Powtoon Crack Software.epub
Kenneth Calimlim
The research aimed to develop open learning objects (OAA) for agricultural sciences under the PADDIEM methodology. The research was designed to work on the creation of Open Educational Resources (OER) in digital format as learning objects developed under instructional models that had not been worked in the Postgraduate School (CP). The OAA was held at the Postgraduate College, Montecillo campus during the first semester of 2018. In the methodology, it began with the development of a scheme with the proposal of an OAA in three parts: pedagogical, computational and graphic design. Afterwards, different instructional models were analyzed for the design of OER. Then, the planning methodology, analysis, design, development, implementation, evaluation and maintenance based on instructional models (PADDIEM) and good practices of Software Engineering was made. In this part, both its architecture and the multidisciplinary teams of each stage were highlighted. In the results, there were examples of the phases where the graphic design team participated for the elaboration of an OAA of the subject of model entity-relation of databases. To conclude, the proposed PADDIEM methodology was used to prepare OAA to be used in Agricultural Sciences.
La investigacin tuvo por objetivo elaborar objetos de aprendizaje abiertos (OAA) para ciencias agrcolas bajo la metodologa PADDIEM. La pesquisa se plante para trabajar en la creacin de Recursos Educativos Abiertos (REA) en formato digital a manera de objetos de aprendizaje elaborados bajo modelos instruccionales con los que no se haba trabajado en el Colegio de Postgraduados (CP). El OAA se llev a cabo en el Colegio de Postgraduados, campus Montecillo durante el primer semestre del ao 2018. En la metodologa, se comenz con la elaboracin de un esquema con la propuesta de un OAA en tres partes: pedaggica, computacional y diseo grfico. Despus, se analizaron diferentes modelos instruccionales para el diseo de REA. A continuacin, se hizo el planteamiento de la metodologa de la planeacin, anlisis, diseo, desarrollo, implementacin, evaluacin y mantenimiento basada en modelos instruccionales (PADDIEM) por sus siglas en ingls y en buenas prcticas de Ingeniera de Software. En esta parte, se destac tanto su arquitectura como los equipos multidisciplinarios de cada etapa. En los resultados, se mostraron ejemplos de las fases donde participaron el equipo de diseo grfico para la elaboracin de un OAA del tema de modelo entidad-relacin de bases de datos. Para concluir, la metodologa PADDIEM propuesta sirvi para la elaboracin de OAA para ser utilizados en Ciencias Agrcolas.
The Postgraduate College of Mexico (CP) is an institution of education, research, linkage and service founded in 1959 to solve problems in agricultural, fishing, livestock, social, forestry, etc. To achieve the above, since 1964, it has relied on different computational tools established in the Statistics and Calculation Center, which is currently part of the Socioeconomics, Statistics and Information Technology Program (PSEI).
The postgraduate programs in statistics and applied computing have been of great support for the analysis of agricultural research data and for the proposal of different research projects in the areas of artificial intelligence, databases, geographic information systems, dataware house, mining of data, educational computing, expert systems, information systems, software engineering, etc.
Since 2014, in the area of educational computing, work has been promoted with learning objects (OA) to support courses in different modalities supported by information and communication technologies (ICT) such as b-learning and e-learning Some results that stand out are the management system of learning objects for agricultural sciences (SIGEOACA) of Montes et al. (2017), the proposal of a management system for learning objects adaptive to learning styles (SiGOAA-EA) by Garca-Cu et al. (2017) and open learning objects based on educational software engineering (OAAISE) for database courses by Garca-Cu et al. (2018).
In the aforementioned OA projects, work has been carried out under structures and systems proposed by the authors, but no open learning objects (OAA) have been experimented under established instructional models -such as ADDIE (acronyms of five stages for the development of digital educational resources: analysis, development, design, implementation and evaluation) or the PADDIE model that adds, to the previous model, a planning stage- which are within the standards for use in various national repositories and libraries.
Also, a new methodology for the preparation of own OAA is proposed for the CP that serves agricultural sciences and that integrates instructional models, good practices of software engineering and the inclusion of multidisciplinary teams -as an education for the development of didactic skills for environments virtual, graphic designers, computer experts, among others- as a fundamental part of the OAA. To comply with the above, a methodology was proposed that included the six stages of the PADDIE model plus one of maintenance (M) resulting in PADDIEM.
To begin the investigation, the different perspectives of different authors about the term object of learning were identified. Wiley (2008); Correa (2017) agreed that OA are part of structured technological resources such as object-oriented programming (OOP). Cacheiro (2011), with a focus on education, typified them as learning ICT educational resources.
Portillo (2017) defined OA as ICT resources that should include didactic strategies for meaningful learning such as pre-instructional, co-instructional and post-instructional. Wiley (2008) defined them as any digital resource that can be reused to support learning. About the characteristics that an OA must have, various authors such as Moreiro et al. (2012) highlight accessibility, granularity, interoperability, durability and scalability and that are also relevant and reusable.
UNESCO (2012) explained that open learning objects (OAA) are cataloged as part of open educational resources (OER) where any person can have access to them without any cost and that its use is also public. To this end, it formalized the Paris declaration of OER in 2012, where it called on governments around the world to provide open licenses, such as Creative Commons (CC) or reduced general public license (GNU GPL) to digital educational materials, including the OAA with funds financed by the state respecting the rights of the people who made them (UNESCO, 2015).
After, Garca-Cu et al. (2018); Merz et al. (2018) preferred to talk about processes and not about parties, since these are a series of stages that must be carried out in order to build the OAA. In addition, three of them stood out.
Pedagogical process: to describe in a logical and sequential manner each of the actions that must be carried out in the preparation of an OAA so that it is didactic and that also influences the teaching-learning process of the student (Garca-Aretio, 2013). The above is achieved by two ways. The first, through OA structures proposed by different authors such as Osondon and Castillo (2006); Montes et al. (2017); Garca-Cue et al. (2017), where they must comply with at least introduction, objectives, theory, activities, evaluation and collaboration.
The second, supported by the stages of instructional designs for the development of educational software such as ADDIE (DDEU, 1975 in Merz et al., 2018), Paddie (Navedtra, 2010), PADDIE+M or a proposal of its own. In addition, this process includes the expert in the area of knowledge in which it will be developed.
Computational process: for the programming of elements, the management of servers and networks on the Internet, the digitization of each of the elements that are part of the OAA (text, photographs, documents, videos, audios, games, etc.) as suggested Clares (2011); Meraz et al. (2018). Some authors, such as Garca-Cu et al. (2018) highlighted the computer structure based on instructional designs based on good software engineering practices under different models (Cascade, Spiral, XP, SCRUM, etc.) such as ADDIE or PADDIE. Also, Moreiro et al. (2012) highlight in this process, the management of the semantic part as metadata under international standards such as: IEEE-LOM, SCORM, CISCO, DCMI, DUBLIN CORE, OAI-PMH, among others.
Graphic design process: for the organization, production and preparation of each of the materials that will be part of the OAA in the form of templates, texts, audios, videos, games, etc. (Chan, 2006; Garca-Cue et al., 2018; Merz et al., 2018). The role of the designer is to take care of the visual part. aesthetics, corporate identity and perception theories to help in the teaching-learning process supported by cognitive ergonomics theories (Gonzlez-Muoz, 2017) and also focused on the end user, the human-machine relationship; through, from interfaces (from simple to advanced), product strategies and proposals for the marketing of the OAA (Pratt and Nunez, 2012).
The results of this research will serve as a guide to develop OAA for any area of knowledge in agricultural sciences and that can also be used in national digital libraries. It is important to mention that each of the stages of the PADDIEM will be explained, but in this document greater emphasis is placed on the design stage.
An outline with the proposal of an OAA in three parts was elaborated: pedagogical, computational and graphic design. The scheme was made in the form of sets with their corresponding intersections. In each one of them, the knowledge that must be had by the people who are integrated as multidisciplinary teams was highlighted.
The ADDIE model was analyzed. In this part, this model was explained from its appearance. Also, a brief description of its stages was made because they are the basis of the methodological proposal for the CP.
The PADDIEM methodology was proposed. In this part, its foundation and the proposal of its architecture were shown. Also, each of the phases of PADDIEM was explained, where the activities in each stage and the multidisciplinary team that intervenes were included.
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