ODONTOASIS, objeto de aprendizaje sobre Análisis de la Situación de Salud: componente dental

Introducción: la carrera de Estomatología emplea las Tecnologías de la Información y las Comunicaciones en el proceso docente educativo, muestra de lo cual es la inserción de manera creciente y progresiva de los softwares educativos. Objetivo: desarrollar un objeto de aprendizaje de tipo multimedia sobre Análisis de la Situación de Salud: Componente dental. Métodos: se realizó un estudio de tipo innovación tecnológica en el período de febrero a julio de 2018 en la Universidad de Ciencias Médicas de Sancti Spíritus. Se emplearon para el diseño y desarrollo del objeto de aprendizaje programas como MatchWare Mediator 9.0, HotPotatoes 6, Adobe Photoshop CS versión 8.0.1. El objeto de aprendizaje se validó por especialistas y por los estudiantes. Resultados: El 97,4 % de los estudiantes refirieron que el producto tenía la calidad y atracción necesaria para contribuir a su aprendizaje, el 100 % refirió su utilidad, lo cual se corroboró en el resultado de las calificaciones obtenidas que fueron buenas en el 97,4 % de los estudiantes. Conclusiones: la multimedia constituye un recurso educacional flexible, dinámico, claro, objetivo y de fácil comprensión; aborda una temática relevante para la Estomatología y cumple con el objetivo para el que fue concebido.

Introduction: the Stomatology career uses Information and Communication Technologies in the educational teaching process, an example of which is the increasing and progressive insertion of educational software. Objective: to develop a multimedia learning object on Analysis of the Health Situation: Dental Component. Methods: a technological innovation study was carried out in the period from February to July 2018 at the University of Medical Sciences of Sancti Spíritus. Programs such as MatchWare Mediator 9.0, HotPotatoes 6, Microsoft Office 2010, Adobe Photoshop CS version 8.0.1, were used for the design and development of the multimedia learning object. Specialists and students validated the obtained product. Results: the multimedia product was created. In addition, 97,4 % of the students reported that the product had the necessary quality and attraction to contribute to their learning and 100 % reported its usefulness, which was corroborated in the result of the grades obtained, being good in 97,4 % thereof. Conclusions: multimedia is a flexible, dynamic, clear, objective and easy to understand educational resource; addressing a relevant topic for Stomatology, fulfilling the objective for which it was conceived.

Development and evaluation of H5P interactive learning objects for online learning in pre-clinical medical education

Background@#The pandemic forced a shift to online education, which encountered issues such as connectivity issues and lack of interaction. The HTML Package (H5P) is an open source software platform that enables the creation and delivery of asynchronous interactive online learning content with minimal technical and data requirements. There is a need to explore H5P in this context.@*Objectives@#To describe the development of digital learning objects using H5P integrated into a university learning management system and to evaluate students' perception of this in terms of usefulness, integration, impact on learning, and important attributes of the learning object.@*Methodology@#H5P interactive content was created and integrated into the UP Manila LMS and used for the OS212 ORL Module. The 179 second year medical students were then invited to answer a survey regarding their perception of H5P's ease of use, impact on learning outcomes, integration, and key attributes of an LO. Data gathered was analyzed using descriptive statistics.@*Results@#There were 134 respondents and they had a highly positive assessment of the H5P learning objects with regards to all studied parameters. Majority of the students found the H5P content easy to use, appropriate and well integrated, and helpful for learning.@*Conclusion@#The H5P platform provides the opportunity for the development of online educational content without the need for advanced technical skills. The high level acceptance of LOs using H5P technology underscores its potential to enrich students' educational experience.

Utilizing Co-Creative Principles to Develop an E-Learning Platform for Interprofessional Training on Tinnitus: The Erasmus+ Project Tin-TRAC.

Tinnitus treatment, diagnosis and management across Europe varies significantly. The lack of national clinical guidelines for tinnitus management in most European countries and the absence of a common language across all disciplines involved is reflected in the diversification of healthcare practices. Interprofessional Training for Tinnitus Researchers and Clinicians (Tin-TRAC) is an Erasmus+ project that aims to develop common educational ground in the form of an e-Learning platform, co-created by patients, researchers and clinicians, which is able to unify tinnitus diagnosis and treatment strategies across Europe. A pan-European thematic educational platform integrating the best practices and latest research achievements with regard to tinnitus diagnosis and management has the potential to act as a facilitator of the reduction of interdisciplinary and interregional practice diversification. A detailed analysis of the educational needs of clinicians and researchers across disciplines will be followed by the co-creative development of the curriculum. Reusable learning objects will incorporate the training contents and will be integrated in an open e-Learning platform. Tin-TRAC envisions that its output will answer the need to create a common language across the clinicians and researchers of different disciplines that are involved in tinnitus management, and reduce patients' prolonged suffering, non-adherence and endless referral trajectories.

A Digital Petting Zoo of Learning Objects: An Online Professional Development Program to Support a Community of Practice among Employees at an Academic Library.

This article provides a detailed description of a professional development initiative taking place in a fully online modality. The project sought to share asynchronous learning objects and support a community of practice around online instructional design. Beyond the practical and theoretical underpinnings of the initiative, the strategies employed to develop and deliver the project are explained. Additionally, detailed analysis of participation and lessons learned are presented that may be applied to relevant online professional development initiatives in other academic library settings.

Designing a Workflow for Online Learning Objects Created by Health Sciences Librarians.

The COVID-19 lockdown led to immediate changes in how Virginia Commonwealth University's (VCU) Health Sciences Library (HSL) would support faculty and students through the means of online learning objects (OLOs). Each Research and Education (RED) librarian is responsible for responding to the educational needs of a specific health sciences school or college as well as those of the VCU Health System. A rapid increase in the OLO creation required a mechanism to curate these objects, make them available to all liaisons, and standardize workflows. The act of curating and creating standardized workflows would allow for easier management and updating of content, the ability to share and cross-pollinate content between liaisons, and the prevention of duplicated content by liaisons, thus lessening the workload. Support from key stakeholders, including RED administrators, the Online Learning Librarian (OLL), and the Multimedia Teaching and Learning Librarian (MTLL), enabled a team of RED librarians (who formed an Online Learning Team (OLT)) to standardize workflows and upload them to the department's intranet for future reference.

Objetos de aprendizaje para el estudio de la Ontogenia Humana. Argumentación teórica

RESUMEN Introducción: con la apertura a las Tecnologías de la Informática y las Comunicaciones en el país y principalmente en el sistema educacional se han desarrollado estrategias para mejorar la calidad de las clases en las aulas cubanas. Los objetos de aprendizaje constituyen actualmente una poderosa herramienta de apoyo a la docencia por lo que es necesario profundizar en su estudio desde la perspectiva pedagógica. Con el objetivo de argumentar sobre los referentes teóricos de los objetos de aprendizaje para el estudio de la Ontogenia Humana se realizó esta revisión bibliográfica. Desarrollo: la asignatura Ontogenia Humana y SOMA es nueva dentro del plan de estudio, por ello está en pleno desarrollo la creación de medios para el aprendizaje, que se sustenten en la didáctica especial como elemento de la creatividad pedagógica de los profesores, siendo necesario argumentar los referentes teóricos de los objetos de aprendizaje, su evolución en el proceso enseñanza - aprendizaje en las Ciencias Médicas. Caracterización, ventajas y desventajas. Conclusiones: los objetos de aprendizaje brindan la posibilidad a los estudiantes de interactuar y dinamizar los procesos, potenciando las actividades educativas, lo que resulta de gran utilidad para fortalecer los contenidos de Ontogenia Humana.

ABSTRACT Introduction: with the opening to Information Technology and Communications in the country and mainly in the educational system, strategies have been developed to improve the quality of classes in Cuban classrooms. Learning objects are currently a powerful tool to support teaching, so it is necessary to deepen their study from a pedagogical perspective. With the aim of arguing about the theoretical references of learning objects for the study of Human Ontogeny, this bibliographic review was carried out. Development: the subject Human Ontogeny and SOMA is new within the study plan, for this reason the creation of means for learning is in full development, which are based on special didactics as an element of the pedagogical creativity of teachers, being necessary to argue the theoretical references of learning objects, their evolution in the teaching-learning process in Medical Sciences. Characterization, advantages and disadvantages. Conclusions: the learning objects provided the possibility for students to interact and streamline the processes, enhancing educational activities, which is very useful to strengthen the contents of Human Ontogeny.

RESUMO Introdução: com a abertura à Tecnologia da Informação e Comunicações no país e principalmente no sistema educacional, foram desenvolvidas estratégias para melhorar a qualidade das aulas nas salas de aula cubanas. Os objetos de aprendizagem são atualmente uma poderosa ferramenta de apoio ao ensino, pelo que é necessário aprofundar o seu estudo numa perspetiva pedagógica. Como objetivo de discutir os referenciais teóricos dos objetos de aprendizagem para o estudo da Ontogenia Humana, foi realizada esta revisão bibliográfica. Desenvolvimento: a disciplina Ontogenia Humana e SOMA é nova dentro do plano de estudos, por isso a criação de meios de aprendizagem está em pleno desenvolvimento, os quais se baseiam na didática especial como elemento da criatividade pedagógica dos professores, sendo necessário discutir a referenciais teóricos dos objetos de aprendizagem, suaevolução no processo de ensino-aprendizagem em Ciências Médicas. Caracterização, vantagens e desvantagens. Conclusões: os objetos de aprendizagem possibilitaram aos alunos interagir e agilizar os processos, potencializando as atividades educativas, o que é muito útil para fortalecer os conteúdos de Ontogenia Humana.

Digital educational resources in school physical education: an exploratory study on the MEC RED platform

Abstract Aim: This work aims to identify the perception of school Physical Education teachers concerning the use of a digital educational resources (DERs) platform. Methods: An exploratory study was carried out with nine Physical Education teachers from different locations and teaching systems in Brazil. These teachers used some functionalities offered by MEC RED, a DERs platform provided by the Brazilian Ministry of Education, and presented their experience of use in a focus group. Results: Discussions among the participating teachers from their experience of using MEC RED led to identifying potential benefits and obstacles to using DERs in teaching Physical Education at school, motivations for using a DERs platform, and the usefulness of MEC RED in this context. Conclusion: From the participants' point of view, a DERs platform can support teachers in locating and selecting resources that could be used in their classes. MEC RED was found partially suited to these teachers mainly because it presents low availability of DERs related to school Physical Education, which may demobilize the use of this platform. The findings of this study can contribute to understanding the needs of school Physical Education teachers to create, use, and share DERs, promote a collaborative culture among them, and structure better DERs platforms.

Propuesta metodológica para mejorar la calidad en el diseño de un objeto virtual de aprendizaje: una experiencia con el equipo de protección personal / Methodological proposal to improve the quality of a virtual learning object: an experience with personal protection equipment

Introducción: Los objetos virtuales de aprendizaje (OVA) son una herramienta del proceso enseñanza-aprendizaje. En la bibliografía hace falta una evidencia del proceso de creación de un OVA de calidad. El objetivo de este manuscrito es realizar una propuesta metodológica para diseñar un OVA con el modelo de ADDIE y evaluar su calidad con el Learning Object Review Instrument (LORI). Material y métodos: Se diseñó un OVA con el objetivo de capacitar a estudiantes y personal de salud en la colocación y la retirada del equipo de protección personal. El diseño se realizó por medio del modelo ADDIE y posteriormente se evaluó con el LORI. Resultados: El promedio obtenido del total de respuestas de 355 estudiantes fue de 4,66, con una moda de 5 y una mediana de 4,75. El elemento mejor evaluado fue el dos, que está relacionado con el logro de las metas y objetivos, con una media de 4,73, y el elemento peor evaluado fue el cinco, relacionado con la presentación del OVA, con una media de 4,6. Conclusiones: El uso de una metodología que incluye el diseño y la evaluación de un OVA asegura la reproducibilidad, la sistematización y la mejora continua de la herramienta didáctica.(AU)

Introduction: Virtual learning objects (VLO) are tools in the teaching-learning process. In the literature poor evidence of the process of creating a quality VLO is found. The objective of this manuscript is to build up a methodological proposal to design a VLO with the ADDIE model and evaluate its quality with the Learning Object Review Instrument (LORI). Material and methods: A VLO was designed with the objective of training students and health personnel in the placement and removal of personal protective equipment, the design was carried out through the ADDIE model, later it was evaluated with the LORI. Results: The average obtained from the total responses of 355 students was 4.66 with a mode of 5 and a median of 4.75, the best evaluated element was two with a mean of 4.73 that is related to the achievement of goals and objectives, the worst evaluated element was five with a mean of 4.60 related to the presentation of the VLO. Conclusions: The use of a methodology that includes the design and evaluation of an VLO ensures the reproducibility, systematization, and continuous improvement of the teaching tool.(AU)

Supporting Healthcare Integration of Refugees Exploiting Reusable Learning Objects: The ASPIRE Framework.

The significant increase of refugees' migration has demonstrated an overwhelming need for their access and integration to healthcare systems. E-learning, especially in the form of experiential digital learning, has been highlighted as an important ally in supporting refugees' health needs. This paper aims to discuss the design and development process of Reusable Learning Objects (RLOs) to enhance digital health applications for refugees and integrate them to healthcare systems. The participatory approach based on the "ASPIRE" framework was followed. Using the "ASPIRE" process, 9 stakeholders were involved in the first phase of the development process, where a co-creation storyboarding workshop was held in Greece by the Medical Physics Laboratory of the Aristotle University of Thessaloniki. Essential qualitative and quantitative feedback was collected from stakeholders through an online questionnaire administered in Google Forms. Overall, enlightening ideas were expressed and all stakeholders commented positively on the value and efficacy of the workshop.

Adaptive learning objects in the context of eco-connectivist communities using learning analytics.

Eco-connectivist communities are groups of individuals with similar characteristics, which emerge in a connectivist learning process within a knowledge ecology. ARMAGAeco-c is a reflexive and autonomic middleware for the management and optimization of eco-connectivist knowledge ecologies using description, prediction and prescription models. Adaptive Learning Objects are autonomic components that seek to personalize Learning Objects according to certain contextual information, such as learning styles of the learner's, technological restrictions, among other aspects. MALO is a system that allows the management of Adaptive Learning Objects. One of the main challenges of the connectivist learning process is the adaptation of the educational context to the student needs. One of them is the learning objects. For this reason, this work has two objectives, specifying a data analytics task to determine the learning style of a student in an eco-connectivist community and, adapting instances of Adaptive Learning Objects using the learning styles of the students in the communities. We use graph theory to identify the referential member of each eco-connectivist community, and a learning paradigm detection algorithm to identify the set of activities, strategies, and tools that Adaptive Learning Objects instances should have, according to the learning style of the referential member. To test our approach, a case study is presented, which demonstrates the validity of our approach.

Reusable learning objects for nurse education: development, evaluation, challenges and recommendations.

Online resources are expected within healthcare education, and a plethora of online or technology-based delivery methods are available. Reusable learning objects (RLOs) are a form of digitally supported education that can be used multiple times in various locations; they are especially favoured by nurses. Little is understood about the issues involved in their creation. This article examines the development of an RLO in respiratory physiology for first-year nurses and how those creating it worked together. Feedback during the development of the RLO was gathered over 1 year from academics, technologists and students. Issues that arose included variations and misunderstanding regarding terminology and academics' not appreciating the time it took to develop the resource and its potential. Practical matters included sourcing royalty-free or in-house images, record-keeping and version control, and addressing production logic in case developers moved to other projects. It is important to include students during the design process rather than in just evaluating the final product because user experience and navigation have to be considered together with pedagogical content. Addressing these issues when developing an RLO will help streamline the process and generate a student-focused output.

Learning to Love the LOR: Implementing an Internal Learning Object Repository at a Large National Organization.

This article is a case study that discusses the development and implementation of an internal learning object repository (LOR) for a large national organization with a distributed working environment. It describes the organizational environment and why an internal LOR was needed. It describes technical considerations, including the various document management systems (DMS) available, and why an open source DMS was selected to use as an internal LOR. Lastly, this article weighs the benefits and challenges of implementing a LOR across a distributed working environment and reflects on challenges associated with implementation.

Recursos educativos abiertos para la enseñanza aprendizaje de Matemática Superior en Tecnología de la Salud / Open Educational Resources for Teaching and Learning Higher Mathematics on Health Technology Career

La utilización cada vez más creativa de las tecnologías de la información y las comunicaciones en los procesos formativos, así como la participación activa de los usuarios y los propios docentes en la creación de contenidos digitales, son factores que han contribuido a la aparición del movimiento de recursos educativos abiertos. En Cuba, la Educación Médica Superior es uno de los contextos en los que de manera sostenida se trabaja en función de crear estos recursos y publicarlos en el dominio público, disponibles fundamentalmente a través los entornos virtuales de enseñanza-aprendizaje alojados en el Portal de Salud de Cuba. Pese a ello, se develaron insuficiencias dentro del proceso de enseñanza-aprendizaje de la Matemática Superior para las carreras de Tecnología de la Salud, en la Facultad de Enfermería-Tecnología de la Salud, de la Universidad de Ciencias Médicas de Santiago de Cuba, debido a la casi nula utilización de las facilidades que ofrece el modelo de aprendizaje en red, y la no disponibilidad de recursos de aprendizaje para ello. En consecuencia, se desarrollaron objetos de aprendizaje como recursos educativos abiertos, que apoyen el proceso de enseñanza-aprendizaje de la misma; y para lo cual se utilizó el eXeLEARNING como herramienta de desarrollo. Entre las principales características de los REA elaborados figuran haber sido creados con una intencionalidad educativa, haber sido estructurados en función de un objetivo educativo, ser independientes y poder ser ensamblados para conformar otros recursos educativos, de manera que pueden ser reutilizados en otros contextos educativos(AU)

The increasingly creative use of information and communication technologies in training processes, as well as the active participation of users and teachers in the creation of digital content, are factors that have contributed to the emergence of the movement of open educational resources. In Cuba, Higher Medical Education is one of the contexts in which a sustained effort is made to create these resources and publish them in the public domain, available primarily through the virtual teaching-learning environments hosted in the Health Website of Cuba. Despite this, shortcomings were revealed in the teaching-learning process of Higher Mathematics for Health Technology careers, in the Faculty of Nursing-Health Technology, of the University of Medical Sciences of Santiago de Cuba, due to the null use of the facilities offered by the e-learning model, and the unavailability of learning resources for it. As a result, learning objects were developed as open educational resources to support the teaching-learning process; and for which eXeLEARNING was used as the development environment tool. Among the main characteristics of the OER elaborated are: having been created with an educational intention, having been structured according to an educational objective, being independent and being able to be assembled to form other educational resources, so that they can be reused in other educational contexts(AU).

Realidad Aumentada para aumentar la formación en la enseñanza de la Medicina / Augmented Reality to increase training in the teaching of Medicine

Introducción: La adopción de alternativas digitales a modelos físicos mediante las tecnologías de realidad aumentada se presenta como una alternativa en la enseñanza de la medicina. Objetivo: Conocer el grado de aceptación y motivación que la realidad aumentada despierta en los estudiantes de medicina. Método: Se realizó un estudio durante el curso académico 2016 - 2017, en el que participaron 50 estudiantes de Medicina, que cursaban la asignatura de "Anatomía Humana I" en la Universidad de Sevilla. Se utilizaron para el análisis de la motivación el "Instructional Material Motivational Survey", para el grado de aceptación se aplicó el "The Technology Acceptance Model" y un tercer instrumento donde los estudiantes evaluaron los objetos de aprendizaje. Resultados: Revelaron la valoración positiva de los estudiantes hacia a la Realidad Aumentada por sus beneficios didácticos: motivación, aceptación, adquisición de conocimientos, entre otros. Conclusiones: Los objetos diseñados fueron valorados positivamente por los estudiantes, fáciles de descargar y de instalar en sus dispositivos. Siendo importante los resultados ya que fueron obtenidos con diversos objetos preparados para el estudio(AU)

Introduction : The choice of digital alternatives over physical models through augmented reality technologies is presented as an alternative in the teaching of medicine. Objective : To know the degree of acceptance and motivation that augmented reality causes among medical students. Methods : A study was carried out during the academic year 2016-2017 with the participation of 50 medical students, who were coursing the subject Human Anatomy I at the University of Seville. For the motivation analysis, we used the "Instructional Material Motivational Survey"; for the degree of acceptance, we applied "The Technology Acceptance Model"; we also used a third instrument for the students to evaluate the learning objects. Results : The results revealed the students' positive assessment about augmented reality based on its didactic benefits: motivation, acceptance, acquisition of knowledge, among others. Conclusions : The designed objects were positively rated by the students, easy to download and install on their devices. The results are important, since they were obtained with diverse objects prepared for the study(AU)

Using reusable learning objects (RLOs) in wound care education: Undergraduate student nurse's evaluation of their learning gain.

BACKGROUND: Both nationally and internationally concerns have been expressed over the adequacy of preparation of undergraduate nurses for the clinical skill of wound care. This project describes the educational evaluation of a series of Reusable Learning Objects (RLOs) as a blended learning approach to facilitate undergraduate nursing students learning of wound care for competence development. Constructivism Learning Theory and Cognitive Theory of Multimedia Learning informed the design of the RLOs, promoting active learner approaches. Clinically based case studies and visual data from two large university teaching hospitals provided the authentic learning materials required. Interactive exercises and formative feedback were incorporated into the educational resource. METHODS: Evaluation of student perceived learning gains in terms of knowledge, ability and attitudes were measured using a quantitative pre and posttest Wound Care Competency Outcomes Questionnaire. The RLO CETL Questionnaire was used to identify perceived learning enablers. Statistical and deductive thematic analyses inform the findings. RESULTS: Students (n=192) reported that their ability to meet the competency outcomes for wound care had increased significantly after engaging with the RLOs. Students rated the RLOs highly across all categories of perceived usefulness, impact, access and integration. CONCLUSION: These findings provide evidence that the use of RLOs for both knowledge-based and performance-based learning is effective. RLOs when designed using clinically real case scenarios reflect the true complexities of wound care and offer innovative interventions in nursing curricula.

Development and evaluation of a learning object focused on factors that might interfere on the radiographic image / Desenvolvimento e avaliação de um objeto de aprendizagem sobre fatores que interferem na imagem radiográfica

Considering the difficulties to obtain good quality dental radiographic images taken by dental students, this study aimed to develop and to evaluate a Learning Object (LO), where the student is able to use a computer to simulate radiograph expositions, modifying the factors that interfere with the radiographic image quality. This study was exploratory and descriptive. For that, 48 periapical radiographs were obtained from the posterior region of a dried bone human jaw with different combinations of kVp/mA, film speed, focal distance, and time of exposition. Each radiograph received a "label" according to the factors used and also with a comment making a value judgment regarding its quality, its applicability for the diagnosis, and, if necessary, suggestions or questions about the required adjustments. In the LO screen students could simulate different situations (combination of factors) until obtaining the best result. Dental students (n=64) were divided into two groups. During the first week both groups participated in a theoretical lecture, and, subsequently, answered a test/assessment on the subject. In the following week Group 1 students solved practical exercises related to the subject, in the laboratory, and answered a second test/assessment. Students from Group 2 performed the activity with the LO in the laboratory. At the end of the activity, they also answered the test/assessment, and an open-ended questionnaire to evaluate the activity. At week3 the same activities from the week before were repeated, reversing the classes, and, then, a third test/assessment was applied. Statistical tests showed that there were no statistical differences in the groups' performance in any of the different moments of the evaluation. The use of the LO did not improved significantly the frequency of students' correctness (number of correct responses) in the tests/assessments. However, the LO methodology was considered very good, because, according to the participants, it was a tool that stimulates learning. The use of the LO, in addition to the practical exercises, contributed to the learning process on the factors that might interfere on the radiographic image (AU).

Considerando as dificuldades apresentadas pelos estudantes de odontologia na obtenção de imagens radiográficas de qualidade, o presente estudo teve por objetivos desenvolver e avaliar um objeto de aprendizagem (OA) no qual o usuário possa simular exposições radiográficas, modificando os fatores que interferem na qualidade da imagem radiográfica. Para este estudo exploratório descritivo, 48 radiografias periapicais foram obtidas da região posterior de uma mandíbula humana seca, com diferentes combinações de kVp/mA, sensibilidade do filme, distância focal e tempo de exposição. A cada imagem foi atribuído um texto sobre sua qualidade, aplicabilidade ao diagnóstico e, se necessário, sugestões ou questões sobre ajustes requeridos. Na tela do OA os estudantes podem simular situações combinando os diferentes fatores até que obtenham o melhor resultado. Para a avaliação do OA, 64 alunos de graduação foram divididos em dois grupos. Todos os alunos participaram da aula teórica e realizaram um teste. Na semana seguinte o Grupo 1 executou exercícios práticos e o Grupo 2 utilizou o OA, ambos respondendo a um segundo teste. Na terceira semana os grupos inverteram as atividades e foi aplicado o terceiro teste. Um questionário aberto foi respondido por todos os alunos com intuito de avaliar qualitativamente o OA. Não houve diferença estatisticamente significante quanto aos acertos nos testes entre os grupos. O OA não melhorou o desempenho dos estudantes em testes, porém foi considerado como uma metodologia muito boa, que estimula o aprendizado. A utilização do OA somou-se aos exercícios práticos, melhorando no aprendizado dos fatores que podem interferir na imagem radiográfica (AU).

Dental students' and lecturers' perception of the degree of difficulty of caries detection associated learning topics in Brazil.

PURPOSE: It aimed to explore the degree of difficulty of caries-detection-associated-topics perceived by dental students and lecturers as pedagogical step in the development of learning objects for e-learning. METHODS: A convenience sample comprising ninety-eight subjects from different academic levels (undergraduate/graduate students and pediatric dentistry lecturers) participated. Two spreadsheets (isolated/relative) were created considering key topics in the caries detection process. The isolated evaluation intended to explore each topic in an isolated way, while the relative intended to classify, comparatively, the participants' perceived difficulty per topic. Afterwards, data were analyzed. All values on spreadsheets were combined obtaining the subject's final perception. Associations between the subjects' degree of the perceived difficulty and academic level were estimated. ANOVA was used to determine differences regarding the perception among evaluated topics in distinct groups. RESULTS: Caries histopathology and detection of proximal carious lesions were the topics perceived as the most difficult in the process of caries detection by both students and lecturers. Differentiation between an extrinsic pigmentation and a brown-spot (caries lesion) as well as differential diagnosis between caries and enamel developmental defects or non-carious lesions were considered as more difficult by undergraduates in comparison to graduates/lecturers (regression-coefficient=14.54; Standard Error=3.34; P<0.001 and 8.40, 3.31, and 0.01 respectively). CONCLUSION: Topics as histopathology and detection of proximal caries lesions were identified as the most difficult despite the academic level. However, some topics are differently perceived according to the group. These results are useful for developing pedagogical material, based on the students real learning needs/expectations.

Los valores desde la perspectiva del uso de los objetos de aprendizaje en la educación a distancia / Values view since the use of learning objects in distance learning

Introducción: las tecnologías de la información y las comunicaciones se utilizan cada vez más en las universidades como medios de enseñanza. Se ha optado por el uso de los objetos de aprendizaje para lograr la reutilización, accesibilidad, durabilidad e interoperabilidad en sus recursos educativos. Objetivo: enunciar algunos de los valores humanos que se que se manifiestan en el proceso de autoformación con los objetos de aprendizaje. Método: se utilizó la observación como método científico durante el proceso enseñanza-aprendizaje con los objetos de aprendizaje para la autoformación de los estudiantes. Resultados: se enunciaron algunos valores intelectuales, éticos, estéticos, físicos, morales y sociales, que se revelan en el proceso de autoformación con los objetos de aprendizaje. Conclusiones: Los valores humanos que manifiestan los estudiantes durante el proceso de autoformación con los objetos de aprendizaje sirven para establecer juicios de valor consistentes, derivados de modos de pensar y sentir que les permitan enfrentar sus decisiones vitales.

Introduction: Information technology and communications are increasingly used in universities as teaching means in the teaching-learning process. The use of learning objects has been opted to achieve reusability, accessibility, durability and interoperability in its educational resources. Objective: To enunciate some human values occurring in the process of self-education with learning objects. Method: The observation as a scientific method for the teaching-learning process with learning objects for independent self-training of students was used. Results: There have been enunciated some intellectual, ethical, aesthetic, physical, moral and social values that are revealed in the process of self-training with learning objects. Conclusions: The human values that students showed during self-training with learning objects serve to establish consistent value judgments derived from modes of thinking and feeling that enable them to cope with their vital decisions.

Using reusable learning objects (rlos) in injection skills teaching: Evaluations from multiple user types.

BACKGROUND: Clinical skills are a critical component of pre-registration nurse education in the United Kingdom, yet there is widespread concern about the clinical skills displayed by newly-qualified nurses. Novel means of supporting clinical skills education are required to address this. METHODS: A package of Reusable Learning Objects (RLOs) was developed to supplement pre-registration teaching on the clinical skill of administering injection medication. RLOs are electronic resources addressing a single learning objective whose interactivity facilitates learning. This article evaluates a package of five injection RLOs across three studies: (1) questionnaires administered to pre-registration nursing students at University of Nottingham (UoN) (n=46) evaluating the RLO package as a whole; (2) individual RLOs evaluated in online questionnaires by educators and students from UoN; from other national and international institutions; and healthcare professionals (n=265); (3) qualitative evaluation of the RLO package by UoN injection skills tutors (n=6). RESULTS: Data from all studies were assessed for (1) access to, (2) usefulness, (3) impact and (4) integration of the RLOs. Study one found that pre-registration nursing students rate the RLO package highly across all categories, particularly underscoring the value of their self-test elements. Study two found high ratings in online assessments of individual RLOs by multiple users. The global reach is particularly encouraging here. Tutors reported insufficient levels of student-RLO access, which might be explained by the timing of their student exposure. Tutors integrate RLOs into teaching and agree on their use as teaching supplements, not substitutes for face-to-face education. CONCLUSION: This evaluation encompasses the first years postpackage release. Encouraging data on evaluative categories in this early review suggest that future evaluations are warranted to track progress as the package is adopted and evaluated more widely.

Semantic Indexing of Medical Learning Objects: Medical Students' Usage of a Semantic Network.

BACKGROUND: The Semantically Annotated Media (SAM) project aims to provide a flexible platform for searching, browsing, and indexing medical learning objects (MLOs) based on a semantic network derived from established classification systems. Primarily, SAM supports the Aachen emedia skills lab, but SAM is ready for indexing distributed content and the Simple Knowledge Organizing System standard provides a means for easily upgrading or even exchanging SAM's semantic network. There is a lack of research addressing the usability of MLO indexes or search portals like SAM and the user behavior with such platforms. OBJECTIVE: The purpose of this study was to assess the usability of SAM by investigating characteristic user behavior of medical students accessing MLOs via SAM. METHODS: In this study, we chose a mixed-methods approach. Lean usability testing was combined with usability inspection by having the participants complete four typical usage scenarios before filling out a questionnaire. The questionnaire was based on the IsoMetrics usability inventory. Direct user interaction with SAM (mouse clicks and pages accessed) was logged. RESULTS: The study analyzed the typical usage patterns and habits of students using a semantic network for accessing MLOs. Four scenarios capturing characteristics of typical tasks to be solved by using SAM yielded high ratings of usability items and showed good results concerning the consistency of indexing by different users. Long-tail phenomena emerge as they are typical for a collaborative Web 2.0 platform. Suitable but nonetheless rarely used keywords were assigned to MLOs by some users. CONCLUSIONS: It is possible to develop a Web-based tool with high usability and acceptance for indexing and retrieval of MLOs. SAM can be applied to indexing multicentered repositories of MLOs collaboratively.