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PDF slides for presentation at 2018 Digital Library Federation Forum

Submitted by Andressa Cristina Dadério De Melo (andressa.daderio@unesp.br) on 2021-04-25T12:41:15Z No. of bitstreams: 1 Defesa Andressa Melo 2.pdf: 3384006 bytes, checksum: ca67f5ed6038523ff7d912b683461359 (MD5) Approved for entry into archive by Aline Aparecida Matias null (alinematias@fclar.unesp.br) on 2021-04-27T16:22:50Z (GMT) No. of bitstreams: 1 melo_acd_me_arafcl.pdf: 3384006 bytes, checksum: ca67f5ed6038523ff7d912b683461359 (MD5) Made available in DSpace on 2021-04-27T16:22:50Z (GMT). No. of bitstreams: 1 melo_acd_me_arafcl.pdf: 3384006 bytes, checksum: ca67f5ed6038523ff7d912b683461359 (MD5) Previous issue date: 2021-02-22 Essa pesquisa de mestrado teve como objetivo a investigação de como um ROA (repositório de objeto de aprendizagem) pode auxiliar nas práticas docentes no laboratório de informática da unidade escolar. Para tanto, levantamos o grau de conhecimentos que os professores possuem sobre o tema, a dinâmica de trabalho utilizada por eles no laboratório de informática, como ocorre o processo de planejamento adotado pelo professor, as demandas e expectativas dos docentes em relação a esse recurso, quais as suas principais dificuldades na execução das atividades e como o ROA pode ser elaborado de forma a minimizar essas dificuldades. Buscamos também levantar dados que evidenciem como a organização dos repositórios de objetos de aprendizagem e a estrutura dos OAs (objetos de aprendizagem), podem contribuir nos processos de alfabetização e letramento e no desenvolvimento das habilidades matemáticas, atinentes aos anos iniciais do ensino fundamental. Para tanto, selecionamos a metodologia da pesquisa – ação que nos permitiu por meio dos instrumentos de entrevista, das intervenções e das observações, verificarmos a oferta das formações iniciais e continuadas para os professores com vistas ao uso pedagógico das TICs (tecnologias da informação e comunicação) e de forma colaborativa com o grupo de professores colaboradores, organizamos um repositório de objetos de aprendizagem que foi utilizado durante o desenvolvimento da presente pesquisa. A organização desse repositório, permitiu que evidenciássemos as possíveis contribuições dos objetos de aprendizagem para o processo de alfabetização e letramento e no desenvolvimento das habilidades de matemática, em relação a sua estrutura, a ludicidade, a interatividade, o conteúdo e a progressão das atividades presentes nestes recursos em conjunto com o planejamento do professor para o uso dos objetos durante as aulas ministradas no laboratório de informática. This master's research aimed to investigate how an ROA (repository of learning object) can assist in teaching practices in the computer lab. For that, we raised the degree of knowledge that teachers have on the subject, the work dynamics used by them in the computer lab, how the planning process adopted by the teacher occurs, the demands and expectations of the teachers in relation to this resource, which its main difficulties in the execution of activities and how the ROAs can be developed in order to minimize these difficulties. We also seek to gather data that show how the organization of repositories of learning objects and the structure of OAs (learning objects), can contribute to the processes of literacy and literacy and the development of mathematical skills, related to the early years of elementary school. To do so, we selected the research-action methodology that allowed us, through the instruments of interview, interventions and observations, to verify the offer of initial and continuing training for teachers with a view to the pedagogical use of ICTs (information and communication technologies) and in a collaborative way with the group of collaborating teachers, we organized a repository of learning objects that was used during the development of this research. The organization of this repository allowed us to highlight the possible contributions of learning objects to the process of literacy and literacy and the development of mathematical skills, in relation to their structure, playfulness, interactivity, content and progression of the present activities. these resources in conjunction with the teacher's planning for the use of objects during the classes taught in the computer lab.

This paper describes the existing web resources of learning objects to promote ocean literacy. The several projects and sites are explored, and the shortcomings revealed. The limitations identified include insufficient metadata about registered learning objects and lack of support for intelligent applications. As solution, we promote the seaThings project that relies on a multi-disciplinary approach to promote literacy in the marine environment by implementing a specific Learning Objects repositories (LOR) and a federation of repositories (FED), supported by a OBAA, a versatile and innovative standard that will provide the necessary support for intelligent applications for education purposes, to be used in schools and other educational institutions., Revista de Ciências da Computação, Vol 14 (2019)

Objetos de Aprendizagem são recursos relevantes para ensejar a aprendizagem em função de seu caráter modular, pois permitem oferecer condições para uma atividade apoiada por recursos alocados por demanda face a necessidades específicas de uma turma ou aluno em particular. Essa característica é um elemento benéfico e facilitador, mas adiciona um aspecto que dificulta seu uso, derivado da dificuldade de localização do objeto de aprendizagem apropriado para necessidades específicas. Em decorrência, existe considerável esforço de investigação de estratégias para facilitar a localização e o acesso a Objetos de Aprendizagem (OA), adequados às necessidades de alunos e professores, pois a dificuldade em realizar esses processos ocasiona uma redução na frequência de utilização e reutilização dos mesmos em atividades pedagógicas. O local usual para armazenamento desses recursos é um Repositório de Objetos de Aprendizagem (ROA). No entanto, o uso dos objetos de aprendizagem ocorre mais frequentemente no contexto de Ambientes Virtuais de Aprendizagem (AVAs). Face a essas constatações, esse trabalho de pesquisa investigou estratégias para integrar um ROA a um AVA e como esta integração pode apoiar o professor e o aluno na construção e adaptação do plano de ensino e aprendizagem. Essa tese apresenta um referencial teórico sobre Repositórios de Objetos de Aprendizagem e Ambientes Virtuais de Aprendizagem e algumas soluções implementadas para integrar esses sistemas. Além disso, propõe um modelo de integração de repositórios a AVAs e descreve sua implementação bem como resultados derivados do uso da solução integradora construída. Os sistemas escolhidos para validar o modelo implementado foram o repositório CESTA2 e o AVA MOODLE. A hipótese principal é a de que a integração dos sistemas permite que os OA possam ser mais facilmente agregados pelo professor ao AVA no planejamento das unidades de aprendizagem de uma disciplina ou curso e permite que esses recursos sejam recomendados pelo professor ao aluno nas diversas situações de aprendizagem previamente delineadas em cada uma das unidades de aprendizagem ou que surgirem sob demanda ao longo do curso. Nesse sentido a solução proposta visa criar condições para que os OAs possam ser pesquisados e utilizados pelos alunos através de ferramentas disponíveis no próprio AVA. Para validar a integração foram realizados estudos de caso com alunos e professores de duas turmas da disciplina de Projeto de Banco de Dados Relacional do Instituto Federal Sul-rio-grandense, Campus Pelotas. Diferentemente de outros estudos realizados sobre o tema e relatados nessa tese, esse trabalho tem como foco a integração dos ambientes, com a finalidade tecnológica de verificar a interoperabilidade existente entre eles e como finalidade pedagógica verificar como essa integração pode auxiliar professores e alunos. A avaliação e validação realizadas através de estudo de caso com professores e alunos evidenciou que o modelo proposto e implementado atende às expectativas e pode apoiar professores e alunos, nas suas atividades pedagógicas e de aprendizagem, respectivamente. Além disso, o trabalho fruto dessa tese aporta contribuições importantes para as instituições de ensino que utilizam o software livre DSpace como repositório institucional e o MOODLE como AVA Institucional, pois demonstra como esses dois sistemas podem ser integrados para permitir aos seus usuários auferir todos os benefícios que essa integração pode oferecer. Learning Objects are important resources to give opportunity to the learning according to their modular character, this way they may offer conditions to an activity supported by allocated resources by requests to the specific needs of a class or of an individual student. This characteristic is a beneficial and facilitator element, but it adds an aspect which makes its use difficult due to the learning object’s location difficulty appropriated to the specific needs. As a result, there is significant research effort of strategies in order to facilitate the location and the access to the Learning Objects (LO) adequate to the students and teachers’ needs, because the difficulty in order to perform these processes causes a decrease in the frequency of use and reuse from these ones in activities of teaching and learning. The usual place to store these resources is a Learning Objects Repository (LOR). However, the use of learning objects occurs more frequently in the Virtual Learning Environments (VLEs). Due to these findings, this study researched the strategies to integrate a Learning Objects Repository to a Virtual Learning Environment and how this integration may support the teacher and the student at the construction and adaptation of teaching and learning plan. The present thesis shows a theoretical frame about the Learning Objects Repository and Virtual Learning Environments and some solutions taken to integrate these systems. In addition, it proposes a integration model of repositories to VLEs and it describes its implementation as well as the results from the use of the integrating solution built. The systems chosen to validate the deployed model were the repository CESTA2 and the VLE MOODLE. The main hypothesis is that the integration of the systems allows that the Learning Objects may be more easily added by the teacher to the VLE at the learning unit planning to a subject our course and it allows that these resources be advised by the teacher to the student in several learning situations previously outlined in each learning unit or the ones which arises along the course. At this point of view the solution proposed aims to create conditions so that the LOs may be researched and used by the students through available tools at own VLE. In order to validate the integration were done case studies with students and teachers from two classes of Relational Database Project subject from the Instituto Federal Sul-rio-grandense, Pelotas Campus. Differently from other studies done about the topic and described at this thesis, this study focuses on the environment integration with the technological purpose in order to verify the interoperability presented between them and as teaching purpose to verify how this integration may help teachers and students. The assessment and validation performed through case study with teachers and students showed that the proposed and evidenced model meets the expectations and may support teachers and students in their teaching and learning activities, respectively. Furthermore, the study from this thesis brings important contributions to the educational institutions that use the DSpace free software as institutional repository and the MOODLE as Institutional VLE, showing how these two systems may be integrated allowing to their users all the benefits that this integration may offer.

Techniques for recovery and reuse of learning objects in various learning management systems actually provide learning alternatives and services for online learning. One of these alternatives is the recovery of resources in the Learning Objects Repositories (LOR); this LOR hand out different services such as search for a specific resource by a user. From the perspective of artificial intelligence, it is possible to recover the digital resources based on metadata, with different possibilities for improving search mechanisms that satisfy a query according to the user profile with specific needs. The paper shows a proposal where searching services repositories of learning objects can be implemented by creating a reference model involving agents or elements implicated in learning or recommend learning objects based on the users requirement. From this perspective is proposed a reference model to recovery learning objects in a specific learning context.

This paper deals with LOs for mathematics of 11–12 class students. LOs from the national learning objects metadata repository have been selected. The discussion has been focused on three aspects: 1) how many LOs are there of 11–12 class students, search problems; 2) investigation of content provided in LOs; 3) investigation of interaction between learning content and students activities. It is found that LOs are poor in use of advanced interaction between content and students activities.

Straipsnyje nagrinėjami 11–12 kl. mokiniams skirti matematikos mokymosi objektai, atrinkti iš Nacionalinės mokymosi objektų aprašų saugyklos. Mokymosi objektai nagrinėjami trim aspektais: 1) mokymosi objektų, skirtų 11–12 kl. gausos, paieškos problemos; 2) atrinktų mokymosi objektų turinio tyrimas; 3) mokymosi turinio ir mokinio veikimo sąveikos tyrimas. Sąveikos tyrimas parodė, kad dauguma mokymosi objektų neišnaudoja galimų turinio ir mokinio veiklos sąveikos būdų. This paper deals with LOs for mathematics of 11–12 class students. LOs from the national learning objects metadata repository have been selected. The discussion has been focused on three aspects: 1) how many LOs are there of 11–12 class students, search problems; 2) investigation of content provided in LOs; 3) investigation of interaction between learning content and students activities. It is found that LOs are poor in use of advanced interaction between content and students activities.

Learning Objects Repositories are becoming increasingly available on the Internet. Learning Objects Pool (LOP) built around the "stock exchange" metaphor, brings a new concept of Learning Objects Repositories pushing users motivation to produce good LOs as well as increasing the cooperation between users, either by submitting suggestions and comments or rating existing LOs. To achieve such high level of motivation and interest some kind of healthy competition is promoted, assigning credits to users and setting a value cost for each LO. This credit-based system rewards users that collaborate by creating LOs or by adding valuable information. It consequently increases the value of the most popular LOs, and also allows the creation of users and LOs rankings. This paper provides a comprehensive overview of the LOP system and, in particular, describes some application scenarios where, through configuration and parameterization we show the LOP’s high levels of versatility.

— In the new learning environments, built width digital technologies, the need to promote quality of education resources, commonly known as Learning Objects, which can support formal and informal distance learning, emerge as one of the biggest challenge that educational institutions will have to face. Due to the fact that is expensive, the reuse and sharing became very important issue. This article presents a Learning Object Repository which aims to store, to disseminate and maintain accessible Learning Objects.

Mokymosi objektų informacinė sistema yra internetu paremta programa, kuri gali būti naudojama mokymosi objektų saugojimui, ieškojimui, skirstymui. Šios sistemos veikia kaip mokymosi objektų saugyklos, kurios tiekia nuorodas į puslapius su mokymosi medžiaga, kuri atitinka paieškos kriterijus. Pagrindiniai mokymosi objektų informacinės sistemos naudotojai yra studentai, moksleiviai, dėstytojai, mokytojai ir pan., kurių poreikiams patenkinti sukurta sistema su efektyvia, lengva ir paprasta mokymosi objektų paieška, jų panaudojimu, naujų mokymosi objektų įkėlimu, mokymosi objektų dalinimosi galimybe su kitais vartotojais. Mokymosi objektų informacinė sistema įgyvendina svarbiausias mokymosi objektų charakteristikas: pasiekiamumas, operacinis suderinamumas, pritaikomumas, pakartotinis naudojimas, ilgaamžiškumas. Informacinės sistemos veikimui naudojamos technologijos – HTTP serveris (Apache), taip pat duomenų bazės serveris (MySQL). Šios sistemos naudojimui ir veikimui reikalingas internetinis ryšys. Sukurta mokymosi objektų informacinė sistema – tai mokymosi objektų saugykla, pateikianti struktūrizuotą ir organizuotą informaciją visiems, kurie studijuoja, mokosi ir domisi mokslu. Learning object information system is a Web application based system, which can be used as a learning object repository, search engine, or a learning object distributor. These programs work like learning object repositories which provides links to the web sites with learning material. Other repositories store learning objects in their own database. A learning object is a resource, usually digital and web-based, that can be used and re-used. The main users of learning object system are students, teachers, instructors and so on. This system was designed with an easy learning object search system, with their reusability, new learning objects creation and distribution with other users. The system is built using these technologies: PHP programming language, MySQL database system, Apache web server, HTML (hypertext markup language). This system works with internet connection. This learning objects information system is a learning objects repository which produces structured and organized information for those who are studying, learning and interested in education.

In this paper we present FreeLoms a collaborative environment for sharing and creating Learning Objects in an open perspective. FreeLoms combines the functionalities of a Learning Object Repository with those of a collaborative environment. An abstract Learning Object model was implemented in order to facilitate the management of different typologies of learning materials. Our work was conceived within SLOOP (Sharing Learning Object in an Open Perspective), a project co-financed by the European Commission, under the Leonardo Da Vinci programme.

This conference paper was published by ÜNAK/URLA Association, 25-26 September 2003, Ankara, Başkent University, Changing Ways in Access to Information and II. Presented at the Medical Information Management and Technologies Symposium.