Teaching Sensor Technology and Crowdsourcing with Reusable Learning Objects. Issue 1 (15th November 2018)

• Record Type: Journal Article
• Authors: Mikhailova, E. A.; Stiglitz, R. Y.; Post, C. J.; Pargas, R. P.; Campbell, T. M.; Payne, K. S.; Cooper, J. A.
• Is Part Of: Natural sciences education. Volume 47:Issue 1(2018)
• Page Start: 1
• Page End: 18
• Publication Date: 2018-11-15
• Subjects: Agricultural education -- Periodicals; Life sciences -- Study and teaching -- Periodicals; Natural resources -- Study and teaching -- Periodicals; 507.1
• DOI: 10.4195/nse2018.08.0015
• Languages: English
• ISSNs: 2168-8281

Abstract

Abstract : Core Ideas: Reusable learning objects are self‐contained digital modules. Reusable learning objects were developed for teaching soil color determination using a color sensor application and crowdsourcing. Reusable learning objects were effective teaching tools. Students positively described their perception of the sensor‐based method of soil testing. Reusable learning objects (RLOs) are self‐contained digital modules commonly utilized in e‐learning. The purpose of this study is to develop RLOs for teaching soil color determination using a color sensor application: soil color, Soil Scanner application, global positioning system (GPS) location, color conversion, and crowdsourcing. Each RLO is a self‐contained learning unit with specific learning goals, educational materials, quiz, and assessment. Navigation of each object is controlled by the participant via tabs to allow the user to control the pace of the RLO. The quality of each RLO is assessed by a learning object review instrument (LORI) framework rubric. Online quizzes at the end of each RLO are used to examine the learning outcomes. This study also used the web‐based survey tool Qualtrics before and after the laboratory‐based activity to systematically measure various constructs including familiarity with sensors, crowdsourcing, and perception of the sensor‐based method of soil testing. Reusable learning objects were effective teaching tools as demonstrated by excellent scores (A) received by the students for all RLO quizzes. Each RLO scored well for each category of the LORI model framework assessment. Additional comments suggest that students were receptive to the RLOs as a learning tool. Students positively described their perception of the sensor‐based method of soil testing compared with the traditional method, a Munsell color chart.