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Tomaž Bratina - One of the best experts on this subject based on the ideXlab platform.

  • Video Learning Materials for better students’ performance
    2014
    Co-Authors: Marjan Krasna, Tomaž Bratina
    Abstract:

    It has passed a decade when we prepared first video lectures and tested their didactics suitability [1]. During this time we tested different types of video Learning Materials and spent countless hours for their preparation. Learning Materials of a huge project of preparing video lectures for SPSS [2] is still used by our students daily. During that time recording of lectures was not easy and extensive post processing was required. In the meantime new hardware simplified production of lectures and many institutions and individuals start recording their own video lectures. IJS (Institute Jožef Stefan) expanded their project to an internationally recognized brand – videolectures.net [3]. In the last year the Rector of University of Maribor announced initiative to produce contemporary Learning Materials, preferable video Learning Materials. A team of experts with the experiences in multimedia Learning Materials production were assigned to prepare guidelines and start the project that would eventually enable mass production of Learning Materials. Students are highly skilled learners and text based Learning Materials is most efficient for them. Addition of video for explanation proves to be success. Giving students a choice between different types of Learning Materials they favored text with multimedia elements - multimedia Learning Materials. Video lectures were initial success but proves to be cumbersome even if they were indexed and students need more time to study such Materials in comparison to the text. Videos have much high value when skills are thought and not theory.

  • E-Learning Materials for social science students
    2014
    Co-Authors: Marjan Krasna, Tomaž Bratina
    Abstract:

    Today's student population is rightfully categorized as digital natives. From the beginning of their education, they used ICT. The technological gadgets, internet, and social networks are like a glove to them. Such generation of students require more than just textbooks. In the 2013 University of Maribor establish a task force for e-Learning Materials development. The goal was to identify the optimal technological, didactical and financial approach to the long process of e-Learning Materials development. Members of the task force have many workshops presenting different views, acquired experiences from their previous projects, technological constraints, prediction, etc. During these workshops it was decided it would be the best to prepare different types of e-Learning Materials and test them by the students. From their feedbacks we could set the guidelines for large scale production. At the Faculty of Arts, Faculty of Natural Sciences and Mathematics and Faculty of Education students needs to acquire also the digital competences to become successful teachers. For special didactics study programs different types of e-Learning Materials were produced with different technological approach. The concept was to upgrade the previous deliverables (PowerPoint slides) and narrate them. Narrated slides would enable students to refresh their lectures and should be used as blended e-Learning Materials. Narrations were prepared in different format: textual narration, voice narration and video narration. But later it was decided that these types are not enough and a mix of narratives (integrated multimedia Learning Materials) could be used on individual slides depending on the content of the slide. Students first receive the lecture in the classroom and in the same week they need to study associated e-Learning Materials and write their review of corresponding e-Learning Materials. In their review students were required to log the required time for studying the e-Learning Materials; benefits and drawbacks; potential improvement of e-Learning Materials; and open text of impression of using e-Learning Materials. Effectiveness and outcomes were tested with the electronic quizzes. Students were highly motivated with these new types of Learning Materials and provide us valuable feedback. Most efficient were text narrated Learning Materials, but the favourite was integrated multimedia Learning Materials. Video and audio narrations take them more time to study since they were constrained with the speed of speech of the recorded lecturer.

  • MIPRO - E-Learning next step — Learning Materials for students
    2014 37th International Convention on Information and Communication Technology Electronics and Microelectronics (MIPRO), 2014
    Co-Authors: Marjan Krasna, Matjaz Duh, Tomaž Bratina
    Abstract:

    E-Learning Materials were first introduced at the university level education in last years of previous century in Slovenia. From the initial steps and pilot projects we learned the trade and participate in many e-Learning material developments for primary and secondary schools. But in the recent years we regretful discovered that the university's e-Learning Materials are not in the same league as lower level education e-Learning Materials. It is true that students' population is different from kids but “digi-kids” have grown up and become students and they are familiar with the e-Learning Materials. It is the fundamental difference between lower level education and university level education. Lower levels education e-Learning Materials were funded by the government but university does not have funds for e-Learning Materials production. Up until now lecturers used LCMS for communication and documents sharing. But it is become evident that this is not enough and upgrade of e-Learning material is required. It is evident that this process will take time and should be efficient from all perspective (didactically suitable, cheap, and fast). In the last year e-Learning Materials was prepared for students to test what suits them most. A lecture for a whole course was prepared with the different composition of text, sound and video. In forthcoming semester we are going to test our e-Learning Materials and receive feedback from the students. Article presents the Learning Materials specification, expected didactical results, aesthetical considerations, individual preferences (visual, audio, kinaesthetic), and client's browser's limitations. It is still not clear if university level students require more elaborate Learning Materials than PDF which was their favourite type up to now.

  • MULTIMEDIA Learning MATERIAL IN PEDAGOGICAL METHODOLOGY AND PROBLEM SOLVING STRATEGIES
    2013
    Co-Authors: Tomaž Bratina
    Abstract:

    Problem solving is a reasoning process oriented to reach the final state which usually means the solution. To reach the final state certain mental steps are required. More precisely the process of problem solving can be described as the systematic sequence of cognitive steps toward the solution or conclusion. The sequence itself is the strategy. Regarding the kind of the problems or its nature diverse problem solving strategies can be applied. In the present literature the problem solving strategies are described as reasoning strategies. The application of multimedia Learning Materials and good practices are confirming their benefits. The students using multimedia Learning Materials achieved better results than students Learning from the textbook and/or attended regular lectures. They are also more successful in the application of the reasoning strategies. In the teaching of pedagogical methodology the application of reasoning strategies is important in achieving higher level of understanding and successful implementation of statistical outcomes in the education. The article will present the results of research in assessing the influence of the multimedia Learning Materials to the application of reasoning strategies.

  • New paradigm in preparing e-Learning Materials
    2010
    Co-Authors: M. Krasna, Tomaž Bratina
    Abstract:

    In recent years we prepared different types of e-Learning Materials. From the early attempts to the latest development we can see dramatic changes. At the beginning we wanted to include all the Materials into one isolated topic that would cover the whole areas. We have discovered SCORM packages and use them. Later we have found we need to provide broad spectrum of knowledge and also provide links to the alternative web sites. Now we are feared that our students would become “educated idiocrate” (from Mike Judge comedic film Idiocracy) who were not able to discover required knowledge for themselves. We also find that it is necessary to prepare Learning material to emphasize competences and transferable knowledge. We need to change our perspective in production of Learning Materials and include different aspects into e-Learning Materials. The content of this article is the presentation of our approach. It was great experience about the knowledge gain during the design and development of the Learning Materials. This should not be applicable only in natural sciences but needs to be transferred also to social science.

Ornok Sinaga - One of the best experts on this subject based on the ideXlab platform.

Marco Temperini - One of the best experts on this subject based on the ideXlab platform.

  • discovering prerequisite relationships among Learning objects a coursera driven approach
    International Conference on Web-Based Learning, 2016
    Co-Authors: Carlo De Medio, Carla Limongelli, Matteo Lombardi, Alessandro Marani, Fabio Gasparetti, Filippo Sciarrone, Marco Temperini
    Abstract:

    In this work we address the problem of automatically finding prerequisite relations among Learning Materials in order to help instructional designers to speed up the course building process. Ours is a data-driven approach, where a (machine) learner is trained to classify predecessor/successor relationships, given two didactic Materials in a textual form. As the training set we use the Learning Materials extracted from Coursera. A first evaluation shows promising results.

  • ICWL - Discovering Prerequisite Relationships Among Learning Objects: A Coursera-Driven Approach
    Lecture Notes in Computer Science, 2016
    Co-Authors: Carlo De Medio, Carla Limongelli, Matteo Lombardi, Alessandro Marani, Fabio Gasparetti, Filippo Sciarrone, Marco Temperini
    Abstract:

    In this work we address the problem of automatically finding prerequisite relations among Learning Materials in order to help instructional designers to speed up the course building process. Ours is a data-driven approach, where a (machine) learner is trained to classify predecessor/successor relationships, given two didactic Materials in a textual form. As the training set we use the Learning Materials extracted from Coursera. A first evaluation shows promising results.

Sahat Saragih - One of the best experts on this subject based on the ideXlab platform.

  • improving students mathematical problem solving ability and self efficacy through guided discovery Learning in local culture context
    Journal on Mathematics Education, 2018
    Co-Authors: Rustam E Simamora, Sahat Saragih
    Abstract:

    Qualified Learning Materials is needed in the efforts to improve the quality of teaching-Learning mathematics. Qualified Learning Materials can be obtained through development research. Learning Materials in this study were Learning Materials that were developed based on guided discovery Learning model. The Learning Materials was also developed by integrating local culture into a guided Learning model. The local culture in this study was adapted to the local culture of the students, namely the Batak Toba. Learning Materials in this study were developed using the development model of Thiagarajan et al. (1974). The result of second trial showed that Learning Materials based guided discovery Learning with Batak Toba context improved students’ mathematical problem solving ability and self-efficacy significantly. Based on the results of the study, it was suggested that mathematics teachers make an effort qualified Learning Materials and integrate local culture in mathematics Learning.

  • developing Learning Materials based on realistic mathematics education with malay culture context to improve mathematical communication ability and self efficacy of students in smpn 2 talawi
    American Journal of Educational Research, 2018
    Co-Authors: Sri Ayu Bintang Lestari, Sahat Saragih
    Abstract:

    This study aims to: 1) analyzing the effectiveness of Learning Materials that developed through realistic mathematics education with Malay culture context (RME-MCC); 2) analyzing the improvement of students mathematical communication ability by using Learning Materials that developed through RME-MCC; 3) analyzing the attainment of self-efficacy students by using Learning Materials that developed through RME-MCC. This research is a development research conducted in two stages, namely the first stage of developing Learning Materials through RME-MCC using a development model 4-D, and the second stage testing the Learning Materials through RME-MCC developed in classes VII-1 and VII-2 SMPN 2 Talawi. Learning Materials generated from this study are: lesson plans, teacher books, student books, worksheet, and mathematical communication ability tests. From the results of trial I and trial II, it was obtained: 1) the Learning Materials through RME-MCC met the valid and effective criteria; 2) there is an increase in students mathematical communication ability by using Learning Materials through RME-MCC, in the trial I obtained an average score of pretest 53,13% and a score of posttest 68,75%, and in the trial II with an average score pretest 65,63% and score posttest 87,50%; 3) the attainment of self-efficacy of students taught using Learning Materials through RME-MCC in the trial I obtained an average of 81,34% and in the trial II 86,59%. Based on the results of the study it was suggested that mathematics teachers seek mathematics Learning using Learning approaches and Learning Materials that integrate local culture in mathematics Learning.

Andi Tenri Ampa - One of the best experts on this subject based on the ideXlab platform.

  • the implementation of interactive multimedia Learning Materials in teaching listening skills
    English Language Teaching, 2015
    Co-Authors: Andi Tenri Ampa
    Abstract:

    One of the factors that may affect the success of the Learning process is the use of Learning media. Therefore, this research aimed to implement and evaluate the interactive multimedia Learning Materials using Wondershare Quizcreator program and audio Materials in teaching 'English listening skills'. The research problem was whether or not there was a significant difference between the results of teaching listening skills through the interactive multimedia Learning Materials using Wondershare Quizcreator program and the results of teaching listening skills through audio Materials. The earlier process used in the research was to produce new products to be implemented. The product had been validated by the experts and tried out to the college students to get their responses towards the validity and the practicality of the products. Furthermore, the products as new Materials were implemented to the experimental group and the conventional Materials (audio Materials) were implemented to the control group. Pretest and posttest had ben conducted before implementation. The results of statistical analysis (SPSS) showed that there was no significant difference between the results of pretest of the two groups, but there was a significant difference between the results of post of experimental and control groups. It was proved that the t-cal. was greater than the t-table (5.583 > 2.000) at df 70 and p.0.05. So, it was concluded that the interactive multimedia Learning Materials using Wondershare Quizcreator program were effective in teaching 'English listening skills'.

  • The Implementation of Multimedia Learning Materials in Teaching English Speaking Skills
    International Journal of English Language Education, 2013
    Co-Authors: Andi Tenri Ampa, Muhammad Amin Rasyid, M. Asfah Rahman, Haryanto Haryanto, D Muhammad Basri
    Abstract:

    This study aimed to implement the multimedia Learning Materials in teaching speaking skills.  The problems investigated were to what extent the practicality of the multimedia Learning Materials was. This was gathered from the lecturers’ and the students’ responses. Similarly, it also investigated the effectiveness of the multimedia Learning Materials for teaching speaking skills. Three lecturers had implemented the multimedia Learning Materials, and the results of the implementation were significantly effective. It was indicated by the comparison between t-test>t-table for groups I, II, III (7.424>2.093; 7.796>2.093; 10.342>2.093). It was concluded that the use of multimedia Learning Materials in teaching speaking skills was practical and effective.

  • The Development of Contextual Learning Materials for the English Speaking Skills
    2013
    Co-Authors: Andi Tenri Ampa, Muhammad Basri D, Andi Arie Andriani
    Abstract:

    The purpose of this research was to develop the contextual Learning Materials to be used in speaking subject. The Instructional design used to develop the contextual Learning Materials was derived from several instructional design models, such as the ADDIE, Kemp, Dick and Carey, and ASSURE Models. The stages used were (1) analyze, (2) identify, (3) contextualize, (4) integrate, (5) design, (6) develop, (7) validate (8) try out, (9) implement, and (10) evaluate. The validity of contextual Learning Materials developed was assessed from three aspects, namely psychological aspect, pedagogical aspect, and methodological aspect. The research instrument took a questionnaire type used to obtain data from the experts and analyzed them quantitatively and qualitatively. The results showed that the contextual Learning Materials with the criteria of the psychological, pedagogical, and methodological aspects were very valid (93.28%). Therefore, the stages of the instructional design are suitable to produce the contextual Learning Materials for the English speaking skills.

  • The Students' Needs in Developing Learning Materials for Speaking Skills in Indonesia
    Journal of Education and Practice, 2013
    Co-Authors: Andi Tenri Ampa, Muhammad Amin Rasyid, Asfah Rahman, Haryanto, D Muhammad Basri
    Abstract:

    This research was aimed to explore the students’ needs in the Learning Materials for speaking skills. The problems were what the students’ needs in the Learning English speaking skills which include the needs of contents, the Learning media, activities of Learning, interesting topics, and students’ Learning styles. The questionnaire was used to obtain data from the students.  It was suggested that the lecturers would design and develop the Learning Materials for speaking skills based on the students’ needs. Keywords: Students’ needs, Learning Materials, speaking skills

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