scholarly journals The pedagogical and multimedia designs of learning objects for schools

2005 ◽  
Vol 21 (4) ◽  
Author(s):  
Margaret Haughey ◽  
Bill Muirhead
Keyword(s):  
Design Research ◽  
Learning Objects ◽  
Learning Object ◽  
Design Criteria ◽  
Multimedia Design ◽  
Main Design ◽  
Post Secondary ◽  
Simulation Gaming ◽  
Teachers And Students ◽  
K 12

<span>While much has been written about learning objects, the focus of discussion has been on standards, theoretical principles or post-secondary applications. Little has been published about the issues of the K-12 sector. From the literature, interactivity and scaffolding are the two pedagogical aspects considered crucial to learning object design. In multimedia design, writers have focused on engagement, persistence and success in simulation, gaming, narrative and experiential situations. Using these criteria we examined the pedagogical and multimedia design features in 35 K-10 learning objects produced by The Le@rning Federation. Objects which met the learning and multimedia design criteria had clear objectives, multiple activities, high interactivity, learner choice and an extensive scaffolding interface behind the main design. Research on the use of learning objects by teachers and students is recommended as the next step.</span>

Using Learning Objects in K-12 Education

2007 ◽  
pp. 245-260
Author(s):  
Karen L. Rasmussen
Keyword(s):  
Learning Environments ◽  
Teaching And Learning ◽  
Learning Objects ◽  
Learning Object ◽  
Science Standards ◽  
Instructional Resources ◽  
Support Tool ◽  
Teachers And Students ◽  
Object Technology ◽  
K 12

Reusable Learning Object technology offers K-12 teachers and students the opportunity to access resources that can be used and reused in classroom teaching and learning environments. A support tool for teachers, QuickScience™, was developed to help teachers and students improve performance in science standards; resources in QuickScience™ are built upon RLO technologies. Six types of RLOs, including five types of instructional resources aligned to Bloom’s taxonomy, are used by teachers to help students improve their performance in science. QuickScience™ offers teachers a model for improving performance, including steps of diagnose, plan, teach, and assess.

Teaching Frameworks for Context-Rich Instruction

2007 ◽  
pp. 119-139 ◽  
Author(s):  
Kevin Oliver
Keyword(s):  
Learning Objects ◽  
Learning Object ◽  
Educational Strategies ◽  
Educational Levels ◽  
Content Development ◽  
Related Development ◽  
Rich Instruction ◽  
Design Objects ◽  
K 12 ◽  
Further Development

This chapter proposes a category of tools called design objects that can be used by instructors to integrate existing content sources, including but not limited to learning objects, within teaching frameworks that engage learners with content in meaningful ways. Emphasis is on tools to support the K-12 instructor, although related issues are applicable across educational levels. Examples of teaching-oriented design objects are provided along with related development systems, however it is argued the former represent more viable options for teachers given limitations in the learning object economy, conceptualizations of teachers regarding objects, complexity in packaging objects, and classroom control issues. The possibility of design objects and development systems working in tandem is discussed, with development systems prescribing effective educational strategies for novice teachers and design objects supporting more personalized content development. Various sources for new design objects are suggested to encourage further development and research.

scholarly journals Educational Rationale Metadata for Learning Objects

2002 ◽  
Vol 28 (3) ◽  
Author(s):  
Tom Carey ◽  
Jonathan Swallow ◽  
William Oldfield
Keyword(s):  
Instructional Quality ◽  
Learning Objects ◽  
Instructional Approaches ◽  
Design Decisions ◽  
Design Intent ◽  
Post Secondary ◽  
Critical Elements ◽  
K 12 ◽  
The Impact

Instructors searching for learning objects in online repositories will be guided in their choices by the content of the object, the characteristics of the learners addressed, and the learning process embodied in the object. We report here on a feasibility study for metadata to record process-oriented information about instructional approaches for learning objects, though a set of Educational Rationale [ER] tags which would allow authors to describe the critical elements in their design intent. The prototype ER tags describe activities which have been demonstrated to be of value in learning, and authors select the activities whose support was critical in their design decisions. The prototype ER tag set consists descriptors of the instructional approach used in the design, plus optional sub-elements for Comments, Importance and Features which implement the design intent. The tag set was tested by creators of four learning object modules, three intended for post-secondary learners and one for K-12 students and their families. In each case the creators reported that the ER tag set allowed them to express succinctly the key instructional approaches embedded in their designs. These results confirmed the overall feasibility of the ER tag approach as a means of capturing design intent from creators of learning objects. Much work remains to be done before a usable ER tag set could be specified, including evaluating the impact of ER tags during design to improve instructional quality of learning objects.

COLLABORATION WHEN ADAPTING DIGITAL LEARNING OBJECTS IN THE EDUCATIONAL PROCESS

2020 ◽  
Vol 1 ◽  
Author(s):  
Gintarė Milčė
Keyword(s):  
Process Improvement ◽  
Teaching Methods ◽  
Learning Objects ◽  
Educational Process ◽  
Learning Object ◽  
Digital Learning ◽  
Reform Teaching ◽  
Teachers And Students ◽  
Process Collaboration ◽  
Digital Learning Objects

Teachers who seek for continuous education (learning) process improvement, not only reform teaching methods, but also use a variety of digital innovations, including the digital learning objects. Usually, a teacher becomes responsible for the introduction of innovations and a student for the mastering them. In many cases, the teacher's qualities determine whether innovation will be accepted or rejected, but in order to incorporate digital learning objects into the educational process, collaboration between a teacher and a student becomes an important element. The teacher decides which digital learning object to use when at this point student can evaluate, test and discuss with the teacher how much it benefits. Thus, the object of this presentation–collaboration when adapting digital learning objects in the educational process. The analysis has revealed that the adaptation of digital learning objects requires collaboration, and in the process of adapting the digital learning object, there is collaboration that ensures a smooth adaptation process: discussions, sharing knowledge and ideas. All this helps to make targeted use of the digital learning object in the process of education, according to the different needs of teachers and students.

Understanding Factors that Influence the Effectiveness of Learning Objects in Secondary School Classrooms

2009 ◽  
pp. 419-435 ◽  
Author(s):  
Robin Kay
Keyword(s):  
Higher Education ◽  
Secondary School ◽  
Teaching Strategies ◽  
Self Efficacy ◽  
Subject Area ◽  
Learning Objects ◽  
Learning Object ◽  
Design Development ◽  
K 12

The design, development, reuse, and accessibility of learning objects has been examined in some detail for almost 10 years (Kay & Knaack, 2007c, 2007d), however, research on the effectiveness of learning objects is limited (Kay & Knaack, 2005; Nurmi & Jaakkola, 2006a, 2006b, Sosteric & Hesemeirer, 2004), particularly in the K-12 environment. Until recently, learning objects were solely used in higher education (Haughey & Muirhead, 2005; Kay & Knaack, 2005, 2007c). The purpose of the current chapter is to examine factors that influence the effectiveness of learning objects in secondary school classrooms. These factors will include learning object qualities, gender, self-efficacy, grade, subject area, and teaching strategies.

Developing Metadata Application Profiles for Open Educational Resources Federated Repositories

2017 ◽  
pp. 118-145 ◽  
Author(s):  
Panagiotis Zervas ◽  
Demetrios G. Sampson
Keyword(s):  
Learning Objects ◽  
End Users ◽  
Open Educational Resources ◽  
Learning Object ◽  
Instructional Designers ◽  
Teachers And Students ◽  
Learning Object Repositories ◽  
Application Profile

With many Learning Object Repositories (LORs) implemented and maintained independently from different organizations or communities, valuable Learning Objects (LOs) are scattered over different LORs and making it difficult for end-users (namely, instructional designers, teachers and students) to easily find and access them. A suggested solution towards addressing this issue is to create federated LORs, which aim to harvest and aggregate LOs' metadata from different LORs towards facilitating LOs' discovery across these LORs through a single infrastructure. However, a challenging issue during the development of federated LORs is the design of appropriate metadata application profile (AP) which supports harvesting heterogeneous metadata records from the aggregated LORs. Thus, the aim of this book chapter is twofold, namely (a) to present a methodology for developing metadata APs that can be used in building federated LORs and (b) to present a case study from the implementation of the proposed methodology for the development of the metadata AP used by the OpenDiscoverySpace federated LOR.

Developing Learning Objects

2007 ◽  
pp. 174-194
Author(s):  
Christine H. Olgren ◽  
Patricia Ploetz
Keyword(s):  
Secondary Education ◽  
Current Literature ◽  
Learning Objects ◽  
Learning Object ◽  
Barriers To Adoption ◽  
Instructional Resources ◽  
Post Secondary ◽  
Personal Experiences ◽  
Faculty Concerns ◽  
Object Use

This chapter examines the issues and concerns of faculty regarding the development and use of learning objects as instructional resources. It describes the characteristics and benefits of learning objects, barriers to adoption, and strategies to increase learning object use. Included are communication and support strategies for working with faculty. Concerns about quality and effectiveness are also discussed, and a comprehensive set of criteria is presented to guide learning object design and evaluation. The chapter concludes with ten recommendations to help overcome barriers to faculty adoption of learning objects. The chapter is based on the authors’ personal experiences in using learning objects, current literature,1 and their involvement in the Fund for the Improvement of Post Secondary Education (FIPSE) Grant entitled “An Investigation of the Pedagogical and Economic Effectiveness of Sharable Content Objects, Using Standards, in Online Instruction.” The work of the grant was conducted from November 2002 through December 2005.

Evaluasi Aksesibilitas Learning Object Berdasarkan Web Content Accessibility Guidelines 2.0

2017 ◽  
Vol 9 (2) ◽  
pp. 67-71
Author(s):  
Herru Darmadi ◽  
Yan Fi ◽  
Hady Pranoto
Keyword(s):  
Learning Objects ◽  
Authoring Tool ◽  
Learning Object ◽  
Web Content ◽  
Web Browser ◽  
E Learning ◽  
Index Terms ◽  
Accessibility Guidelines ◽  
Content Accessibility

Learning Object (LO) is a representation of interactive content that are used to enrich e-learning activities. The goals of this case study were to evaluate accessibility and compatibility factors from learning objects that were produced by using BINUS E-learning Authoring Tool. Data were compiled by using experiment to 30 learning objects by using stratified random sampling from seven faculties in undergraduate program. Data were analyzed using accessibility and compatibility tests based on Web Content Accessibility Guidelines 2.0 Level A. Results of the analysis for accessibility and compatibility tests of Learning Objects was 90% better than average. The result shows that learning objects is fully compatible with major web browser. This paper also presents five accessibility problems found during the test and provide recommendation to overcome the related problems. It can be concluded that the learning objects that were produced using BINUS E-learning Authoring Tool have a high compatibility, with minor accessibility problems. Learning objects with a good accessibility and compatibility will be beneficial to all learner with or without disabilities during their learning process. Index Terms—accessibility, compatibility, HTML, learning object, WCAG2.0, web

The integration of a community service learning water project in a post-secondary chemistry lab

2021 ◽  
Author(s):  
Karen Ho ◽  
Boris S. Svidinskiy ◽  
Sahara R. Smith ◽  
Christopher C. Lovallo ◽  
Douglas B. Clark
Keyword(s):  
Service Learning ◽  
Experiential Learning ◽  
Secondary Students ◽  
Community Service ◽  
Positive Impact ◽  
Methodological Approach ◽  
Community Service Learning ◽  
Secondary Chemistry ◽  
Post Secondary ◽  
K 12

Community Service Learning (CSL) is an experiential learning approach that integrates community service into student projects and provides diverse learning opportunities to reduce interdisciplinary barriers. A semester-long chemistry curriculum with an integrated CSL intervention was implemented in a Canadian university to analyze the potential for engagement and positive attitudes toward chemistry as a meaningful undertaking for 14 post-secondary students in the laboratory as well as for their 400 K-12 student partners in the community. Traditionally, introductory science experiments typically involve repeating a cookbook recipe from a lab book, but this CSL project allowed the post-secondary and K-12 students to work collaboratively to determine the physical and chemical properties and total dissolved solids in the water fountains from the K-12 students' schools. Post-instructional surveys were completed by all learners and were analyzed using a mixed methodological approach with both quantitative and qualitative methods. The expected audience that may be interested in this study are those involved in teaching chemistry in higher education and at the K-12 level as well as those interested in service learning, community and civic engagement, experiential learning, and development of transferable skills in chemistry. The results demonstrate that both groups of students report favorable engagement and attitudes towards learning chemistry and higher self-confidence levels on performing lab skills after the activity. Furthermore, both groups of students expressed interest in exploring future projects, which is indicative of the positive impact of CSL and the mutual benefits of the partnership.

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