Dissertations / Theses on the topic 'Learning objects'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Learning objects.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
SILVA, DIVA DE SOUZA E. "MODELING LEARNING OBJECTS COMPOSITION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2006. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=8668@1.
Full textO desenvolvimento de conteúdos instrucionais utilizando as novas tecnologias de informação é um processo caro, demorado e complexo, que aponta para o estabelecimento de novas metodologias. É neste contexto que surge o conceito de Objeto de Aprendizagem (LO), cujo enfoque está em promover a reutilização do conteúdo. Entretanto, ao considerar o reuso de conteúdo, também se observa uma necessidade de seqüência - lo para formar conteúdos mais elaborados ou mais complexos. Nesta tese adota-se uma estratégia de representar LOs cada vez menores, representando separadamente conteúdo e prática, aqui denominados Objetos Componentes (OCs). Para a estruturação do conteúdo, adaptou-se uma proposta já existente e definiu-se um esquema conceitual adequado à representação de atividades (ou práticas) de aprendizagem. Com vista à composição dos OCs, foi igualmente definido um esquema conceitual envolvendo conteúdos e práticas. Assim, com base em um algoritmo de seqüenciamento de OCs, um professor pode compreender melhor a forma de implementar um objeto complexo, como uma aula ou um curso, reduzindo erros e eventuais omissões na implementação da solução. Este seqüenciamento deve seguir uma metodologia e deve ser especificado de modo não ambíguo. É neste contexto que também é apresentada uma linguagem para especificação de seqüências de objetos de aprendizagem, com uma sintaxe adequada à descrição das possíveis formas de seqüenciamento de LOs. Finalmente, descreve-se um estudo de caso ilustrando a utilização dos esquemas conceituais desenvolvidos, do algoritmo proposto e da linguagem de especificação de seqüências OCs.
The development of instructional content using new Information Technologies is an expensive, time-consuming and complex process that leads to the development of new methodologies. It was in this context that the concept of Learning Objects (LOs) was proposed as an approach that promotes content reuse. However, if content is expressed as small LOs, it is also necessary to sequence them in order to build more elaborated and complex content. In this thesis we adopt a strategy to represent smaller LOs, modeling not only content but also practice, called Component Objects (COs) herein. In order to structure content we adapted an existing proposal and defined a conceptual schema to structure learning practices (or activities). We also defined a conceptual schema for composing these COs. Then, based on these conceptual schemas it was possible to propose an algorithm for sequencing COs, which supports a teacher/professor to better control the implementation of a complex content such as a class or a course, thus reducing errors and eventual omissions in its implementation. The sequencing process must follow a methodology and must be specified in a nonambiguous way. It is in this context that we also present a specification language for sequences of LOs, with a syntax that is adequate to the description of the possible ways of sequencing LOs. Finally, we describe a case study that shows the conceptual schemas that were proposed and the use of the sequencing algorithm and the specification language.
Rodríguez-Jiménez, Othoniel. "Hierarchical, adaptive learning objects /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3091962.
Full textSoto, Barra Claudia Naiomi. "Reconocimiento rápido de objetos usando objects proposals y deep learning." Tesis, Universidad de Chile, 2017. http://repositorio.uchile.cl/handle/2250/150337.
Full textEl reconocimiento (o detección) de objetos es un área activa y en continua mejora de la visión computacional. Recientemente se han introducido distintas estrategias para mejorar el desempeño y disminuir los costos y el tiempo de detección. Entre estas, se encuentran la generación de Object Proposals (regiones en la imágen donde hay alta probabilidad de encontrar un objeto) para acelerar la etapa de localización, como respuesta al paradigma de ventana deslizante; el cada vez más popular uso de redes Deep Learning y, en particular, para la clasi cación y detección de imágenes, las redes convolucionales (CNN). Si bien existen diversos trabajos que utilizan ambas técnicas, todos ellos se centran en tener una buena performance en conocidas bases de datos y competencias en lugar de estudiar su comportamiento en problemas reales y el efecto que tiene la modi cación de arquitecturas de redes convencionales y la elección adecuada de un sistema de generación de proposals. En este trabajo de título, entonces, se tiene como objetivo principal el caracterizar métodos de generación de proposals para su uso en el reconocimiento de objetos con redes CNN, comparando el desempeño tanto de los proposals generados como del sistema completo en bases de datos fabricadas manualmente. Para estudiar el sistema completo, se comparan dos estructuras conocidas, llamadas R-CNN y Fast R-CNN, que utilizan de distintas formas ambas técnicas (generación de proposals y detección) y donde se considera en el estado del arte mejor Fast R-CNN. Se propone en este trabajo que esta hipótesis no es del todo cierta en el caso de que se trabaje con un número su cientemente bajo de proposals (donde las bases de datos acá construidas se enfocan en precisamente asegurar una cantidad baja de objetos de tamaños similares presentes en cada una: objetos sobre super cies y objetos de una sala de estar) y se acelere el proceso de clasi cación alterando el tamaño de entrada de la red convolucional utilizada. Se eligieron tres métodos de generación de Proposals de la literatura a partir de su desempe ño reportado, y fueron comparados en distintos escenarios sus tiempos de procesamiento, calidad de proposals generados (mediante análisis visual y numérico) en función del número generados de estos. El método llamado BING presenta una ventaja sustancial en términos del tiempo de procesamiento y tiene un desempeño competitivo medido con el recall (fracción de los objetos del ground truth correctamente detectados) para las aplicaciones escogidas. Para implementar R-CNN se entrenan dos redes del tipo SqueezeNet pero con entradas reducidas y seleccionando los 50 mejores proposals generados por BING se encuentra que para una red de entrada 64x64 se alcanza casi el mismo recall (~ 40%) que se obtiene con el Fast R-CNN original y con una mejor precisión, aunque es 5 veces más lento (0.75s versus 0.14s). El sistema R-CNN implementado en este trabajo, entonces, no sólo acelera entre 10 y 20 veces la etapa de generación de proposals en comparación a su implementación original, si no que el efecto de reducir la entrada de la red utilizada logra disminuir el tiempo de detección a uno que es sólo 5 veces más lento que Fast R-CNN cuando antes era hasta 100 veces más lento y con un desempeño equivalente.
Reid, Sheri Lynn. "Search for hidden objects by pigeons: Place learning vs "object permanence"." Thesis, University of Ottawa (Canada), 1996. http://hdl.handle.net/10393/9707.
Full textAlsubaei, Mutlag. "Creating a personalised learning environment using learning objects." Thesis, University of Salford, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.491030.
Full textVELLOSO, SUSANA ROSICH SOARES. "SQLLOMINING: FINDING LEARNING OBJECTS USING MACHINE LEARNING METHODS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2007. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=10970@1.
Full textObjetos de Aprendizagem ou Learning Objects (LOs) são porções de material didático tais como textos que podem ser reutilizados na composição de outros objetos maiores (aulas ou cursos). Um dos problemas da reutilização de LOs é descobri-los em seus contextos ou documentos texto originais tais como livros, e artigos. Visando a obtenção de LOs, este trabalho apresenta um processo que parte da extração, tratamento e carga de uma base de dados textual e em seguida, baseando-se em técnicas de aprendizado de máquina, uma combinação de EM (Expectation-Maximization) e um classificador Bayesiano, classifica-se os textos extraídos. Tal processo foi implementado em um sistema chamado SQLLOMining, que usa SQL como linguagem de programação e técnicas de mineração de texto na busca de LOs.
Learning Objects (LOs) are pieces of instructional material like traditional texts that can be reused in the composition of more complex objects like classes or courses. There are some difficulties in the process of LO reutilization. One of them is to find pieces of documents that can be used like LOs. In this work we present a process that, in search for LOs, starts by extracting, transforming and loading a text database and then continue clustering these texts, using a machine learning methods that combines EM (Expectation- Maximization) and a Bayesian classifier. We implemented that process in a system called SQLLOMining that uses the SQL language and text mining methods in the search for LOs.
Liu, Yuanliang. "Design of learning objects to support constructivist learning environments." Diss., Columbia, Mo. : University of Missouri-Columbia, 2005. http://hdl.handle.net/10355/4304.
Full textThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (December 13, 2006) Includes bibliographical references.
Dagiene, Valentina, and Inga Zilinskiene. "Localization of Learning Objects in Mathematics." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-79623.
Full textYin, Zheng. "Study of metadata for learning objects." Thesis, University of Ottawa (Canada), 2004. http://hdl.handle.net/10393/26819.
Full textKabel, Suzanna Catharina. "Knowledge-rich indexing of learning objects." [S.l. : Amsterdam : s.n.] ; Universiteit van Amsterdam [Host], 2004. http://dare.uva.nl/document/74617.
Full textCanto, Filho Alberto Bastos do. "MOTRAC : modelo de trajetórias de aprendizagem conceitual." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2015. http://hdl.handle.net/10183/128889.
Full textThis work evaluates the use of Information and Communication Technology to improve learning and teaching processes in engineering courses. Based on Meaningful Learning Theory, Cognitive Load Theory, Auto-determination Theory and Learning Styles Analysis, a model that uses schematic diagrams to describe meaningful learning trajectories has been developed. These diagrams are used to project meaningful learning objects in a framework called Project Based on Learning Trajectories. Learning Objects produced with this framework have been used in experimental studies that compare the performance of students who have learned using Learning Objects against the performance of students who have learned in typical engineering classrooms. A comparative analysis of knowledge tests shows significant better performance of students who learned using Learning Objects due the following reasons: i) The proposed Model of Meaningful Learning Objects and Project Based on Learning Trajectories framework ensures a Learning Object development that presents propositions connecting new information to students’ previous knowledge, i. e. it assures the main factor of meaningful learning; ii) Learning Objects implement some common practices of one-to-one tutorial as the individual learning pace adjust and intense interactivity; iii) Learning Objects allow to implement a guided discover learning process; iv) Learning Objects allow to introduce extrinsic motivational factors, as the attribution of additional points to students who solve the proposed questions; v) Learning Objects may be executed anytime and anywhere, allowing the students to choose place and time more convenient than the scheduled classrooms. The findings of this work show evidences of the potential effectiveness of the proposed project framework. Other relevant aspect of developing Learning Objects presented refers to the need of a minimum number of users in order to assure economic viability. The proposed framework of Project Base on Learning Trajectories introduces an engineering approach to the learning and teaching processes. This new approach potentially brings to engineering a new perspective of using the project and design engineering skills to actuate improving learning and teaching processes.
Titsias, Michalis. "Unsupervised learning of multiple objects in images." Thesis, University of Edinburgh, 2005. http://hdl.handle.net/1842/776.
Full textYau, Jane Yin-Kim. "A mobile context-aware learning schedule framework with Java learning objects." Thesis, University of Warwick, 2011. http://wrap.warwick.ac.uk/36869/.
Full textOliveira, Ricardo de Carvalho. "Learning objects: a strategy to facilitate the understanding of logarithms." Universidade Federal do CearÃ, 2013. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=10662.
Full textThis study deals with the use of Learning Object (LO) in classrooms, with the same aim to investigate whether the use of learning objects can facilitate the development of content in the classroom, facilitating the teaching-learning process. The study was conducted with a group of students from the first year of high school studying at a public school named Liceu de Messejana, located in Messejana, CearÃ. The class consists of 36 students, who were divided into two groups, separated randomly in a raffle. One group was called the control group, with 26 students and the other group, called the experimental group, with 10 students. The data was collected from three instruments: socioeconomic questionnaire, pre-test and post-test. The results show that the goal was achieved because we realize superior performance of the experimental group, compared with participants in the control group. Therefore, participants who had classes with LO had a better performance.
Balas, Benjamin J. (Benjamin John). "Learning about dynamic objects and recognizing static form." Thesis, Massachusetts Institute of Technology, 2007. http://hdl.handle.net/1721.1/39004.
Full textIncludes bibliographical references.
The effects of observed object motion on object perception are examined in two sets of studies. The first section of the thesis provides a thorough examination of various untested aspects of the basic "temporal association" hypothesis, which suggests that object motion provides a principled basis for linking distinct images together if they appear within small time intervals. Using familiar and unfamiliar objects undergoing various forms of non-rigid motion, I ask how well this simple hypothesis predicts behavior in change detection and categorization tasks. The results favor a modified version of the hypothesis which operates over a population of units, such that increases in generalization also produce increases in image sensitivity. The observed effects of long-term knowledge concerning object appearance and expected patterns of motion also force additional modifications of the initial hypothesis to incorporate interactions between learned predictions and recent experience. Specifically, the tendency to alter patterns of generalization following dynamic exposure appears to be contingent on the stability of the direction of movement through appearance space.
(cont.) Consistent with this expanded model, performance in our categorization task appears to depend heavily on whether or not a coherent direction of movement through appearance space can be determined across both categories to be learned. In the second section of the thesis, I report the results of two parametric analyses of image encoding following dynamic exposure. In each case, I ask how the movement of an object up to the presentation of particular image affects an observers' ability to accurately recall that image. Novel, rigidly rotating objects are used in both cases to characterize the influence of appearance dynamics on short and long-term image encoding. In both cases, I find that local appearance change over time exerts a powerful influence on encoding, suggesting that both immediate percepts and visual memory are modulated by the recent past. The result is a complex picture of dynamic object perception that goes far beyond the basic principle of object motion as a tool for learning invariant recognition.
by Benjamin J. Balas.
Ph.D.
Geitoso, Ana Sofia da Silva. "Desenvolvimento de interface para portal de learning objects." Master's thesis, Universidade de Aveiro, 2010. http://hdl.handle.net/10773/3663.
Full textO presente estudo visa resolver questões de visualização e apresentação de conteúdos e da interacção de um portal direccionado para a gestão e visualização de Learning Objects, em contexto de formação profissional. Integrado num projecto da PT Inovação já a decorrer - o PoLO - a conceptualização e desenvolvimento de interface assentará já sobre uma estrutura de navegação e de conteúdos parcialmente definida. Neste âmbito, o resultado final concreto deverá ser uma proposta de interface passível de ser implementada, sendo o enfoque dado ao perfil de formando. Seguindo uma metodologia de Investigação de Desenvolvimento, começou por se fazer a revisão de literatura de modo a construir uma sólida base teórica. Seguidamente estruturou-se a informação e o modo como funcionalidades e conteúdos estariam relacionados. As várias propostas de interface foram sendo criadas e discutidas com a empresa. Estando definidas as principais características da interface passou-se ao aperfeiçoamento dos gráficos (ícones e botões) e ao desenvolvimento das várias páginas e funcionalidades presentes ao longo da navegação. Não tendo sido implementada a versão final do portal, desenvolveu-se um protótipo funcional com o intuito de simular o aspecto gráfico e comportamentos interactivos projectados. Com o protótipo desenvolvido foram aplicados testes de usabilidade e breves entrevistas a potenciais utilizadores do PoLO. Os dados recolhidos permitiram perceber quais os pontos fortes e fracos da solução apresentada, deixando pistas e sugestões para melhorias e desenvolvimentos futuros. Apesar dos pontos críticos detectados, a interface proposta foi aceite de forma muito positiva pelos utilizadores, deixando assim o caminho aberto para que numa futura implementação do PoLO a solução de interface seja efectivamente bem sucedida.
This study aims to address issues of visualization and presentation of content and interaction of a portal directed at the management and visualization of Learning objects, in the context of professional training. Integrated in a project of PT Inovação already underway - the PoLO project - the conceptualization and development of interface will be based on already partially defined structure of navigation and content. In this context, the end result should be a concrete interface proposal that can be implemented, with the focus given to the learner profile. Following a methodology for Research Development, some literature was reviewed in order to build a solid theoretical base. Then the information was structured, defining how features and content were to be related. The various proposals for interface were created and discussed with the company. Being defined the main characteristics of the interface, the graphics (icons and buttons) were improved and the different pages and features present along the navigation were developed. Not been implemented the final version of the portal, it was developed a working prototype in order to simulate the visual appearance and interactive behaviors designed. With this prototype, usability tests and brief interviews were conduced with potential users of the PoLO. The data collected allowed to understand the strengths and weaknesses of the presented solution, leaving clues and suggestions for improvements and future developments. Despite the critical points, the interface was accepted very positively by users, thus leaving the way open for a future implementation of PoLO in which the interface solution is actually successful.
Rodrigues, Alessandra Pereira. "Integração de ambiente virtual de aprendizagem com repositório digital." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2012. http://hdl.handle.net/10183/70617.
Full textLearning 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.
Undžys, Augustinas. "Mokymosi objektų informacinės sistemos sudarymas ir tyrimas." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2008. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2008~D_20080716_110246-15357.
Full textLearning 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.
Ommer, Björn. "Learning the compositional nature of objects for visual recognition /." Zürich : ETH, 2007. http://e-collection.ethbib.ethz.ch/show?type=diss&nr=17449.
Full textBennett, Craig. "Learning to attend : visually detecting objects using primitive properties." Thesis, University of Surrey, 2008. http://epubs.surrey.ac.uk/842717/.
Full textSiriwardana, Pallege Gamini Dilupa. "Machine learning-based multi-robot cooperative transportation of objects." Thesis, University of British Columbia, 2009. http://hdl.handle.net/2429/14700.
Full textKURIZKY, KONSTANTIN. "A STUDY FOR SHARING LEARNING OBJECTS IN MULTIMEDIA DATABASE." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2003. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=5107@1.
Full textEste trabalho apresenta uma proposta para utilizar a tecnologia de banco de dados para o armazenamento e a gerência de objetos de aprendizado em uma federação de banco de dados (banco de dados distribuído). A crescente evolução no uso de aprendizado eletrônico trouxe o foco para a produtividade na elaboração e gerência do conteúdo dos módulos educacionais. Este conteúdo compreende hoje de vídeos, áudios e de outros dados relacionados, além de textos. Este material é normalmente armazenado pelos instrutores sem maiores preocupações quanto ao compartilhamento. Como membro do projeto PGL (Partnership in Global Learning) - uma organização virtual voltada para pesquisa, desenvolvimento e disseminação do aprendizado através de novas tecnologias - o laboratório de banco de dados da PUC-Rio - TecBD, tem pesquisado a adoção do enfoque de banco de dados para a gerência de objetos de aprendizado (Learning Objects) armazenados em locais interligados formando um ambiente de banco de dados heterogêneos distribuído. Este trabalho visa: 1) utilizando produtos de BD comercialmente disponíveis; 2) adotando os atuais padrões existentes para definição de objetos de aprendizado; 3) considerando objetos de aprendizado armazenados em locais separados e autônomos; 4) desenvolver uma aplicação (protótipo) com esses objetos de aprendizado. O modelo de dados adotado estabelece uma estrutura de objetos de aprendizado compostos, via relacionamentos com elementos atômicos e também com elementos compostos. Diferentes abordagens como, por exemplo, Web Services, Java/Servlets e Web Application Servers, foram estudadas para o problema da autonomia e distribuição geográfica. Um protótipo foi construído utilizando o produto IBM DB2 com seus recursos suplementares tais como extensores para dados de áudio, vídeo, imagens, XML e suporte para gerenciamento federado. A exploração dos dados armazenados, via navegador (browser), foi realizada utilizando a camada IBM Net.Data que embora não obrigatória, permitiu realizar a tarefa de um modo simples e disponibilizou uma solução bem integrada com o IBM DB2 e seus complementos.
This work presents a proposal to utilize database technology for storing and managing learning objects in a database federation (distributed database). The evolution of e-learning has brought the focus over the productivity to make and to manage the content of learning modules, which today comprises videos, audio, among other related data, besides the text data. Instructors normally store this material without worry about sharing. As a member of PGL - Partnership in Global Learning - a virtual organization for research, development and dissemination of learning through new technologies - TecBD - the PUC-Rio`s Database Laboratory is researching the use of database approach for managing learning objects stored on interconnected sites composing a heterogeneous distributed database environment. This work intends: 1) using market ready DB products; 2) adopting the actual standards for defining of learning objects; 3) considering learning objects stored on separated and autonomous sites; 4) to develop an application (a study case) with these learning objects. The learning object`s model establishes a structure for composing learning objects by linking atomic elements and also linking composed elements. Different approaches as Web Services, Java/Servlets and Web Application Servers were considered for the geographically distributed problem. A study case was build using the product IBM DB2 with the provided extenders for audio, video, image, XML data and the Federated System Support. The web browser`s explore of the stored data was build using the IBM Net.Data software. Although not exclusive, it provided an easy way to perform this task and also enabled an easy integration with IBM DB2 and its extenders.
Kim, Sunha. "The Conceptualization, Utilization, Benefts and Adoption of Learning Objects." Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/30217.
Full textPh. D.
Manfredi, Guido. "Learning objects model and context for recognition and localisation." Thesis, Toulouse 3, 2015. http://www.theses.fr/2015TOU30386/document.
Full textThis Thesis addresses the modeling, recognition, localization and use of context for objects manipulation by a robot. We start by presenting the modeling process and its components: the real system, the sensors' data, the properties to reproduce and the model. We show how, by specifying each of them, one can define a modeling process adapted to the problem at hand, namely object manipulation by a robot. This analysis leads us to the adoption of local textured descriptors for object modeling. Modeling with local textured descriptors is not a new concept, it is the subject of many Structure from Motion (SfM) or Simultaneous Localization and Mapping (SLAM) works. Existing methods include bundler, roboearth modeler and 123DCatch. Still, no method has gained widespread adoption. By implementing a similar approach, we show that they are hard to use even for expert users and produce highly complex models. Such complex techniques are necessary to guaranty the robustness of the model to view point change. There are two ways to handle the problem: the multiple views paradigm and the robust features paradigm. The multiple views paradigm advocate in favor of using a large number of views of the object. The robust feature paradigm relies on robust features able to resist large view point changes. We present a set of experiments to provide an insight into the right balance between both. By varying the number of views and using different features we show that small and fast models can provide robustness to view point changes up to bounded blind spots which can be handled by robotic means. We propose four different methods to build simple models from images only, with as little a priori information as possible. The first one applies to planar or piecewise planar objects and relies on homographies for localization. The second approach is applicable to objects with simple geometry, such as cylinders or spheres, but requires many measures on the object. The third method requires the use of a calibrated 3D sensor but no additional information. The fourth technique doesn't need a priori information at all. We apply this last method to autonomous grocery objects modeling. From images automatically retrieved from a grocery store website, we build a model which allows recognition and localization for tracking. Even using light models, real situations ask for numerous object models to be stored and processed. This poses the problems of complexity, processing multiple models quickly, and ambiguity, distinguishing similar objects. We propose to solve both problems by using contextual information. Contextual information is any information helping the recognition which is not directly provided by sensors. We focus on two contextual cues: the place and the surrounding objects. Some objects are mainly found in some particular places. By knowing the current place, one can restrict the number of possible identities for a given object. We propose a method to autonomously explore a previously labeled environment and establish a correspondence between objects and places. Then this information can be used in a cascade combining simple visual descriptors and context. This experiment shows that, for some objects, recognition can be achieved with as few as two simple features and the location as context. The objects surrounding a given object can also be used as context. Objects like a keyboard, a mouse and a monitor are often close together. We use qualitative spatial descriptors to describe the position of objects with respect to their neighbors. Using a Markov Logic Network, we learn patterns in objects disposition. This information can then be used to recognize an object when surrounding objects are already identified. This Thesis stresses the good match between robotics, context and objects recognition
Sėrikovienė, Silvija. "Research on application of learning objects reusability and quality evaluation methods." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2013. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2013~D_20130220_160734-35867.
Full textKokybiška mokomoji medžiaga yra viena svarbiausių mokymo(-si) kokybės veiksnių, todėl mokomųjų objektų (toliau – MO) daugkartinio panaudojamumo kokybės vertinimas yra viena opiausių švietimo problemų. Problema yra aktuali visiems švietimo dalyviams – švietimo įstaigoms (pvz., mokykloms), kurios turi išrinkti kokybišką mokomąją medžiagą (MO) savo tikslams pasiekti, švietimo politikams, kuriems reikia aiškių kokybės kriterijų vykdant MO viešuosius pirkimus, mokomosios medžiagos autoriams (pvz., leidykloms), kurie turi žinoti kokybės reikalavimus, remdamiesi kuriais jie kurs MO, ir pan. Disertacinis darbas skirtas pasiūlyti ir išbandyti MO daugkartinio panaudojamumo kokybės vertinimo metodiką: kokybės modelį ir paprastus bei efektyvius ekspertinio kokybės vertinimo metodus (t.y., pagerinti edukologinių uždavinių sprendimo galimybes naudojant informatikos inžinerijos metodus). Tam analizuojamos MO daugkartinio panaudojamumo ir ekspertinio kokybės vertinimo sąvokos, kokybės modelio sudarymo principai, galimi paprasti ir efektyvūs kokybės ekspertinio vertinimo metodai. Darbe yra pateiktas sukurtas mokomųjų objektų daugkartinio panaudojamumo kokybės modelis ir vertinimo metodas. Mokomųjų objektų kokybės modelį sudaro devyni trijų grupių (technologiniai, pedagoginiai, intelektinių teisių) kokybės kriterijai, kurie atspindi visapusišką kokybės kriterijų sistemą, kurioje yra svarbūs ne tik patys kriterijai, bet ir jų tarpusavio sąryšiai. Mokomųjų objektų daugkartinio panaudojamumo... [toliau žr. visą tekstą]
Oliveira, Tereza Cristina Carvalho Iwamoto de [UNESP]. "Desenvolvimento e avaliação de um objeto digital de aprendizagem para as pessoas com autismo." Universidade Estadual Paulista (UNESP), 2010. http://hdl.handle.net/11449/92311.
Full textCoordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Partindo da experiência e de estudos anteriores a respeito do processo educacional das pessoas com autismo, pensou-se em como o uso do computador poderia auxiliar o processo de ensino e aprendizagem dessas pessoas, tendo como recurso um Objeto de Aprendizagem - OA produzido para o trabalho com esse público com objetivo de viabilizar mais um recurso que possa trabalhar a sua aprendizagem por meio do conhecimento de mundo. Portanto, esta pesquisa analisa se a construção e implementação de um OA para as pessoas com autismo pode favorecer o seu processo educacional. Para isso, foi realizado um extenso estudo a esse respeito, levando em consideração suas possíveis dificuldades e interesses, além das peculiaridades que envolvem a síndrome para a construção e implementação desse recurso para o trabalho educacional com essas pessoas. Adotou-se um enfoque qualitativo, com o intuito de obter informações em diversos segmentos a respeito do autismo, do processo de ensino aprendizagem e do uso computador com essas pessoas para que a construção do OA pudesse ser respaldada de informações condizentes com a proposta apresentada. Para a fase final da pesquisa foi selecionado dois participantes com autismo, matriculados no ensino regular para a utilização do OA em quatro encontros para uma aplicação “teste”, com o intuito de verificar por meio da observação as possibilidades e limitações desse recurso na aprendizagem dessas pessoas. Como recursos para coleta de...
Building on experience and previous studies regarding the people educational process with autism, it was thought on how computer could help the autism people learn with it, and with the use of a Learning Object - OA produced specifically for this audience with purpose of alphabetizing them by the knowledge of the world. Therefore, this research examines the construction and implementation of an OA specifically for people with autism can help the process of teaching and learning. For this we have conducted an extensive study about people with autism, taking into account the peculiarities surrounding the syndrome to build this feature in educational work with these people. We adopted a qualitative approach in order to obtain information about different segments of autism, the teaching and learning process of using computer with these people for the construction of OA could be backed up consistent information with the... (Complete abstract click electronic access below)
Pushpagiri, Vara Prashanth. "A Java-based Smart Object Model for use in Digital Learning Environments." Thesis, Virginia Tech, 2003. http://hdl.handle.net/10919/34048.
Full textMaster of Science
Theng, Yin-Leng, Dian Saputra, Dion Goh, Schubert Foo, Abdus Sattar Chaudhry, Jin-Cheon Na, Christopher Khoo, et al. "RELOMS: Designing for effective use and reuse of learning objects for e-learning systems." School of Communication & Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/106142.
Full textBrown, Bruce J. L. "Numbers: a dream or reality? A return to objects in number learning." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82378.
Full text趙建豐 and TKF Chiu. "Design of learning objects for concept learning in algebra : effects of multimedia learning principles and an instructional approach." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/207173.
Full textConnell, Jonathan Hudson. "Learning Shape Descriptions: Generating and Generalizing Models of Visual Objects." Thesis, Massachusetts Institute of Technology, 1985. http://hdl.handle.net/1721.1/6870.
Full textFathi, Alireza. "Learning descriptive models of objects and activities from egocentric video." Diss., Georgia Institute of Technology, 2013. http://hdl.handle.net/1853/48738.
Full textQian, Rongqiang. "Detection and recognition of traffic scene objects with deep learning." Thesis, University of Liverpool, 2018. http://livrepository.liverpool.ac.uk/3018290/.
Full textOkoth, David O. "Design and Development of Metadata Management Tool for Learning Objects." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/103649.
Full textDoctor of Philosophy
Learning Objects (LO) reuse is gaining popularity in the field of instructional design. This is because it could transform how learning occurs in today's information age. In this study, I outlined the important characteristics of reusable learning objects and set them up as creative and re-creative products in the curriculum development process. My goal was to combine and reproduce existing literature on LOs that would allow me to develop an instructional design tool to help learning content designers, deliverers, and consumers to easily tag, search, then find reusable learning objects. I reviewed literature on learning objects, reusable learning objects and their associated metadata management schemes then used this data to design and develop the tool addressing meta tagging schemes, metadata management, search, and accessibility of learning objects. The tool allows LO categorization and deconstruction to the largest and smallest granular levels of their instructional reusability. I combined a developmental research method with an integrative literature review method to design and develop the prototype of a tool known as metadata management tool (mmt) for reusable learning objects. If successful, the metadata management tool developed could contribute to an effective metadata management for learning objects often reused by learning designers, deliverers, and consumers.
Kalogeiton, Vasiliki. "Localizing spatially and temporally objects and actions in videos." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/28984.
Full textAytar, Yusuf. "Transfer learning for object category detection." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:c9e18ff9-df43-4f67-b8ac-28c3fdfa584b.
Full textOlson, Clinton Leif. "Leveraging Contextual Relationships Between Objects for Localization." PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2204.
Full textLobo, Michele A. "Effects of enhanced social, postural, and object-oriented experiences on infants' abilities to contact and explore objects." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 0.82 Mb., 227 p, 2006. http://proquest.umi.com/pqdlink?did=1172097001&Fmt=7&clientId=8331&RQT=309&VName=PQD.
Full textBurbaitė, Renata. "Advanced generative learning objects in informatics education: the concept, models, and implementation." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2014. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2014~D_20141105_161252-03276.
Full textDarbe tiriami informatikos (programavimo) mokymuisi skirti išplėstiniai generatyviniai mokymosi objektai (IGMO) ir su jais susiję informaciniai specifikavimo/atvaizdavimo, transformavimo modeliai ir procesai. Darbo tikslas yra pateikti ir ištirti metodiką, įgalinančią formalizuoti išplėstinių generatyvinių mokymosi objektų kūrimą ir efektyvų jų naudojimą mokant informatikos (programavimo). Darbo mokslinis naujumas: 1. IGMO išplečia informatikos mokymosi sritį naujais aspektais (pedagoginiais, socialiniais, technologiniais, turinio), aprašomais terminu mokymosi variantiškumas. Tai įgalino pagrįstai adaptuoti ir naujai pritaikyti programų inžinerijos ir kompiuterijos principus ir metodus e.mokymosi sričiai. 2. Požymiais grįstas sisteminis informatikos (programavimo) mokymosi srities modeliavimas, mūsų žiniomis, atliktas pirmą kartą. Jis įvertina mokymosi variantiškumą ir agreguoja bei verifikuoja įvairialypius modelius. Tai sudaro prielaidas sistemingam IGMO kūrimui. 3. Modelių formalizavimas dviejuose lygmenyse (požymių modelių ir vykdomųjų specifikacijų) sudaro sąlygas automatizuotiems įrankiams kurti. 4. IGMO išplečia pakartotinio panaudojimo koncepciją e.mokymesi turinio automatinio kūrimo požiūriu. Sukurtos specializuotos heterogeninės mokymosi aplinkos, į kurias integruoti IGMO, įgyvendina realaus uždavinio vizualinę transformaciją į fizinį procesą bei užtikrina aukštą mokinių motyvaciją ir efektyvų mokymąsi.
McCraw, Jenny. "Stories of the American South: A Usability Study of Learning Objects." Thesis, School of Information and Library Science, 2007. http://hdl.handle.net/1901/396.
Full textLi, Muhua 1973. "Learning invariant neuronal representations for objects across visual-related self-actions." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85565.
Full textIn contrast to the bulk of previous research work on the learning of invariance that focuses on the pure bottom-up visual information, we incorporate visual-related self-action signals such as commands for eye, head or body movements, to actively collect the changing visual information and gate the learning process. This helps neural networks learn certain degrees of invariance in an efficient way. We describe a method that can produce a network with invariance to changes in visual input caused by eye movements and covert attention shifts. Training of the network is controlled by signals associated with eye movements and covert attention shifting. A temporal perceptual stability constraint is used to drive the output of the network towards remaining constant across temporal sequences of saccadic motions and covert attention shifts. We use a four-layer neural network model to perform the position-invariant extraction of local features and temporal integration of invariant presentations of local features. The model is further extended to handle viewpoint invariance over eye, head, and/or body movements. We also study cases of multiple features instead of single features in the retinal images, which need a self-organized system to learn over a set of feature classes. A modified saliency map mechanism with spatial constraint is employed to assure that attention stays as much as possible on the same targeted object in a multiple-object scene during the first few shifts.
We present results on both simulated data and real images, to demonstrate that our network can acquire invariant neuronal representations, such as position and attention shift invariance. We also demonstrate that our method performs well in realistic situations in which the temporal sequence of input data is not smooth, situations in which earlier approaches have difficulty.
Rodríguez, Rodríguez Verónica. "Software Design Model for Adaptability and Adaptivity of Learning Objects Interfaces." Thesis, Universidad de las Américas Puebla, 2012. http://catarina.udlap.mx/u_dl_a/tales/documentos/dsc/rodriguez_r_v/.
Full textRicatte, Thomas. "Hypernode graphs for learning from binary relations between sets of objects." Thesis, Lille 3, 2015. http://www.theses.fr/2015LIL30001/document.
Full textKimberly, Gregory Alan. "Learning in MarketPlace : economic objects to think with and talk about." Thesis, Massachusetts Institute of Technology, 1995. http://hdl.handle.net/1721.1/29097.
Full textNordenmark, Victor, and Adam Forsgren. "Radar-detection based classification of moving objects using machine learning methods." Thesis, KTH, Maskinkonstruktion (Inst.), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-180882.
Full textI detta examensarbete undersöks möjligheten att klassificera rörliga objekt baserat på data från Dopplerradardetektioner. Slutmålet är ett system som använder billig hårdvara och utför beräkningar av låg komplexitet. Scania, företaget som har beställt detta projekt, är intresserat av användningspotentialen för ett sådant system i applikationer för autonoma fordon. Specifikt vill Scania använda klassinformationen för att lättare kunna följa rörliga objekt, vilket är en väsentlig färdighet för en autonomt körande lastbil. Objekten delas in i fyra klasser: fotgängare, cyklist, bil och lastbil. Indatan till systemet består väsentligen av en plattform med fyra stycken monopulsdopplerradars som arbetar med en vågfrekvens på 77 GHz. Ett klassificeringssystem baserat på maskininlärningskonceptet Support vector machines har skapats. Detta system har tränats och validerats på ett dataset som insamlats för projektet, innehållandes datapunkter med klassetiketter. Ett antal stödfunktioner till detta system har också skapats och testats. Klassificeraren visas kunna skilja väl på de fyra klasserna i valideringssteget. Simuleringar av det kompletta systemet gjort på inspelade loggar med radardata visar lovande resultat, även i situationer som inte finns representerade i träningsdatan. För att vidare undersöka systemet har det implementerats och testats på prototyplastbilen Astator, och prestandan har utvärderats utifrån både realtidstidsperpsektiv och klassificeringsnoggranhet. Generellt uppvisar systemet lovande resultat i scenarier som liknar slutanvändningsområdet. I mer komplexa trafiksituationer och då lastbilen färdas i högre hastigheter leder dock en högre förekomst av sensorbrus till att systemets prestanda försämras.
Hansen, Kim A. "Developing a Nisga'a Learning Objects Repository for Use in the Schools." NSUWorks, 2006. http://nsuworks.nova.edu/gscis_etd/566.
Full textStåhl, Viktor. "Localising and Reconstructing Drill Holes in 3D Objects using Machine Learning." Thesis, Uppsala universitet, Institutionen för informationsteknologi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-355675.
Full textMoreno, Cavidad Julian. "Reference model for adaptive and intelligent educational systems supported by learning objects." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2012. http://hdl.handle.net/10183/70222.
Full textComputer Aided Learning, known more widely with the generic name of e-learning, has become a powerful tool with lots of potentialities within educational field. Even though, one of the main critics that it receives is that in most cases the implemented courses follows a “one size fits all” approach, which means that all students receive the same content in the same way being unaware of their particular needs. This problem is not due only to the absence of direct interaction between student and tutor, but also because of the lack of an appropriate instructional design. There are several approaches which deal with this issue and look for adapt the teaching process to students. One could say that in the top of those approaches the Adaptive and Intelligent Educational Systems are situated, which merges the functionalities of two approaches: the Adaptive Educational Hypermedia Systems and the Intelligent Tutoring Systems. Nevertheless, after an extensive literature review, a major inconvenience is still found for this kind of systems and particularly for their reference models: or they are too simple, including just a few functionalities; or they are too complex, which difficult their design and implementation. Considering this panorama, the main objective of this dissertation thesis was the definition of a reference model trying to reach such an elusive equilibrium, in such a way that allows the design of courses which adapt themselves in an intelligent and effective way to the progress and characteristics of each student but without being too complex. Another important feature is that this model integrates Learning Objects, promoting this way flexibility and reusability. In order to achieve this general objective, three sub-models were considered: a domain model, a student model and a tutor model. The first one serves to structure the knowledge domain and was defined using the notion of learning goal and a flexible multilevel schema with optional prerequisite operations. The second one aids to characterize students and considered personal, knowledge and psycho-cognitive information. The third one may be considered as the hearth of the system and defines the adopted adaptive functionalities: sequencing and navigation, content presentation, assessment, and collaborative support. With the aim of clarify the three sub-models, as well as all their components and relationships, an instantiation example was also presented. Such an instantiation was called Doctus, an authoring tool for adaptive courses. Doctus was not only helpful to exemplify the setup of the referece model as a whole, but also to refine sub-models and several procedures envolved. As final part of the dissertation, the implementation and preliminary validation of Doctus was performed. This was done with 51 subjects, teachers from different formation levels. The obtained results in this stage were outstanding, all the adaptive functionalities were well evaluated and all of those polled felt enthusiastic about counting with a tool for helping them in their teaching practices considering students as particular individuals.
El aprendizaje asistido por computador, conocido más ampliamente con el nombre genérico de e-learning, se ha convertido en una poderosa herramienta con amplias potencialidades dentro del campo educativo. Aun así, una de las mayores críticas que este recibe es que en la mayoría de los casos los cursos que son implementados siguen un enfoque “one size fits all”, es decir, que todos los alumnos reciben exactamente el mismo contenido y de la misma manera desconociendo sus necesidades particulares. Esta falla radica no sólo en la falta de interacción directa entre alumno y tutor, sino también en la falta de un diseño instruccional apropiado que considere diversos de los enfoques disponibles hoy en día. Existen diversos enfoques que buscan solucionar este problema y adaptar el proceso de enseñanza a los estudiantes. Se podría decir que a la vanguardia de estos enfoques se encuentran los Sistemas Educacionales Inteligentes Adaptativos, los cuales combinan las funcionalidades de dos enfoques: los Sistemas Hipermedia Educacionales Adaptativos y los Sistemas Tutoriales Inteligentes. Sin embargo, luego de una extensa revisión bibliográfica, se encontró que existe aún un inconveniente importante con este tipo de sistemas y en particular con sus modelos de referencia: o son demasiado simples, incluyendo solamente unas pocas funcionalidades; o son demasiado complejos, lo cual dificulta su diseño e implementación. Considerando este panorama, el objetivo principal de esta tesis fue la definición de un modelo de referencia intentando alcanzar tal equilibrio esquivo, de tal manera que permita el diseño de cursos que se adapten de una manera efectiva e inteligente al progreso y características de cada estudiante pero sin ser demasiado complejo. Otra propiedad importante de dicho modelo es que integra el uso de Objetos de Aprendizaje, promoviendo así la flexibilidad y la reusabilidad. Con el fin de alcanzar este objetivo general, tres sub modelos fueron considerados: un modelo del dominio, un modelo del estudiante y un modelo del tutor. El primero sirve para estructurar el dominio de conocimiento y fue definido empleando la noción de objetivo de aprendizaje junto con un esquema flexible multinivel con operaciones opcionales de prerrequisitos. El segundo busca caracterizar los estudiantes y considera información personal, de conocimiento y psico-cognitiva. El tercero puede ser considerado como el corazón del sistema y define las funcionalidades adaptativas consideradas: secuenciamiento y navegación, presentación de contenido, evaluación, y soporte colaborativo. Con el fin de clarificar los tres sub modelos, así como todos sus componentes y relaciones, se presentó además un ejemplo de instanciación. Tal instanciación se denominó Doctus, el cual consiste en una herramienta de autor para cursos adaptativos. Doctus no solamente sirvió para ejemplificar el uso del modelo de referencia en su totalidad, sino también para refinar los sub modelos y algunos procedimientos involucrados. Como parte final de esta tesis, se realizó también la implementación y validación preliminar de Doctus. Esto se hizo con 51 sujetos, todos profesores en diversos niveles de formación. Los resultados obtenidos en esta etapa fueron sobresalientes en el sentido que todas las funcionalidades adaptativas fueron bien evaluadas y todos los encuestados manifestaron su entusiasmo por contar con una herramienta que les ayudara en sus prácticas docentes considerando a sus estudiantes como individuos particulares.
Ferrão, Arlete Maria Vilanculos. "Utilização da UML para estabelecer uma metodologia alicerçada na teoria de aprendizagem significativa para a modelagem de objetos de aprendizagem." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/172177.
Full textThe UML is a widely accepted modelling language among computer specialists from simple to complex systems. In order to develop learning objects as digital entities, it is very important the utilization of any methodology aiming to deliver to the education sector capable tools for supporting the process of teaching learning. The learning objects are powerful tools that can contribute for student’s achievement of meaningful learning. This fact can be true only if the development procedures satisfied some characteristics considered facilitators of meaningful learning. This study proposes a methodology based on the meaningful learning, designated Modelling of Learning Objects Using UML (MOAUML) based on principles of UML and Instructional Design, for the modelling of learning objects targeting to facilitate the development of learning objects that promote meaningful learning. In order to validate the MOAUML, different teams with distinguish profiles, were modelled 9 learning objects among news and legacies. The results of that process disclosed that the use of MOAUML contributes to the ease of modelling learning objects, although it has been easier for teams that were already familiar with software modelling processes.
Silva, Julia Marques Carvalho da. "Análise técnica e pedagógica de metadados para objetos de aprendizagem." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2011. http://hdl.handle.net/10183/40478.
Full textThe teaching-learning process aims to the teachers teach students, in order that they acquire knowledge. However, this process is influenced by several variables: curriculum structure, students background, direction and pedagogical coordination, its community, class duration and lesson planning, resources, etc.. The planning allows the teacher to organize and establish how the classes will occur, and the time necessary to ensure learning. In this process, the teacher makes use of pedagogical resources as mediators. Among the various possibilities of educational resources, are the learning objects. They consist of physical or digital resources, which has the advantage, the use of a set of metadata with information related to the learning object. The metadata files are standardized specifications that follow that guide how they should be described, to allow indexing and retrieval in repositories. Among the specifications for metadata include: the Dublin Core, IEEE LOM and OBAA. The Dublin Core is a specification used by many repositories, however, was developed to describe any resource, and educational or not. The IEEE LOM is considered the most complete specification, and allows the description of physical objects and digital learning. The OBAA a Brazilian proposal is based on the IEEE LOM and has unique features, for example, the description of learning objects and greater detail of multiplatform pedagogical features. The current studies related to learning objects and metadata focus on the development and use of these resources. Thus, there is no research that relate to the use of metadata to support educational planning. Given this scenario, this thesis investigates how users-teachers make use of metadata on educational planning that includes the use of learning objects. In addiction, it is investigated how the metadata specification OBAA assists in defining the technical and pedagogical requirements, compared to the Dublin Core and IEEE LOM. For this, we performed a qualitative study using focus group techniques and the study of multiple cases involving two types of subjects: teacher experts and users. The research was conducted with experts in the focus group approach is not structured, where four cases were analyzed and discussed. The users-teachers participated in semi-structured focus groups and structured. Initially, they conceptualized the term "educational resources" and "lesson planning" and then develop lesson plans using learning objects, which was observed as the metadata were present in the planning. The results showed that the specification meets the technical requirements OBAA and teaching, although some modifications are proposed. It was also possible to identify what metadata really helped the teachers in planning, highlighting that describe the teaching resources. Still, it was realized that the best specification OBAA assisted the teachers in this process, and in this sense, we proposed a reduced set of metadata OBAA contemplating the essential elements for describing a learning object in a repository and to assist the teacher in planning.