Application of Visual Design Principles and Motion Graphic in Re-Design Interactive Learning Video

E-learning-based learning has been widely applied in several educational institutions, one of which is Telkom University (Tel-U). Through the Center of e-Learning and Open Education (CeLOE) program established by Tel-U, network-based learning can be enjoyed by students. However, along the way, CeLOE encountered several obstacles, including the very rigid teaching materials that could have an impact on the reduced learning power of students. To solve this, it is necessary to improve the content of the material, especially learning videos by providing designs and animations for lecturer materials which on average contain full text. The approach used is the principle of visual design by utilizing motion graphics as the main aspect of material content with the ultimate goal of making learning videos more interesting and animated. Thus, the material presented can stimulate interest in learning for students at Telkom University.

Open Education Co-Design as a Participatory Pedagogy in an Online Graduate Program

This paper builds on student-instructor partnerships by describing how an instructor, students, program coordinator, and members of a research team were involved in the co-design of an open educational resource in a graduate program in education. A four-part open learning design framework was used to guide the course design: (a) clarifying the co-design process; (b) buildingand sharing knowledge, and making thinkingvisible; (c) building relationships; and (d) sustaininglearning beyond the course. The framework, alongwith the collaborative team effort that was part of alarger research project, enabled the developmentof an openly licensed and accessible digital book.The project brought together a collaborative teamwho were passionate about learning more aboutopen education and a small grant supported theadditional expense of professional copyediting torefine the book.

Open Learning Experience Bingo

Definitions of openness and open education abound, but with so many, how can we use them effectively to explore the openness of assignments, activities, classes, or programs? Open Learning Experience Bingo is a game that a group of collaborators have created to give people a way to surface and discuss the many different ways that educational experiences can “open” beyond traditional practices. Each bingo card includes boxes containing possible “ingredients” in a learning experience, and radiating from the center of each box, “dimensions” of openness along which an ingredient might be opened. You “play” bingo by reading or hearing about a learning experience and marking areas on the bingo card that you think the experience opens. The game incorporates broad concepts of openness and seeks not to measure the openness of learning experiences, but to identify and spark discussion about areas in which experiences are opening — or might be opened further. As artifacts, completed bingo cards display a sort of “heat map” of openness that can be used to compare and contrast bingo evaluations of various learning experiences.

Opening the Online Homework System: Toward Cooperation and Collaboration

One of the core tensions in open educational practice in current mathematics and physical science coursework is the use of online homework systems. Many such tools are from commercial providers and have profit to that provider as a motive. Open resources are pursued by those who, for reasons of cost or of pedagogy, seek to resist the tools of commercial providers. This pursuit is frequently made outside of the context of discussions of open educational practices; indeed, the first author of this presentation describes one such effort that started before he was even aware of open education as a discipline. It is important to ask how those faculty, particularly in the mathematics and physical science disciplines at non-elite institutions, assign homework in ways that encourage practice and skill-building, and more broadly, how such content can be shared more robustly and completely among faculty at different institutions.

USE OF TOOLS AND SERVICES OF CLOUD-BASED SYSTEMS IN TEACHERS’ TRAINING AND PROFESSIONAL DEVELOPMENT: ASPECT OF AUGMENTED REALITY

The article reveals the aspect of using augmented reality (AR) as a means of a cloud-based open education and science system. Research methods: analysis, generalization, systematization of scientific-methodical sources on the research problem, analysis of cloud-based tools and services, determination of theoretical bases of teacher professional development on using cloud-oriented systems of open education and science. In the context of open science, the interest of scientists in the use of ICT during the period of the large-scale COVID-19 pandemic was analyzed and it was found that the number of publications in the areas of use of information and communication technologies, the introduction of distance learning, the development of information and communication and STEM competence has increased rapidly. The survey of lyceums teachers resulted that teachers chose three simple means for organizing distance learning, as well as the direct dependence in the choice of these means – digital analogs of full-time education (Zoom – lesson, Viber – diary, website – school announcements). The author considered the issue of the lack of high-quality digital content and the use of AR-objects, implemented using the MERGE Cube technology, in pedagogical practice. The cloud-based system of using MERGE Cube for learning is described, the stages of using MERGE Cube in the educational process, the criteria for the quality of AR-content (correspondence of virtual additions to the content of the lesson or the topic being studied; sound effects emphasize artistic or other meaning; video fragments demonstrate processes, events or video instructions by content; the process of playing AR objects is simple, intuitive; the process of playing AR is technically stable; the text font is dynamic; 3D images are clear; AR objects are reproduced in various operating systems). The author draws attention to the need to develop instructions and digital maps for the lesson. It was found that the key factor in the spread of AR technology in education is open access to educational content and the development of teachers’ relevant competencies.

Mobile Technologies in Education

The informatization of education is one of the priorities on the path to open education and is an indicator of the development of modern society. The use of information tools in education, including mobile technologies, creates conditions for the implementation of the educational process and ensures its continuity by integrating traditional and distance learning, which is especially relevant today, in quarantine times, when many educational institutions use distance or blended (combined) form of education. The aim of the article is to understand the notion of mobile education and its influence on current development of educational processes in higher educational institutions in Ukraine.

Lines of thought: The emergence of meaning through collaborations and remix

In this report on a specialised topic of remix and emergent learning we will demonstrate an open education project that emerged from the future. Using open and inclusive practices, a global group of educators engaged in some serious fun to collaborate and share digital and physical artefacts based on a poem. The poem itself was collaboratively created using open, online software, and allowed for serendipitous participation without the need to learn new skills. The set of work that was and is being created is beautiful, diverse, and far reaching. We discuss the practices of remix that this collaboration uses and show how these seemingly trivial experiences both nurture wellbeing, lead to serious learning, and have wide applicability in other, more formal, learning contexts.

A Linked Data approach to evaluate Open Education Resources

The social environments based on the Web 2.0 paradigm have modified the way people behave on the Web. One of the direct consequences of this change is that the amount of online resources produced and shared by users has increased considerably. Amongst them, it is possible to find materials that can be exploited for educational purposes. For example, YouTube, Flickr, Slideshare, more and more often collect resources that can be used in educational contexts. In this scenario, finding methods to support the evaluation of the educational relevance of online resources is becoming one of the greatest challenges faced by the educational technologists today. In this paper we propose an approach for the evaluation of the relevance of educational resources based on recent advancements of Linked Open Data.

Utilization of open educational resources (OERs) among college students affiliated to Alagappa university in India

The world is now paralyzed by covid-19 (2021). UNESCO estimates that there are more than 1.5 billion students in 165 countries and that 87% of the world's students are at risk of contracting the covid-19 pandemics. Open education resources help students continue to study in such situations. This article provides information on what are open education resources, how to use open education resources, and what to do for research. Furthermore, this research report is about how Alagappa University students use open education resources and how it benefits them. What are the barriers they face to obtain OER information? This study aims to provide students with a brief overview of awareness and use of open education resources. A sample of the respondents was prepared from Alagappa University students. Questionnaires were made by Google Forms. A total of 245 Google Forms were sent to students via WhatsApp and Gmail, and 121 students responded. Frequency of use of OER: 72 students use OER daily, 18 students use it twice a week, 27 students use it weekly and 4 students use it monthly.