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Learning Object Articles
- Learning Object articles for educators:
- The Instructional Use of Learning Objects.
- Use and Abuse of Reusable Learning Objects.
- Learning Objects by WBTIC.
- Preparing Teachers To Use Learning Objects.
- The Learning Objects tutorial.
- Course Design and Content Organization: A Psychological Perspective
- Learning Object articles for the technically inclined:
- Everything you ever wanted to know about...
- Thinking XML: Learning Objects Metadata.
- Learning Objects by NLII
The Instructional Use of Learning Objects
edited by David Wiley
Introduction
This provides access to the online version of The Instructional Use of Learning Objects. This e-book tries to go beyond the technological hype and connect learning objects to instruction and learning. You can read the full text of the book for free by following the links provided here. Please read the opeing paragraph with regards to access, use, and copyrights.
In addition to reading the book, at its website you can participate in discussions of the book's chapters with the authors and others, submit any corrections should you find errors in a chapter, and discuss other issues related to learning objects, instruction, and learning.
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Use and Abuse of Reusable Learning Objects
by Pithamber R. Polsani
Abstract
The term Learning Object, first popularized by Wayne Hodgins in 1994 when he named the CedMA working group "Learning Architectures, APIs and Learning Objects", has become the Holy Grail of content creation and aggregation in the computer-mediated learning field. The terms Learning Objects (LOs) and Reusable Learning Objects are frequently employed in uncritical ways, thereby reducing them to mere slogans. The serious lack of conceptual clarity and reflection is evident in the multitude of definitions and uses of LOs. The objectives of this paper are to assess current definitions of the term Learning Object, to articulate the foundational principles for developing a concept of LOs, and to provide a methodology and broad set of guidelines for creating LOs.
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Learning Objects
Introduction
The trend that will have the biggest impact on online learning in this decade is that of learning objects. Learning objects are at the core of a whole new courseware design paradigm requiring a radical change in instructional design strategy, technical architectures, and delivery systems. Yet, who could argue with the goals of this shift in thinking?...
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Preparing Teachers To Use Learning Objects
by Tuiren A. Bratina, Darrin Hayes and Steven L. Blumsack
Abstract
Teachers play important roles in technology-rich classrooms, making decisions that significantly affect students' learning. Initially, teachers decide "if, when, and how" they will use technology in the classroom (National Council of Teachers of Mathematics, 2000, p. 26). Those decisions include selecting learning objects that enlarge and enrich their repertoire of instructional techniques for presenting content. Our article describes learning objects, explores why teachers would want to use them, and explains how to facilitate their use. Our intended audience is postsecondary educators, although much of our discussion would also apply to K-12 teachers. Higher education faculty, particularly educators of future teachers, can facilitate the process of preparing teachers at all levels to use learning objects. We have chosen to emphasize effective implementation of existing learning objects, instead of emphasizing the separate issue of designing learning objects.
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The Learning Objects Tutorial
by Robby Robson
Introduction
Learning objects are the core concept in an approach to learning content in which content is broken down into "bite size" chunks. These chunks can be reused, independently created and maintained, and pulled apart and stuck together like so many legos.
Although learning objects are conceptually appealing, exactly what constitutes a learning object in practice has been unclear. In the past different vendors have had different ways of instantiating the notion of a learning object and different ways of enabling learning objects to communicate information about the learner.
Fortunately, as Yogi Berra might have said, the past is history now...
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Course Design and Content Organization: A Psychological Perspective
by Atul Singh
Introduction
The effectiveness of learning materials is guided by three principal factors: comprehension, retention, and recollection. At the same time each of these factors is affected by sub-factors including the structure of learning materials. Atul Singh addresses those structures to helps us understand the relationship between learning objects, learning effectiveness, and learning psychology.
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Everything you ever wanted to know about learning standards but were afraid to ask.
by Wayne Hodgins and Marcia Conner
Introduction
History shows that revolutionary changes do not take off without widespread adoption of common standards. For electricity, this was the standardization of voltage and plugs; for railroads, the standard gauge of the tracks; and for the Internet, the common standards of TCP/IP, HTTP, and HTML. Common standards for metadata, learning objects, and learning architecture are mandatory for similar success of the knowledge economy. Fortunately, the work to create such standards for learning objects and related standards has been going on around the world for the past few years. This includes the creation of accredited standards from the IEEE Learning Technology Standards Committee (LTSC) for Learning Object Metadata, Computer Managed Instruction, Course Sequencing, Learner Profiles and much more...
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Thinking XML: Learning Objects Metadata
by Uche Ogbuji
Abstract
The education technology field is leading the way with some very interesting uses of XML metadata in practice. A wide range of specifications, standards, and developments exist in the area, but at the center of things is the IEEE Learning Objects Metadata (LOM) specification. In this article, Uche Ogbuji introduces LOM and shows how it can be of interest even to those who have no direct connections with education technology.
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Learning Objects by NLII
by National Learning Infrastructure Initiative
Introduction
Learning Object definitions, importance, analysis, and research questions.
More about NLII: The NLII has long supported the IMS for development, among other things, of meta-tagging to reference such objects for ease of access (IMS/IEEE LOM), and of technical specifications that will promote their interoperability for ease of use. In addition, the NLII has supported MERLOT, which is an excellent example of a digital repository of learning objects with the value-added dimension of peer review.
The current NLII research on learning objects is at the initial identification and collection phase. Two NLII-sponsored groups have been formed to explore and contribute to the growing body of knowledge: the Learning Objects Workgroup and the Learning Objects Virtual Community of Practice. These two groups will interact but have different foci and activities.
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