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Learning Objects in 9 Weeks! An Instructional Design Course Model

Learning Objects in 9 Weeks! An Instructional Design Course Model. Faculty of Education University of Ontario Institute of Technology Liesel Knaack, Robert Lee, Barb Murphy, Matt Osborn, Andrea Fiebig + Brett Clayton MERLOT Conference, August 10, 2006. Agenda.

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Learning Objects in 9 Weeks! An Instructional Design Course Model

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  1. Learning Objects in 9 Weeks! An Instructional Design Course Model Faculty of Education University of Ontario Institute of Technology Liesel Knaack, Robert Lee, Barb Murphy, Matt Osborn, Andrea Fiebig + Brett Clayton MERLOT Conference, August 10, 2006.

  2. Agenda • Learning Objects (LOs) as Projects in Instructional Design (ID) • Course Components + the ID Process • Teacher Graduate Demonstrations of LOs • Other Sample Learning Objects • Future Steps  New Model

  3. LOs as Projects in ID • Project-Based Learning • Apply ID theory and process to a useful project for teacher candidates • LOs can nicely integrate ID steps • Intertwine use of laptops, software and ability to access technology 24/7 to building a learning object in Flash

  4. Instructional Design Course • 9 week, 36 hour course • Elective for Teacher Candidates training to be teachers • Math + Science subjects only • All laptop university • Access to software on laptop: Photoshop Elements, Flash, etc • Project-based  Learning Objects

  5. Course Components andID Process Collaboration

  6. Flash Instruction • Flash textbook with hands-on-training tutorials • Cooperative problem solving exercises • Teacher-led instruction in class • Flash performance test

  7. Scope Sample This learning object is directed towards students in grade 11 chemistry as an introduction to ionic bonding. Through animation and written information, students will distinguish between metals and non-metals, discover their preference towards electron loss or gain and watch as the ions combine to form ionic bonds. Animation will show the movement of electrons as well as the charge distribution of the molecule. A quiz follows the learning object, which assesses student understanding in the topic through an interactive question and answer session.

  8. Persona Sample

  9. Sample Flowchart

  10. Sample Content Outline

  11. Sample Storyboard

  12. Electroscope (Barb)

  13. Active Transport (Matt)

  14. Transpiration Pull (Andrea)

  15. Sodium / Potassium Pump (Brett)

  16. Ionic Bonding

  17. Zinc-Copper Cell

  18. Water Cycle

  19. Next Steps • Lessons learned this year applied to modify next year’s course • Add a greater focus on learning objects • Provide a Flash template to provide students with more time to design content and increase LO interactivity

  20. Contact • URL of Learning Objects • http://education.uoit.ca/learningobjects • Robert Lee – robert.lee@uoit.ca • Liesel Knaack – liesel.knaack@uoit.ca905.721.3111 ext. 2662 • All of these learning objects are able to be seen in Connections Room during breaks.

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