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Learning objects and pedagogical impact

Learning objects and pedagogical impact. Tom Boyle Learning Technology Research Institute (LTRI) London Metropolitan University Learning Objects Economy Seminar, Sept. 23 2003, Edinburgh. The promise and purpose of learning objects is to increase the effectiveness of learning …

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Learning objects and pedagogical impact

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  1. Learning objects and pedagogical impact Tom Boyle Learning Technology Research Institute (LTRI) London Metropolitan University Learning Objects Economy Seminar, Sept. 23 2003, Edinburgh.

  2. The promise and purpose of learning objects is to increase the effectiveness of learning … (Duval 2003)

  3. Conceptions of ‘learning objects’ Learning objects symposium, Hawaii June 2003 • "any entity … that may be used for learning, education or training" • Chunk of content • 'Micro-context’ for learning • optimised for combination into higher order structures

  4. Criticisms of the ‘content chunks’ approach • Wiley (2003) • based on 1980s ideas about instructional design • Oriented to (military) training rather than education • didactic transmission of knowledge • ‘info-capsules that transfer inert knowledge’ • Clash with modern constructivist ideas • support learners’ construction of knowledge

  5. Micro-contexts for learning • Organised around a clear learning goal/objective • Design for active engagement as well as content • Explicit design • pedagogical Impact • reuse

  6. Why learning contexts? • Programming, mathematics, statistics etc • In these learning domains students fail at fundamental levels • These conceptually dense and abstract learning domains require well designed learning objects  learning objects require learning design

  7. Some pedagogical challenges • Facilitating engagement • Facilitating students in dealing with • abstraction • complexity • Empowering students as learners • Integration of learning objects in the course

  8. Design for reuse • Cohesion • each LO should do one thing and one thing only • one clear learning goal or objective • Decoupling • the LO should have minimal bindings to other units • there should be no necessary navigational bindings to other units (embedded hyperlinks) • learning object content should not refer to the content in another source so as to cause necessary dependencies

  9. Design for pedagogical impact • Visualization • Scaffolding • Interactivity • Engagement

  10. Demonstration For examples of the learning objects demonstrated in the talk see: http://www.unl.ac.uk/ltri/learningobjects/examples.htm

  11. Summary • Pedagogical impact • quality learning design (tactical impact) • structural design for reuse (strategic impact) • Need LD for learning objects • learner controlled visualization • scaffolding • engagement • Evaluation and feedback

  12. References Design principles Boyle T (2003) Design principles for authoring dynamic reusable learning objects. Australian Journal of Educational Technology, 19(1), 46-58, http://www.ascilite.org.au/ajet/ajet19/boyle.htm Demo site http://www.unl.ac.uk/ltri/learningobjects/index.htm

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