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LEARNING OBJECTS and the CONTEXTS: How to integrate? Çetin Balanuye (PhD), 061006

LEARNING OBJECTS and the CONTEXTS: How to integrate? Çetin Balanuye (PhD), 061006. PLAN Purpose Key terms and concepts Scope of the problem Learning objects versus narrative context Towards creativitiy in solution.

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LEARNING OBJECTS and the CONTEXTS: How to integrate? Çetin Balanuye (PhD), 061006

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  1. LEARNING OBJECTS and the CONTEXTS: How to integrate?Çetin Balanuye (PhD), 061006

  2. PLANPurposeKey terms and conceptsScope of the problemLearning objects versus narrative contextTowards creativitiy in solution

  3. PURPOSE Two different voices: Learning takes place if and only if there is a meaningful context.Learning can be enhanced by means of separately designed and developed learning objects.

  4. Key terms and conceptsNarrative contextNecessary holism of the learning process (Dewey, Polanyi)Narrativity of the holistic perceptionProblems as holistic real-life situations

  5. Learning objectsContext independenceRe-usabilityLanguage games (Wittgenstein)

  6. Integrationcollage or solution?Adult training versus early training

  7. SCOPE OF THE PROBLEMNew Turkish K-12 Curriculum, constructivist OR activity based? Problem behind: New technologies attract, but new models of learning resist!

  8. Importance of the narrative contextThe concept of habitBaby practising walking/habit formationPianist performing on the keyboard/Tacit skill formationHabits and tacit skills help us acting smootly in the narrative context.

  9. Importance of the narrative contextCommunication and meaning creation take place within context.Who are you? Identities are story-like constructions, they appeal to narrative contexts.We learn new thing –without external obligation- when we come accross with them within meaningful contexts.

  10. BUT!Against this background learning objects show up!

  11. Defining caharacteristics of LOs are "The main idea of 'learning objects' is to break educational content down into small chunks that can be reused in various learning environments, in the spirit of object-oriented programming" David A. Wiley (2000)

  12. For Polsani:The more context independent a LO is, the more effective and reusable it is.

  13. A CONFLICT“If learningobjects narrowly defined, they cannot be re-used But if learningobjects broadly defined, they cannot be string together.”(Downes, 2003)

  14. ANY CREATIVE SOLUTION?Invitatation to brainstorming and discussionHow to design and put into practice learning objects without sacrificing our narrative learning contexts?How to make re-usable learning objects best fit into the story-based contexts?How to overcome certain obstaclessuch as Internet bandwith if we are to consider LOs within contextual and story-based learning experience?

  15. REFERENCES Downes, S. (2003) “Learning Objects in a Wider Context”, accessible at: http://66.249.93.104/search?q=cache:KJLCBHG5ulEJ:www.downes.ca/files/widercontext.ppt+Learning+Objects+in+a+Wider+Context&hl=tr&gl=tr&ct=clnk&cd=1&lr=lang_en Polsani Pithamber, R. (2003) “Use and Abuse of Reusable Learning Objects”, accessible at : http://jodi.ecs.soton.ac.uk/Articles/v03/i04/Polsani. Wiley, A. David (2003) “Learning Objects Design and Sequence Theory”, accessible at: http://www.reusability.org/read/chapters/wiley.doc Wiley, D. A. (2000). "Connecting learning objects to instructional design theory: A definition, a metaphor, and a taxonomy," in D. A.  Wiley, ed., The Instructional Use of Learning Objects: Online Version. accessible at :  http://reusability.org/read/chapters/wiley.doc

  16. MANY THANKS...

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