O processo de ensino-aprendizagem vem sofrendo constante mudança por conta do desenvolvimento das novas tecnologias de informação e comunicação (TIC). Com isto, podem ser criados novos objetos de aprendizagem (OA), que auxiliem o aluno na compreensão de técnicas que muitas vezes têm dificuldade em entender através dos métodos tradicionais. A realidade aumentada (RA) é um recurso tecnológico introduzido como ferramenta de ensino com grande potencial. A RA tem o objetivo de suplementar o mundo real com objetos virtuais 3D, gerados computacionalmente, de tal forma que aparentem coexistir no espaço real. O objetivo deste estudo foi desenvolver um OA com o recurso da RA e aplicá-lo no ensino de preparos dentais para onlays áuricas em Dentística. Foram elaborados questionários (Q) para verificar a habilidade computacional dos participantes (Q1) e a Aceitação do OA (Q2). Fizeram uso do OA 77 participantes, entre eles: alunos de graduação (n=28), professores e alunos de pós-graduação de dentística e prótese (n=30) e alunos de cursos de atualização em dentística e prótese (n=19). Análises de consistência interna (Coeficiente de concordância de Kappa, Alfa de Cronbach e Análise de Conglomerados) demonstraram alta confiabilidade dos questionários. Testes de regressão linear simples entre a variável resposta Score do Q2 e as demais variáveis explicativas: Score Q1, idade, gênero e grupo mostraram grande aceitação por toda amostra estudada, independente da sua habilidade computacional (p=0,99; R2=0,00%), gênero (p=0,27; R2=1,6%), idade (p=0,27; R2=0,1%) ou grupo ao qual pertenciam (p=0,53; R2=1,9%). Conclui-se que a metodologia aplicada foi capaz de desenvolver um OA com RA para o ensino do preparo cavitário de grande aceitação pela amostra estudada. / The teaching and learning process is undergoing in constant change due to the development of new information and communication technologies (ICT). These new developments brings together the necessity of creating new learning objects (LO), that help students to understand the techniques which are difficult to understand trough traditional methods. Augmented reality (AR) is a new introduced technology as a teaching tool with great educational potential. The AR is intended to supplement the real world with 3D virtual objects generated computationally, this way they appear to coexist in real space. The objective of this study was to develop a LO with AR and apply it to teaching steps of preparations for dental auric onlays. Questionnaires (Q) were designed to verify the computational ability (Q1) of the participants and the acceptance of the LO (Q2). The LO was used by 77 participants, among them: undergraduate students (n = 28), professor and postgraduate students in dentistry and prosthesis (n = 30) and professional students refresher dentistry and prosthesis course (n = 19). Analyses of internal consistency (Kappa coefficient, Cronbach´s Alpha and Performance of Conglomerates) demonstrated high degree of confidence of the questionnaires. Tests of simple linear regression were made between the response variable and others variables: Score Q1, age, gender e and group. The results showed wide acceptance, regardless of their computational ability (p=0,99; R2=0,00%), gender (p=0,27; R2=1,6%), age (p=0,27; R2=0,1%) or group to which they belonged (p=0,53; R2=1,9%). It was concluded that the methodology used was able to develop a LO with AR for teaching cavity preparation with high index of acceptance in all groups studied.

CoordenaÃÃo de AperfeÃoamento de Pessoal de NÃvel Superior / Este trabalho aborda o uso de Objetos de Aprendizagem (OAs) voltado para o ensino de CombinatÃria e como esses objetos podem auxiliar no processo de aprendizagem dos alunos. Nesse sentido, o objetivo desse trabalho à verificar se a utilizaÃÃo de OAs nas aulas de MatemÃtica promovem uma melhor assimilaÃÃo dos conteÃdos relacionados à CombinatÃria, buscando despertar no aluno a curiosidade e a investigaÃÃo nesta Ãrea. Por isso, optou-se por um estudo experimental do qual participaram 20 alunos do 3o ano do Ensino MÃdio da Escola de Ensino Fundamental e MÃdio JoÃo Mattos, localizada em Fortaleza, CearÃ. Esses alunos foram escolhidos de forma aleatÃria e divididos entre dois grupos, experimental e controle, com 10 alunos em cada grupo. Para a coleta dos dados, foram utilizados, um questionÃrio socioeconÃmico e um teste de mÃltipla escolha sobre permutaÃÃo, arranjo e combinaÃÃo. Esses dados foram organizados e analisados com o auxÃlio do programa Microsoft Office Excel 2010. Os resultados mostram que o grupo que teve uma abordagem diferenciada (experimental) obteve um melhor desempenho em relaÃÃo ao grupo que teve uma abordagem tradicional (controle). / This work approaches the use of Learning Objects (LOs) facing the teaching of Combinatorics and how these objects can help in the learning process of students. Accordingly, the aim of this work is to check that the use of LOs in Math classes promotes a better assimilation of the contents related to Combinatorics, seeking to awaken in the student curiosity and research in this area. Therefore, we opted for an experimental study involving 20 students of the senior year of High School from School JoÃo Mattos, located in Fortaleza, CearÃ. These students were chosen at random and divided between two groups, experimental and control, with 10 students in each group. For the collect of data, were used, a socioeconomic questionnaire and a multiple choice test about permutation, arrangement and combination. These data were organized and analyzed with the help of Microsoft Office Excel 2010 program. The results show that the group that had a differentiated approach (experimental) obtained a better performance compared to the group that had a traditional approach (control). .

FundaÃÃo Cearense de Apoio ao Desenvolvimento Cientifico e TecnolÃgico / Pesquisas em InformÃtica Educativa demonstram novas possibilidades no desenvolvimento e na aprendizagem de conceitos fÃsicos mediados por ambientes computacionais. Recursos como a simulaÃÃo e a animaÃÃo interativa permitem aos alunos uma melhor construÃÃo de conceitos e novas formas de representaÃÃo mental do modelo fÃsico explorado. Dentre os ambientes computacionais desenvolvidos atualmente, destacam-se os Objetos de Aprendizagem (OA). Apenas a utilizaÃÃo de tais recursos nÃo garante melhoria da qualidade no processo de aprendizagem. à necessÃrio o desenvolvimento de metodologias de utilizaÃÃo destes recursos computacionais voltados para a EducaÃÃo. O presente estudo investigou como OA podem contribuir para a compreensÃo de conceitos fÃsicos e como os alunos avaliam sua utilizaÃÃo para a aprendizagem em FÃsica. Foi realizado um experimento de campo em uma escola PÃblica de Fortaleza, Cearà â Brasil, com alunos do Ensino MÃdio durante a realizaÃÃo de atividades de modelagem computacional. Os dados foram coletados por meio de um dossià avaliativo desenvolvido para esta pesquisa. O estudo concluiu que os alunos superam algumas dificuldades na compreensÃo de conceitos fÃsicos e que diante de uma situaÃÃo nova, que foi propositalmente explorada no ambiente computacional durante esta pesquisa, alguns problemas de concepÃÃo de conceitos em fÃsica sÃo detectados. Os resultados do estudo apontam a viabilidade de tais metodologias como elementos mediadores no Ensino de FÃsica, em especial na compreensÃo do Efeito fotoelÃtrico / Researches in the field of Computers in Education demonstrate new possibilities in the development and learning of Physics concepts mediated by computer environments. Resources such as animation and interactive simulation allow the construction of concepts and new forms of mental representation of Physics models by students. Learning Objects (LO) are one of the most used computer learning environments. Just the use of such resources does not guarantee improvement in the learning process. The current study investigated how these objects can contribute to the understanding of Physics concepts and how students evaluate the use of such resources for the learning of Physics. The study was conducted at a public school in Fortaleza, Cearà â Brasil, with High School students while conducting computational modeling activitities. Data were collected through the application of an evaluation questionnaire developed for the research. The study concluded that students overcome some difficulties in understanding concepts of Physics and that before a new situation, which was purposely used in the computational environment for this research; some difficulties in the understanding of Physics concepts are detected. The results also indicate the feasibility of such methods as mediating elements in the teaching of Physics, especially in understanding of the photoelectric effect

Os documentos oficiais e diversos trabalhos divulgados na Ãrea de ensino de FÃsica direcionam para a necessidade de mudanÃas nas prÃticas pedagÃgicas a partir da implantaÃÃo da LDB (Lei de Diretrizes e Bases da EducaÃÃo). Neste trabalho buscamos analisar como està o ensino de FÃsica em uma escola pÃblica. O trabalho tem quatro objetivos: i) expor, do ponto de vista dos alunos, o que promove o interesse ou o desinteresse pela FÃsica; ii) verificar se os alunos que estÃo saindo do ensino mÃdio estÃo aprendendo FÃsica de acordo com a Teoria de Aprendizagem Significativa de Ausubel; iii) apresentar recursos didÃticos, sugeridos pelos alunos, que possam despertar o interesse deles pelas aulas de FÃsica; iv) produzir um material potencialmente significativo que sirva de suporte didÃtico para os professores baseado nas sugestÃes dos alunos. O resultado da pesquisa mostra que muitos alunos continuam sem gostar da disciplina e que estÃo saindo do EM (ensino mÃdio) com muitas dificuldades em relacionar as teorias fÃsicas vistas em sala de aula com o seu cotidiano. / The official documents and several published papers in the area of Teaching Physics drive the need for changes in teaching practices from the implementation of the LDB. In this work we analyse how is the teaching of physics in a public school. The study has four objectives: i) to expose the point of view of students, which promotes interest or disinterest in physics; ii) verify that students coming out of high school are learning physics according to Learning Theory significant Ausubel; iii) provide educational resources, suggested by the students, which may arouse their interest for physics classes; iv) produce a material that serves as a potentially significant instructional support for teachers based on student suggestions. The result of research shows that many students still do not like the discipline and they are coming out of Average Education with many difficulties in relating physical theories seen in living-class with their daily lives.

Esta dissertação consiste na análise de três audiovisuais educativos que apresentam a demonstração do teorema de Pitágoras. Os audiovisuais são \"Prova visual do teorema de Pitágoras\", da organização Khan Academy, \"Pitágoras na prática\", da revista eletrônica Ciência Hoje das Crianças, e \"Teorema de Pitágoras\", do portal educativo Eureka.in. O objetivo deste trabalho é identificar a maneira como o enunciador de cada um desses audiovisuais persuade o enunciatário a querer entrar em conjunção com o objeto de valor \"compreensão do teorema de Pitágoras\". A análise desse fazer persuasivo é feita, principalmente, por meio da depreensão do éthos discursivo da enunciação, utilizando-se como base teórica a semiótica desenvolvida por Algirdas Julien Greimas e seus desdobramentos, como a semiótica tensiva, desenvolvida por Claude Zilberberg e Jacques Fontanille. O conceito de éthos discursivo utilizado é fundamentado no conceito de éthos aristotélico. Na Retórica, Aristóteles afirma que a persuasão em um discurso se dá por meio de três características: o carácter (éthos) moral do orador, o modo como o ouvinte ouve o discurso e as demonstrações feitas no discurso. Segundo Aristóteles (2005), o éthos é uma das principais maneiras de persuasão em um discurso. A persuasão pelo éthos (ou caráter) consistiria em fazer uma boa imagem de si mesmo para ganhar a confiança do público. Considerando que o éthos do enunciador é intrínseco à enunciação, procuramos depreendê-lo por meio de aspectos como marcas da enunciação no enunciado debreagens de pessoa, tempo e espaço, por exemplo e por meio de escolhas do enunciador que se observam tanto no plano do conteúdo como no plano da expressão. Concluiu-se que as três enunciações analisadas possuem imagens distintas de enunciador, que, por sua vez, projetam diferentes enunciatários e estabelecem diferentes modos de ensino e aprendizagem. / This dissertation consists of an analysis of three educational videos which presents the Pythagorean theorem proof. The videos are \"Visual Pythagorean Theorem proof\" from Khan Academy organization, \"Pythagoras in practice\", from Ciência Hoje das Crianças electronic journal, and \"Pythagorean Theorem\", from Eureka.in education portal. The aim of this study is to identify how the enunciator of each of these videos persuades the enunciatee to be engaged in conjunction with the object of value \"understanding of Pythagorean theorem\". The analysis of this persuasive doing is performed mainly through the comprehension of discursive ethos of enunciation, using as main theoretical basis the semiotics created by Algirdas Julien Greimas and its unfolding, as the tensive semiotics developed by Claude Zilberberg and Jacques Fontanille. The idea of discursive ethos is based on the concept of Aristotelian ethos. In Rhetoric, Aristotle states that persuasion in a discourse takes place through three characteristics: the moral character (ethos) of the speaker, the way the listener receives the discourse and the statements made in the discourse. According to Aristotle (2005), ethos is one of the main persuasive factors in a discourse. Persuasion by ethos (or character) would consist of presenting a good self-image to gain public confidence. Whereas the ethos of the enunciator is intrinsic to the enunciation, we try to deduce it through aspects like marks of enunciation in the enunciate débrayage of person, time and space, for example and through choices of the enunciator that are observed in the content plane as well as in the expression plane. It was concluded that the three enunciations analyzed delineate different images of enunciator, which in turn design different enunciatees and evoke different ways of thinking about teaching and learning in the context of widespread dissemination of new technologies.

Com a emergência da aprendizagem eletrônica são observadas novas possibilidades para a aplicação de infográficos interativos como uma forma de apoiar a transposição didática de conteúdos no ensino fundamental. O acesso progressivo às tecnologias de informação, comunicação e expressão contribuem para uma visão mais aprofundada sobre a dinâmica existente entre as tecnologias digitais, o Design Instrucional, o Design da Informação e Design de Interação na criação de objetos de aprendizagem. Refletir sobre as diferentes formas de transpor os conhecimentos e explorar o uso de infográficos interativos pode contribuir para o desenvolvimento de materiais didáticos dinâmicos que favoreçam a análise interpretativa dos conteúdos expostos, a tomada de decisão e o entendimento do mundo pela criança. Através da revisão bibliográfica e documental, e da análise de 27 (vinte e sete) objetos de aprendizagem selecionados no Banco Internacional de Objetos Educacionais, a pesquisa procura identificar os elementos essenciais de tais áreas, que venham a contribuir para a concepção e o desenvolvimento de objetos digitais, em relação aos aspectos gráficovisuais, interativos e motivacionais que estimulam a exploração dos conteúdos. Busca-se, através da criação de um framework conceitual, estruturar e relacionar os aspectos relevantes das áreas do Design Instrucional, do Design da Informação e do Design de Interação a fim de confluir tais conceitos de maneira sistemática, de forma a facilitar o planejamento de materiais instrucionais, a transposição didática e o diálogo entre os profissionais envolvidos nestes processos. Por intermédio dos trabalhos apresentados nessa pesquisa, observa-se o potencial do Design da Informação em criar maneiras interativas e eficazes de disponibilizar informações de modo a inspirar professores a explorar e relacionar dados de maneira simples e inteligente para informar e educar. / The advances in digital technology have changed the way people communicate and interact with information. The access to these technologies of information, communication and expression, contribute to a further insight into the dynamics between digital technologies, Instructional Design, Information Design and Interaction Design to support the design process of learning objects. In this sense, exploring different ways to implement the didatic transposition trhough interactive infographics, could contribute to the development of instrunctional materials and enhance children's interpretative analysis of the contents, the decision making and understanding of the world. With this aim, the research seeks to identify the essential elements of these fields, to assist the design and the development of digital learning objects with regards to the graphic elements, interactive and motivational aspects that can improve the exploration of the contents by the users. Through the literature review and the analysis of 27 (twenty seven) learning objects selected from the virtual repository Banco Internacional de Objetos Educacionais, the research seeks to identify the essential elements of such areas. Particularly, with regards to the graphics, interactive and motivational aspects that may which imporve the design process of learning objects and enhance the exploration of the instrunctional contents by the users. Furthermore, by providing a structure which integrates and relates the important elements of the areas of Instructional Design, Information Design and Interaction Design the study developed a Conceptual Framework to optimize and facilitate the planning of instructional materials, the didactic transposition and the dialogue between the professionals involved in these processes. As a result, Information Design can stimulate new forms of interaction and expression, and create interactive and effective ways to provide information in order to inspire teachers to explore and relate data in a simple and smart way to inform and educate.

Cette thèse se situe dans le domaine de la création de contenus pédagogiques par une approche basée sur une structuration à base d’objets d’apprentissage et leur réutilisation au sein d’objets plus complexes. Les modèles récents d’objets pédagogiques comme SCORM ou SIMBAD permettent aux auteurs de construire de nouveaux objets par assemblage d’objets existants. La difficulté pour les auteurs est de concevoir de tels objets en maitrisant la complexité de la composition et en pouvant garantir un haut niveau de qualité, y compris pédagogique. Nous proposons dans ce travail une approche d’assistance aux auteurs basée sur un ensemble d’outils d’analyse permettant de mieux qualifier l’objet composé et d’en vérifier la conformité. Ces analyses portent tant sur le contenu de l’objet, ses métadonnées notamment celles issues de la norme LOM, que sur la structure de composition elle-même. L’objectif est de générer une cartographie détaillée sur l’objet en question. Il s’agit d’offrir à l’auteur des indicateurs divers et variés qui vont lui permettre d’avoir une meilleur vue sur les différentes facettes de l’objet d’apprentissage en cours de conception. En particulier, il aura une analyse de la vue système et de la vue apprenant. Une fois que l’analyse est satisfaisante, des métadonnées complémentaires sont calculées automatiquement par notre environnement en se basant sur les métadonnées éducatives des objets utilisés dans la composition de l’objet. La composition d’un objet peut être guidée par des règles de conformité. Celles-ci permettent de décrire certains critères structurels et sémantiques recherchés. Cette approche offre ainsi un moyen pour la promotion de la réutilisation des objets d’apprentissage. Elle offre le support théorique et les éléments pratiques permettent de rendre la composition par réutilisation pleinement sous contrôle de l’auteur et capable de produire par conséquence des objets d’apprentissage respectant des critères de qualité. / This thesis is situated in the e-learning domain and in the context of the authoring of educative content (composed learning objects) by reuse of learning objects. This approach is supported by many models like SCORM or SIMBAD. Using such as approach by authors still difficult due to the complexity of the composition process influencing the quality of the content especially from a pedagogical point of view. We propose in our research works an author assistance approach with a set of analysis tools which offer best understanding of the true nature of the composed learning object and its degree of conformity to the author, the model and the use context requirements. Analyses are applied to the learning object’s content, educative metadata and composition structure. The goal is to generate a learning object’s detailed cartography. Automatic generated indicators reveal details about the different facets of the composed learning object especially the system view and the learner view. If the analysis is satisfactory additional metadata are then automatically calculated by the tools based on the reused learning objects’ metadata. The learning object’s composition can be guided by some conformity rules. Those rules can cover intended structural and semantic criterion. Our approach offers a support to promote the reuse of learning objects in an effective manner. It provides theoretical and practical elements allowing authors to control the “authoring by reuse” process. Consequently our approach allows authors to produce high quality composed learning objects.

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Τις τελευταίες δεκαετίες παρατηρείται ραγδαία εξέλιξη των τεχνολογιών πληροφορικής και επικοινωνιών, ενώ συγχρόνως η διάθεση εκπαιδευτικού υλικού μέσω συστημάτων ηλεκτρονικής μάθησης αυξάνεται συνεχώς. Τα μαθησιακά αντικείμενα (ΜΑ) αποτελούν ένα νέο τρόπο προσέγγισης της οργάνωσης του εκπαιδευτικού περιεχομένου και βρίσκονται στον πυρήνα του νέου διδακτικού σχεδιασμού (Νικολόπουλος, Πιερρακέας, & Καμέας, 2011), αποτελώντας τη βάση για τη δημιουργία και το χειρισμό ψηφιακού εκπαιδευτικού περιεχομένου στην τεχνολογικά ενισχυμένη μάθηση (Sampson, & Zervas, 2011). Έχοντας μια σχετικά σύντομη ζωή στο χώρο της ηλεκτρονικής μάθησης, έχουν γίνει σήμερα ο επικρατέστερος ανάμεσα σε διάφορους άλλους όρους οι οποίοι προσπαθούν να περιγράψουν την ποικιλία των διαθέσιμων ψηφιακών πόρων που μπορούν να αξιοποιηθούν στην εκπαιδευτική διαδικασία (Βορβυλάς, 2013). Ο στόχος της συγκεκριμένης εργασίας είναι η μελέτη των ΜΑ, η αναλυτική περιγραφή των διαδικασιών επαναχρησιμοποίησης ΜΑ και η αξιολόγηση, μέσω χρήσης κατάλληλων μετρικών, του κόστους της επαναχρησιμοποίησης για τη δημιουργία μαθημάτων, ενοτήτων και προγραμμάτων σπουδών. Γνωστά στη διεθνή βιβλιογραφία ως αντικείμενα επικοινωνίας (Norton 1996), εκπαιδευτικά αντικείμενα (Friesen, 1996), επαναχρησιμοποιήσιμα αντικείμενα μάθησης (Barritt, Lewis and Wieseler 1999), γνωστικά αντικείμενα (Merrill, 1998), αντικείμενα πληροφοριών (Gibbons, Nelson, & Richards, 2000), διδακτικές μονάδες (Koper, 2001) κ.ά., τα ΜΑ έχουν εμφανισθεί τις δύο τελευταίες δεκαετίες και αποτελούν τη βάση για τη δημιουργία και το χειρισμό εκπαιδευτικού ψηφιακού περιεχομένου για τις ανάγκες της εκπαίδευσης, της μάθησης και της εξάσκησης των μαθητών. Ορισμοί έχουν δοθεί για τα ΜΑ, όπως για παράδειγμα από τον J. L’Allier (1997), το Institute of Electrical and Electronics Engineers (2000), τον David A. Wiley (2002), τους Rehak & Mason (2003), τον Polsani (2003), τον Andres Chiappe (2007), κ.ά. Παρόλα αυτά, οι προσπάθειες για την ανάπτυξη ή αποδοχή ενός κοινού εννοιολογικού ορισμού για τα ΜΑ από την εκπαιδευτική κοινότητα και τους εμπλεκόμενους φορείς, δεν έχουν καρποφορήσει. Εντούτοις, έχουν γίνει κοινά αποδεκτά κάποια λειτουργικά χαρακτηριστικά των ΜΑ, τα οποία σύμφωνα με τον Polsani (2003) είναι: • Προσβασιμότητα (Accessibility) • Επαναχρησιμοποίηση (Reusability) • Διαλειτουργικότητα (Interoperability) Ποικίλες θεωρήσεις κυριαρχούν αναφορικά με τη δομή και το μέγεθος ενός ΜΑ, η οποία πρέπει να περιλαμβάνει οπωσδήποτε την εκπαιδευτική προσέγγιση (ένα ΜΑ πρέπει να συνδέεται με έναν ή περισσότερους μαθησιακούς στόχους και πρέπει να υποστηρίζει την εκπαιδευτική διαδικασία (Νικολόπουλος κ.ά, 2011)), τις τεχνικές προδιαγραφές (μέγεθος-επίπεδο συνάθροισης), τα μεταδεδομένα, τον κύκλο ζωής, καθώς και την, βασισμένη σε κατάλληλες μετρικές, αξιολόγηση του κόστους επαναχρησιμοποίησής του. Θα μελετηθεί η διαδικασία επαναχρησιμοποίησης ΜΑ, η οποία αποτελεί ένα από τα βασικά χαρακτηριστικά των ΜΑ. Η βασική ιδέα αφορά στη χρήση μικρών, διακριτών ΜΑ ή/και το συνδυασμό τους για τη δημιουργία νέων, τα οποία να αποτελούν ένα ενιαίο εκπαιδευτικό σενάριο που να μπορεί να λειτουργήσει σε διαφορετικά εκπαιδευτικά πλαίσια, καθώς και σε διαφορετικά άτομα. Από τη μια, ένα σημαντικό πλεονέκτημα που συνεπάγεται η επαναχρησιμοποίηση ενός ΜΑ είναι η σημαντική μείωση του κόστους σχεδιασμού και ανάπτυξης των απαιτούμενων πόρων, διατηρώντας παράλληλα την ποιότητα, και από την άλλη μπορεί να αποτελέσει ένα δείκτη της υψηλής ποιότητας των διαθέσιμων ΜΑ, με την παραδοχή ότι όσο περισσότερο επαναχρησιμοποιείται ένα ΜΑ, τόσο μεγαλύτερη θα είναι η ποιότητά του (Sampson, & Zervas, 2011). Εντούτοις, υπάρχουν και μειονεκτήματα από την επαναχρησιμοποίηση ΜΑ. Το βασικότερο είναι ότι μερικές φορές το κόστος της επαναχρησιμοποίησης μπορεί να είναι μεγαλύτερο από το κόστος για τη δημιουργία νέων ΜΑ. Επίσης, πολλές φορές δεν είναι εύκολο να εμπιστευτεί κάποιος την ποιότητα των συστατικών μερών ΜΑ, τα οποία έχουν δημιουργηθεί από άλλους. Έτσι, δύσκολα είναι άμεσα μετρήσιμη η μείωση του κόστους και άρα το όφελος που προκύπτει κατά την επαναχρησιμοποίηση, κατά συνέπεια πολλές φορές συμφέρει η δημιουργία νέων ΜΑ από την επαναχρησιμοποίηση υφιστάμενων ΜΑ (Sommerville, 2006). Παρά τη σπουδαιότητα της έννοιας της επαναχρησιμοποίησης ΜΑ δεν υπάρχει κάποιος απλός τρόπος επακριβούς μέτρησης του κόστους-οφέλους που μπορεί να έχουμε σε αυτή τη διαδικασία. Η ύπαρξη μετρικών για την εκτίμηση του κόστους αποδοτικής επαναχρησιμοποίησης εκπαιδευτικών ΜΑ είναι δυνατό να διευκολύνει στον τομέα της συστηματικής αξιολόγησής τους και να δώσουν απάντηση στο ερώτημα: «Πότε αξίζει τον κόπο να επαναχρησιμοποιήσουμε και να ενσωματώσουμε ΜΑ ώστε να δημιουργήσουμε νέα;». Έτσι τελικά, θα γίνει μια μελέτη εντοπισμού και προσαρμογής μετρικών που σχετίζονται με τον τομέα της τεχνολογίας λογισμικού για την εκτίμηση του κόστους δημιουργίας εκπαιδευτικών σεναρίων και γενικότερα εκπαιδευτικού λογισμικού με επαναχρησιμοποίηση ΜΑ. Συνδέοντας αυτές τις μετρικές άμεσα με τα διάφορα στάδια του κύκλου ζωής των ΜΑ, είναι δυνατή η τελική εκτίμηση του κόστους επαναχρησιμοποίησης τους. Αυτό θα μπορούσε να δώσει τη δυνατότητα σε εκπαιδευτικούς, ιδρύματα και οργανισμούς να αξιολογήσουν αποτελεσματικά τη δημιουργία εκπαιδευτικών σεναρίων και εκπαιδευτικού λογισμικού με επαναχρησιμοποιήσιμα ΜΑ, καθώς και τη βελτίωσή τους (Sampson, & Zervas, 2011). / Over the last decades a rapid development of information technologies and communications in education is observed, while simultaneously the disposal of educational material through systems of e-learning is increasing continuously. Learning objects (LOs) constitute a new way of approaching the systematization of instructional content and are found in the core of a new educational development, constituting the base for the creation and the handling of digital educational content in technology-enhanced learning. Having a relatively short life in the area of e-learning, they have become today the most prevalent between various other terms that try to describe the variety of available digital resources that can be developed in the didactic processes. In this work, our basic goal is the study of LOs, the comprehensive description of LOs reuse processes and the evaluation of LOs reuse cost for the development of lessons, units and courses using appropriate metrics. Mostly known in the academic bibliography as media objects (Norton, 1996), educational objects (Friesen, 1996), reusable learning objects (Barritt, Lewis and Wieseler, 1999), knowledge objects (Merrill, 1998), data objects (Gibbons, Nelson, & Richards, 2000), instructional objects (Gibbons et al., 2000) or units of learning (Koper, 2001), LOs have appeared over the last decades and constitute the base for the creation and the handling of educational digital content for the needs of education, learning and students practice. Various definitions have been given for the LOs, for example from the J. L' Allier (1997), the Institute of Electrical and Electronics Engineers (2000), David A. Wiley (2002), Rehak and Mason (2003), Polsani (2003), Andres Chiappe (2007). All efforts for the development or recognition of a common conceptual definition of LOs by the educational community and the involved institutions have not thrived. However, there is a broad understanding among the members of the LO community about the functional requirements of LOs: • Accessibility • Reusability • Interoperability Various endorsements refer to the structure and the size of a LO, which should include the instructional approach (a LO should be based on one or more learning objectives and should support the educational processes), the technical specifications (level of aggregation), the metadata records, the lifecycle and the evaluation of LOs cost effective reuse that is based in suitable metrics. We will study the processes of LOs reuse, which is one of the basic characteristics of LOs. The basic idea concerns in the use of small and distinguishable LOs and/or their combination for the creation of new LOs which constitute a single educational script that could function in different educational frames as well as in different individuals. From the one hand, an important advantage that involves the re-use of MA is the important reduction of cost of planning and growth of required resources, maintaining at the same time the quality, and from the other hand, LO reuse can be an indicator for a high quality LO, under the assumption that the more a LO is reused the more likely is to be of a high quality. However, there are also disadvantages from LOs reuse. The most critical is that sometimes the cost of LO reuse can be larger than the cost of the creation of new one. Also, it is not often easy for a teacher to trust the quality of an existing LO which has been created by others. Thus, it is very difficult to measure the reduction of cost and hence the profit that results from the reuse. As an effect, many times it is easier to create new LOs than reuse existing LOs. Despite the importance of LOs reuse, there does not exist a simple way of precise measurement of the cost effectiveness in this process. The existence metrics for the estimation of the cost effectiveness of LOs reuse is possible to facilitate in the sector of their systematic evaluation and give an answer in the question: “When is it worth to reuse and incorporate existing LOs in order to create new?” Therefore, we will make a study of identification and adaptation of metrics that are related to the sector of software engineering in order to estimate the cost of creation instructional scripts and generally educational software with reusing LOs. Relating these metrics with the various stages of LOs lifecycle the final estimation of their cost reuse will be possible. This could give the chance to teachers, schools and organisms of evaluating effectively the creation and improvement of educational scripts and instructional software using reusable LOs.

Kokybiška 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] / Qualitative learning material (or Learning Objects – LOs) is one of the main factors of learning quality. Therefore, evaluation of LOs quality is one of the most relevant education problems. The problem is relevant for all participants of the educational sector – for educational institutions (e.g. schools) that have to select qualitative learning material for their needs, for education policy makers who need clear quality criteria while implementing LOs tenders, for authors of learning material (e.g. publishers) who need to know quality requirements to create LOs etc. The research work is aimed to propose and pilot LOs reusability and quality evaluation methodology, i.e., quality model, and simple and effective expert evaluation methods, thus improving solution of educational tasks using informatics engineering methods. To reach this aim, we have to analyse the notions of LOs reusability and expert evaluation of quality, principles of creating LOs reusability and quality model, and possible simple and effective methods for the expert evaluation of LOs quality and reusability. Both LO quality and reusability model and evaluation method are presented in the work. LO quality model created consists of 9 quality criteria divided into 3 groups i.e. technological, pedagogical, and IPR criteria. This model is comprehensive and matches scientific principles of creating a model. The following methods are selected and consecutively applied in the research while evaluating LOs quality... [to full text]