Palacký University in Olomouc (CZECH REPUBLIC)
About this paper:
Appears in: EDULEARN16 Proceedings
Publication year: 2016
Pages: 3249-3253
ISBN: 978-84-608-8860-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2016.1707
Conference name: 8th International Conference on Education and New Learning Technologies
Dates: 4-6 July, 2016
Location: Barcelona, Spain
E-learning support of the educational process requires modern digital technology but another important aspect is the educational content composed from the digital learning objects. Digital learning objects represent the interactive digital components used for educational purposes. Mathematics education does not fall behind where is possible to exploit the potential of digital learning objects to clarifying the various mathematical regularities which understanding the traditional way of teaching can be problematic for the pupils.

Digital learning objects can help teachers with the teaching directly in the classroom or may be designed so that the pupils themselves will be able to acquire new knowledge by independent inquiry and experimentation which is typical for different constructivist approaches in education. These approaches, technology and digital learning objects can be applied to the educational process from the primary (or. pre-primary) education to university studies. Mathematics offers many areas and themes for dynamic modeling and interactive experimentation. For this purpose it is necessary to have suitably prepared digital learning objects, including the access to these objects.

There are a few repositories of digital learning objects in the Czech Republic. We analysed one of the biggest and well known repositories on the web portal, which is the main methodological support for teachers in the Czech Republic. Digital learning objects published on this portal since 2008 were created by teachers of various school levels and different disciplines especially in European Social Fund projects and are available here under the title Digital educational materials.

The article presents the results of our survey in which we focused only to digital learning objects for teaching mathematics at elementary schools (for pupils aged 10 to 15 years). We followed representation of digital learning objects according to the following classification: digital learning objects for a lecture (non-interactive), interactive digital learning objects (dynamic simulation), dynamic simulations with feedback (or/and with self-evaluation).
Digital learning objects, DLO, DLO repository.