DIGITAL LIBRARIES AND LEARNING OBJECTS REPOSITORIES

Discusses the technological changes that affects learning organizations as well as the human, technical, legal and sustainable aspects regarding learning objects repositories creation, maintenance and use. It presents concepts of information objects and learning objects, the functional requirements needed to their storage at Learning Management Systems. The role of Metadata is reviewed concerning learning objects creation and retrieval, followed by considerations about learning object repositories models, community participation/collaborative strategies and potential derived metrics/indicators. As a result of this desktop research, it can be said that not only technical competencies are critical to any learning objects repository implementation, but it urges that an engaged community of interest be establish as a key to support a learning object repository project. On that matter, researchers are applying Activity Theory (Vygostky, Luria y Leontiev) in order to seek joint perceptions and actions involving learning objects repository users, curators and managers, perceived as critical assets to a successful proposal.

Computer game-based and traditional learning method: a comparison regarding students’ knowledge retention

Abstract Background Educational computer games are examples of computer-assisted learning objects, representing an educational strategy of growing interest. Given the changes in the digital world over the last decades, students of the current generation expect technology to be used in advancing their learning requiring a need to change traditional passive learning methodologies to an active multisensory experimental learning methodology. The objective of this study was to compare a computer game-based learning method with a traditional learning method, regarding learning gains and knowledge retention, as means of teaching head and neck Anatomy and Physiology to Speech-Language and Hearing pathology undergraduate students. Methods Students were randomized to participate to one of the learning methods and the data analyst was blinded to which method of learning the students had received. Students’ prior knowledge (i.e. before undergoing the learning method), short-term knowledge retention and long-term knowledge retention (i.e. six months after undergoing the learning method) were assessed with a multiple choice questionnaire. Students’ performance was compared considering the three moments of assessment for both for the mean total score and for separated mean scores for Anatomy questions and for Physiology questions. Results Students that received the game-based method performed better in the pos-test assessment only when considering the Anatomy questions section. Students that received the traditional lecture performed better in both post-test and long-term post-test when considering the Anatomy and Physiology questions. Conclusions The game-based learning method is comparable to the traditional learning method in general and in short-term gains, while the traditional lecture still seems to be more effective to improve students’ short and long-term knowledge retention.

Estudo analítico do conhecimento do professor a respeito dos distúrbios de aprendizagem

OBJETIVO: investigar a concepção de professores acerca dos distúrbios de aprendizagem, buscando revelar diferentes aspectos referentes à maneira como a percebem no cotidiano da sala de aula, quais fatores atribuem como causas do problema, como se posicionam frente à questão, além de verificar se houve mudança deste conhecimento após a orientação fonoaudiológica. MÉTODO: participaram desta pesquisa 25 professores que lecionam na Escola Municipal de Ensino Fundamental em São Paulo. Como critério de inclusão adotou-se que os professores deveriam estar atuando em sala de aula no ano letivo de 2010. Não foram incluídos no estudo professores substitutos que não acompanharam o desenvolvimento da turma ao longo do ano. Foi aplicado um questionário para investigar o conhecimento do professor quanto às dificuldades de aprendizagem, e em seguida, foram realizadas palestras de formação a respeito destas dificuldades. Os dados obtidos foram submetidos ao tratamento estatístico, analisados e discutidos com a revisão da literatura. Os métodos estatísticos considerados foram frequência absoluta, frequência relativa e descrito graficamente. RESULTADOS E CONCLUSÃO: os resultados e a conclusão deste estudo evidenciaram que os professores desconhecem os distúrbios de aprendizagem, porém pode-se observar a efetividade de orientação e formação junto a eles.