Preparation and compilation of electronic content
z. Majidi Dorche; B. Sabzeh; N. Ansari
Abstract
Background and Objectives: The general purpose of the research was to identify and validate the criteria for the production of educational films and videos for elementary school students. For many years, film and video were only prepared and used in a limited way in some schools due to high costs and ...
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Background and Objectives: The general purpose of the research was to identify and validate the criteria for the production of educational films and videos for elementary school students. For many years, film and video were only prepared and used in a limited way in some schools due to high costs and limited access. However, this limitation has been lifted to a great extent with the advancement of technology. Especially after the expansion of virtual education, most teachers and trainers started producing educational films and videos using mobile phones and digital cameras. One of the important challenges in this field was lack of standards and principles for preparing educational films and videos for students. Criteria that can specifically test the quality of this age group and be available to teachers and producers in combined and virtual training as a guide were presented here.Methods: The present research was combined with a sequential exploratory design in terms of its practical purpose and method. In the qualitative part, the required data was extracted from the sources using comparative content analysis and then validated using the quantitative method. The statistical population of the qualitative section included articles, theses, and electronic and printed books available and related between 2000 and 2021. The corpus was formulated with a purposeful and criteria-based method, and the main themes were extracted and coded based on the Boudin and Quick model. In the quantitative part, 60 teachers and specialists were included in the sample purposefully. In order to collect data and analyze the findings in the qualitative dimension, content analysis and extraction of main, sub-themes, and indicators were used. Then, in addition to the self-review technique, two experts were invited to ensure the coding method.Findings: Qualitative findings in the four dimensions of technical, artistic, content and educational design were: the technical dimension criteria: expressiveness and clarity of the speaker's voice, light quality, image resolution and film size, lack of stuttering of the speaker's words and the superiority of the speaker's voice level compared to the background. In the artistic dimension, the criteria were: suitable framing of the film according to the educational goal and visual understanding of the student, variety of shots according to the type of content, attracting and maintaining attention with special effects, appropriateness of stage and background design according to the type of content,the believability of the characters in the film is physical, gender, age, grooming and clothing. The content aspect of the criteria included: the scientific accuracy of the content, the relevance of the educational content to the main learning goal, the removal of irrelevant content, the up-to-dateness and validity of the content, avoiding bias in relation to gender, age, race, language or social class, and simplifying complex content. According to the details of the content, the dimension of educational design included the appropriateness of the speech speed of the text with the level of students' understanding, arousing the sense of curiosity by creating an exploratory situation, strengthening the motivation to study and learn by creating a challenging situation, creating pauses in the video to link the content with the student's previous learning, creating and pausing in the video to encourage interaction about what was presented, refraining from showing the presenter's face when presenting complex content, providing practical examples of the concept or educational skill, creating a pause during the presentation to create an opportunity to think and get the audience's comments, and creative note-taking to guess what to continue, the events of the movie, Also, the results of validation using structural equations and the general fit of GOF value for technical, artistic, content, and educational criteria were equal to 0.181, 0.233, and 0.296 respectively, so the goodness model had a strong and appropriate fit and could be generalized.Conclusion: This study identified and validated criteria for producing electronic content (educational films and videos) specifically for elementary school students in four dimensions: technical, artistic, content, and instructional design. These criteria can serve as a guide for teachers and experts who produce their educational content in the form of films and videos for virtual and blended learning environments, taking an effective step quality and continuity of education.
Preparation and compilation of electronic content
M. Khosravi Chahkandak; M. Rostaminezhad,; M Akbaribooreng
Abstract
Background and Objectives: In today's world and in competitive business environments, the capacities, competencies and capabilities of human resources and their identification, development and updating play a very decisive role in the survival and continuation of the life of the organization and organizations ...
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Background and Objectives: In today's world and in competitive business environments, the capacities, competencies and capabilities of human resources and their identification, development and updating play a very decisive role in the survival and continuation of the life of the organization and organizations can, by no means, pass by them without having a systematic plan. Manpower is recognized as a strategic resource and knowledge capital of organizations, and certainly any disregard for their capabilities and competencies will deprive organizations of competitive advantage and make them victims of change and serious rivalries. Advances in technology and the digitalization of human life in recent years have created new needs in the labor market and even in people's lives as a result of which the job market has changed day by day and different types of jobs have been created. The widespread presence of businesses on the web and social networks and the use of sites and blogs to promote and sell products has created the need to produce content and, therefore, the need for specialists in electronic content production is felt more than ever. In this regard, the aim of the present study is to identify the professional competencies of specialists in electronic content production.Methods: The research was conducted with a qualitative approach and qualitative content analysis method. The data required to achieve the research goal were collected by reviewing internal and external documents and interviews with experts, professors and postgraduate and doctoral students in educational technology, information technology, computer and curriculum planning with expertise in the field of e-learning who had experience in producing electronic content. First, in order to identify the competencies of specialist in electronic content production, articles, books, publications, and reputable domestic and foreign scientific sites related to the electronic content production curriculum were reviewed by using the review method of descriptive studies to select scientific sources from reputable sites, such as ScienceDirect, SAGE, Elsevier, Scopus, Eric. The selection criteria for the articles and resources of these sites were that the selected articles had to have been published in the period of 2000 to 2021 and also, they had to be related to the production of electronic content and competency criteria in the curriculum. After identifying the elements and indicators with experts, professors and postgraduate and doctoral students in educational technology, information technology, computer and curriculum planning, with expertise in the field of e-learning who had experience in producing electronic content, an interview with a semi-structured format was conducted regarding these criteria and the amount of their importance and adequacy. se the purpose of these interviews was to identify the hidden dimensions and components or indicators that may not have been mentioned in the previous theoretical foundations and research. The field of research included all professors and postgraduate and doctoral students in educational technology, information technology, computer and curriculum planning who were experienced in the research field of e-learning and e-content production. The research sample was determined purposefully based on the principle of data adequacy.Findings: The research findings categorized the professional competencies of the experts in the production of electronic content in three categories of cognitive competencies (with two categories of specialized knowledge in the field of electronic content production and general knowledge), skill competencies (with four categories of training skills, design skills, production skills and soft skills) and attitudinal competencies (with three categories of attitude principles related to the field of electronic content production, ethical principles and cultural and social principles).Conclusion: The findings of this study can be used in different stages of designing a competency-based electronic content production curriculum.
Preparation and compilation of electronic content
H. Abbasi; M. Nili Ahmadabadi; A. Delavar; E. Zaraii Zavaraki
Abstract
Background and Objectives: Due to the growing need of learners for new digital technologies in education, especially augmented reality technology, which has significant potential, the inadequacy of common electronic content, their lack of educational principles and standards and the lack of a suitable ...
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Background and Objectives: Due to the growing need of learners for new digital technologies in education, especially augmented reality technology, which has significant potential, the inadequacy of common electronic content, their lack of educational principles and standards and the lack of a suitable model for producing augmented reality content in education with a constructivism approach necessitate conducting research and finding a solution. The current study aimed to design and validate the model of production of augmented reality content with an emphasis on the constructivism approach.Methods: The present study was an applied one according to the purpose and based on the method, it was a mixture or combination of consecutive exploratory type. Inductive qualitative content analysis was used to extract the template components. In reviewing texts and articles, the systematic review method was used and to determine the internal validity, the survey method was utilized. The statistical population for content analysis included scientific sources, books, articles, treatises and valid scientific documents in the field of augmented reality between 2000-2022. By selecting related keywords, the search was conducted in local and international citation databases. The statistical sample was selected via purposive method and included 232 cases. The statistical population for the interview included professors, specialists and producers of augmented reality and the statistical sample of the target population was formed via purposive sampling consisting of 21 people. Also, the statistical population for model validation included augmented reality specialists and university professors, from which a statistical sample of 33 people were selected via purposive sampling method. Data collection tools included a researcher-made questionnaire and a semi-structured interview. To check the inter-coder reliability, two methods of decoding and second coding were used. The content validity of the questionnaire was confirmed by experts. In order to determine the reliability coefficient of the questionnaire, Cronbach's alpha test and to determine the internal validity of the model, frequency, mean, standard deviation, mean standard error and one-sample t-test were used.Findings: In the first and second method, the inter-coder reliability was 91% and 87%, respectively. And the content validity ratio index was 93% and 96%, respectively. The reliability coefficient of the questionnaire was 96% through Cronbach's alpha test. The value of t-test was positive for all questions and according to the significance level (Sig= 0.001), the difference between the mean of the questions and the theoretical mean was significant. The results of content analysis showed that 13 main categories and 55 subcategories were extracted for the augmented reality content production model. The main categories of augmented reality content production model included management, instructional design, design of constructivism learning environments, multimedia design principles, cognitive load control, technical design, production, execution, rendering, publication, development, program evaluation and academic achievement.Conclusion: By identifying the categories and their subcategories, first a conceptual model and then a process model were designed. The innovation of the designed comprehensive model in instructional and technical design requires the simultaneous attention to instructional and technical dimensions. In the presented model, the categories related to the instructional dimensions were environmentally located and the categories related to the technical dimensions were centrally located. The results of statistical analysis showed that from the perspective of experts, the designed model had a high validity and its validity was confirmed. Therefore, it is suggested that this model be used to produce electronic augmented reality content, especially for position-based training, based on a constructivism approach and designed with augmented reality content.
Preparation and compilation of electronic content
S.F. Noor Behbahani; A. Kardan
Abstract
Nowadays e-learning has an important role as a collaborative learning environment in education. Obviously one of the most important challenges in e-learning is to produce appropriate learning contents for learners. One solution could be selecting and edit appropriate annotations being placed by learners. ...
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Nowadays e-learning has an important role as a collaborative learning environment in education. Obviously one of the most important challenges in e-learning is to produce appropriate learning contents for learners. One solution could be selecting and edit appropriate annotations being placed by learners. Due to the possibility of adding annotations to a specific learning content, exploiting learners’ annotations can help course author to improve his/her learning content. Regarding to concepts’ ontology and contents’ annotations, it is possible to edit certain contents in content hierarchy. Furthermore, it is possible to create learning contents by selecting high rated learners’ annotations and presenting them to other learners. Being an implicit method related content annotation that can be easily edited or removed are considered as the advantages of the proposed method of using annotations for editing contents. In this paper a framework for using learners’ annotations for selecting and editing learning contents in e-learning systems is presented. The details of annotations classification and method of rating annotations will be discussed. In addition, the proposed solution is tested and advantages of annotations are analyzed in order to produce feedbacks for authors and the conclusions are shown.
