
  • Polsani, P. R. (2003). Use and abuse of reusable learning objects. Journal of Digital Information, 3(4). https://journals.tdl.org/jodi/index.php/jodi/article/view/89/88 adresinden 10.07.2020 tarihinde erişilmiştir.
  • Queiros, L. M., da Silveira, D. S., da Silva Correia-Neto, J., & Vilar, G. (2016). LODPRO: Learning objects development process. Journal of the Brazilian Computer Society, 22(1), 1-9. doi: 10.1186/s13173-016-0043-6
  • Ritzhaupt, A. (2010). Learning object systems and strategy: A description and discussion. Interdisciplinary Journal of e-learning and Learning Objects, 6(1), 217-238.
  • Saldana Hernandez, K. A., Hernández Velázquez, Y., López Domínguez, E., Excelente Toledo, C. B., & Medina Nieto, M. A. (2018). MOAM: A methodology for developing mobile learning objects (MLOs). Computer Applications in Engineering Education, 26(1), 17-28. Doi: 10.1002/cae.21857
  • Saum, R. R. (2007). An abridged history of learning objects. In Learning objects for instruction: Design and evaluation (pp. 1-15). IGI Global.
  • Silveira, R. A., & da Silva, J. M. C. (2008). Building intelligent learning environments using intelligent learning objects. In Agent-Based Tutoring Systems by Cognitive and Affective Modeling (pp. 19-42). IGI Global.
  • Slotkienė, A., Baniulis, K. T., & Paulikas, G. (2009). Desining reusable active learning object by using its information model. Jaunųjų mokslininkų darbai, 3(24), 107-113.
  • Štuikys, V., Burbaite, R., & Damaševicius, R. (2013). Teaching of computer science topics using meta-programming-based GLOs and LEGO robots. Informatics in Education, 12(1), 125–142.
  • Štuikys, V. (2015). Model-Driven Specification in Designing Smart LOs. In Smart Learning Objects for Smart Education in Computer Science (pp. 103-122). Springer, Cham. doi: 10.1007/978-3-319-16913-2_5
  • Taamallah, A., & Khemaja, M. (2014). Designing and eXperiencing smart objects based learning scenarios: an approach combining IMS LD, XAPI and IoT. In Proceedings of the 2nd International Conference on Technological Ecosystems for Enhancing Multiculturality (pp. 373-379). ACM. doi: 10.1145/2669711.2669926
  • Wang, J., Mendori, T., & Hoel, T. (2019). Strategies for multimedia learning object recommendation in a language learning support system: Verbal learners vs. visual learners. International Journal of Human-Computer Interaction, 35(4-5), 345-355. doi: 10.1080/10447318.2018.1543085
  • Wiley, D. A. (2000). Learning object design and sequencing theory. (Unpublished doctoral dissertation), Brigham Young University, Provo, UT.
  • Van Wyk, E., & De Villiers, M. (2014). Applying design-based research for developing virtual reality training in the South African mining industry. Paper presented at the Proceedings of the Southern African Institute for Computer Scientist and Information Technologists Annual Conference 2014 Empowered by Technology (pp.70-81). doi: 10.1145/2664591.2664627
  • Yıldırım, A., & Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri (9. Baskı). Ankara: Seçkin Yayıncılık.
There are 43 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Research Article
Authors

G. Alev Özkök 0000-0003-4519-6521

Tuğçe Yılmaz 0000-0002-7232-7163

Publication Date October 20, 2020
Submission Date July 15, 2020
Acceptance Date September 29, 2020
Published in Issue Year 2020 Volume: 8 Issue: 16

Cite

APA Özkök, G. A., & Yılmaz, T. (2020). Mesleki Eğitime Yönelik Yeni Nesil Öğrenme Nesnelerinin Tasarlanması, Geliştirilmesi ve Değerlendirilmesi. Journal of Computer and Education Research, 8(16), 757-786. https://doi.org/10.18009/jcer.770034

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