An Evaluation Model of Digital Educational Resources

Mhouti, Abderrahim El; Erradi, Mohamed; Nasseh, Azeddine

doi:10.3991/ijet.v8i2.2501

Cited by 18 publications

(13 citation statements)

References 4 publications

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“…Therefore, it is a tool for pedagogy agents, who are not only concerned to design, but also to observe, analyze and assess their teaching practices through elaborating digital learning resources. Accordingly, this grid has been originally developed and tested in collaboration with professionals [12].…”

Section: Resultsmentioning

confidence: 99%

Development of a Tool for Quality Assessment of Digital Learning Resources

Mhouti¹,

Nasseh²,

Erradi³

2013

IJCA

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Today, the use of computers in education is booming and the use of digital learning resources and educational websites invite educators and computer scientists to reflect more on the design of such tools. In fact, this paper outlines a number of criteria and recommendations that can guide and direct any teaching tool design be it campus-based or online (e-learning). This work is at the heart of this issue. It suggests examining academic, pedagogical, didactic and technological criteria to conduct this study which aims to develop an assessment and analysis grid of the quality of educational programs and applications. The approach adopted consists in addressing the specific and relevant factors of each assessment criterion. Then, the article explain the detailed structure of the grid. Finally, on the basis of the description given, all data are collected in the evaluation grid and its methods of use are discussed..

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Section: Resultsmentioning

confidence: 99%

Development of a Tool for Quality Assessment of Digital Learning Resources

Mhouti¹,

Nasseh²,

Erradi³

2013

IJCA

Self Cite

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“…ICT offers a considerable variety of digital resources available in different formats and platforms, with different purposes, different degrees of interactivity and different pedagogical qualities [14][15][16]. We use the expression "digital resources" (DRs) as a synonym for resources that lack the use of a computer, tablet or smartphone (computer technology) [8].…”

Section: Digital Resources and Its Impact In Stem Educationmentioning

confidence: 99%

Converting Digital Resources into Epistemic Tools Enhancing STEM Learning

Lopes

Costa

2021

Communications in Computer and Information Science

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This study focuses on the problem of the possibility of converting digital resources used by STEM teachers into epistemic tools (ET) to improve the quality of student learning and the role instrumental orchestration can play in this process. Lessons by two STEM teachers from the college teaching were analysed during a period of time in which digital resources (DRs) were used and at some point in the class, the students used these DRs as tools. These classes were described according to the protocol of Multimodal Narratives and are available in a public collection. The research question that is answered is: what instrumental orchestration did teachers use in their classes so that the use of DRs by students would make it possible to use them as an ET? The results show that (a) there are three modes of instrumental orchestration that influence students' use of DRs as ET: time; teacher mediation; articulation between DRs; (b) the most decisive and predictor way of using DR as an ET is the mediation of the teacher (task type, students autonomy provided, epistemic moves and connection between DR and learning); (c) the mode time is decisive especially for the use of DR as ET to a high degree; (d) a more extensive articulation between DRs can favour the use of DR as ET. This article advances in two directions: 1) to characterize instrumental orchestration modes that are effective for using DR as ET; 2) to characterize (three) instrumental orchestration modes instead of instrumental orchestration types.

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“…Their design is done in most of the time individually (Cormier, 2012). This leads to pedagogical contents little/no adapted to social and collaborative learning vision, vision increasingly favored in e-learning (El Mhouti et al, 2013). To overcome the shortcomings raised, this work aims to establish a model of online and collaborative and online learning design and development of educational contents to stimulate collaborative learning in e-learning.…”

Section: Literature Reviewmentioning

confidence: 99%

Online and Collaborative Learning Design model based on IMS-LD to Stimulate Collaborative Learning in E-learning Environments

Mhouti¹,

Erradi²

2015

JEVR

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In the e-learning field, there is an urgent need for the sharing, reuse and design of online courses as learning objects. However, in the vast majority of cases, e-learning courses are built in a manner that not stimulating cooperation, interaction, and collaborative learning. The primary aim of this paper is to develop a strategy for constructing learning objects, strategy targeted at supporting instructors in designing educational contents in order to promote collaborative learning in e-learning environments. A key challenge in this work is the definition of a new method of learning design of e-learning contents to stimulate collaborative learning. In addition, we introduce a general model of online and collaborative learning design. Model is based on the methods of instructional design and Educational Modeling Languages, particularly the IMS-LD specification. Firstly, the paper presents the online and collaborative design process of a content based on a life cycle adapted. Then, the paper describes the steps of the modeling process of content. Finally, the paper exposes the adopted technical choices and a first prototype is set up to provide a subjective evaluation of the new framework.

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An Evaluation Model of Digital Educational Resources

Cited by 18 publications

References 4 publications

Development of a Tool for Quality Assessment of Digital Learning Resources

Development of a Tool for Quality Assessment of Digital Learning Resources

Converting Digital Resources into Epistemic Tools Enhancing STEM Learning

Online and Collaborative Learning Design model based on IMS-LD to Stimulate Collaborative Learning in E-learning Environments

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