| Abstract [eng] |
Teachers who seek for continuous education (learning) process improvement, not only reform teaching methods, but also use a variety of digital innovations, including the digital learning objects. Usually, a teacher becomes responsible for the introduction of innovations and a student for the mastering them. In many cases, the teacher's qualities determine whether innovation will be accepted or rejected, but in order to incorporate digital innovations into the educational process, collaboration between a teacher and a student becomes an important element. The teacher decides which digital learning object to use when at this point student can evaluate, test and discuss with the teacher how much it benefits. Despite the fact that adaptation research is gaining more and more attention from scientists, the experience of collaboration between teachers and students is poorly studied in adaptation process. Thus, the aim of the Master's final project is to reveal the peculiarities of collaboration between teachers and students when adapting digital learning objects. The problem is detailed in the following research questions: what are the peculiarities of teachers when adapting digital learning objects? Is there collaboration with the students in this context? The main objectives of this project are as follows: to validate the characteristics of collaboration between teachers and students when adapting digital learning objects in educational process; to validate the methodology of collaboration between teachers and students when adapting digital learning objects; to identify peculiarities of collaboration between teachers and students when adapting digital learning objects. The following data collection methods were applied in the Master's final project: analysis of scientific literature was used to validate the process of adaptation of digital learning objects and to define the characteristics of collaboration between teachers and students when adapting digital learning objects in the process of education; documentation analysis was used to reveal the essence and principles of the digital learning objects used by teachers and students; a semi-structured interview was used to interview teachers and to identify peculiarities of collaboration between teachers and students when adapting digital learning objects. The research data processing method – descriptive content analysis. The results of the research revealed that during the adaptation of digital learning objects, teachers and students work closely together in forms such as conversations, discussions, feedback, reflection, teamwork. During the adaptation process, the preparation for deployment, information-gathering activities, the identification of adaptable elements, the adaptation of the elements of the digital learning objects, the testing of the adapted digital learning object, the assessment of the adapted digital learning object take place. In the recognition of adaptable digital learning objects phase, teachers recognize digital learning object elements such as: the content of the digital learning object, the environment of the digital learning object, the interface of the digital learning object. In this phase, the discussions with colleagues regarding the further testing of the digital learning object occurred. Collaboration between teachers and students at this stage is not noticed. During the adaptation of the digital learning object elements, the adaptation of the digital learning object to one or several scenarios takes place: the digital learning object is being transformed from the start, the digital learning object is constantly improved through continuous updates. In this phase, close collaboration with students takes place in the following forms: feedback and suggestions from students. The teacher takes notes of the comments made by the students, improves the digital learning object according to those comments. The novelty and significance of the project: in the final Master‘s project, adaptation activities were justified; peculiarities of collaboration when adapting digital learning objects were distinguished; a grounded and empirical model of teacher and student collaboration when adapting digital learning objects was validated; following case studies, empirical facts about the peculiarities of teacher and student collaboration when adapting digital learning objects were collected. The theoretical and empirical insights of the project can be used by educators introducing innovations in the educational process; as well as researchers conducting research on innovation adaptation and collaboration. |
