أثر تطوير مقرر تعليمي مفتوح المصدر في تنمية مهارات إنتاج الرسومات التعليمية المتحركة لدى طلاب تكنولوجيا التعليم
This research aimed to measuring the impact of developing an open-source educational course in enhancing the skills of producing instructional animated graphics among educational technology students. To achieve that aim, the researchers followed The Developmental Research Method, which includes three research methods: the descriptive analytic research approach in viewing, describing and analyzing the literature in the field by reviewing previous research and studies to prepare the theoretical framework for this research. And prepared the research tools which are represented in: a questionnaire to identify a list of the criteria of designing an open-source educational course in enhancing the skills of producing instructional animated graphics among educational technology students, a questionnaire to identify a list of the skills of producing instructional animated graphics we want to develop among educational technology students, an achievement test to measure the cognitive aspect of producing instructional animated graphics skills and a card to evaluate the final product of instructional animated graphics. The systems development method in developing the course in terms of the ISD model (Khamis, 2015). The experimental method is used to verify the validity of the research hypotheses and to identify the impact of the independent variable represented in an open-source educational course on the dependent variable (the skills of producing instructional animated graphics). The research sample consisted of (50) students of the second year of educational technology department at Faculty of Education, Damietta University in a Quazi -Experimental one Experimental group design. The results of the applied side of the experimental treatment indicated: the open source educational course achieved an effect size greater than 0,14 in developing the cognitive and performance aspects of the skills of producing instructional animated graphics among educational technology students, and the presence of a statistically significant difference between the mean scores of the experimental group members in the pre and post applications of the achievement test in favor of the post application, and the research sample also achieved a proficiency score of no less than 85% in the quality assessment card of instructional animated graphics produced. (Published abstract)