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Learning Objects: The new new thing or same as it ever was?

Learning Objects: The new new thing or same as it ever was? Michael Van Der Roychsma, mroy@wesleyan.edu Academic Computing Services Wesleyan University CLAC 2002: Gizmos, Gadgets, and Gigabytes June 2002 Hope College Holland, Michigan. Roy. Michael. Introduction. Context Definitions

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Learning Objects: The new new thing or same as it ever was?

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  1. Learning Objects: The new new thing or same as it ever was? Michael Van Der Roychsma, mroy@wesleyan.edu Academic Computing Services Wesleyan University CLAC 2002: Gizmos, Gadgets, and Gigabytes June 2002 Hope College Holland, Michigan Roy Michael

  2. Introduction • Context • Definitions • Examples • Our project • Objections • Questions/interactive small group work • End

  3. Context # 1: Wesleyan University 2700 undergraduates 300 graduate students (sciences and ethnomusiciology)

  4. Context # 2:Just another delivery mechanism (e.g. Same as it ever was) ? • Book/ paperback • Radio • Scholarly Journal • Overhead projector • Photocopier • Television/vcr • Videoconferencing • Gopher • Web pages • Chalkboard

  5. Learning object development Faculty Development Site/Digitization Service Context #3: The new new thing: Evolution of instructional services: Webtech program Course management systems Smart classrooms Separation of Instructional support from desktop support (4 FTE dedicated to instructional/research support) resnet Public computing labs 1998 1999 2000 2001 2002

  6. Administration QuizzingGrading Testing Assessing RegisteringRequesting ServicesSchedulingAnnouncingAuthorizing Context #4:learning process Planning &Advising SelectingReflectingEvaluating sourcesChoosing textsCategorizing Writing, publishing,analyzing,critical reading, discussing, graphing,simulating, annotating,comparing, contrasting,mapping, editing Learning

  7. Definitions: What is a learning object? Negative Definitions: • Not document delivery • Not course management • Not templates Positive Definitions • Modular • Re-purposeable • Discoverable • Integrateable

  8. Wesleyan Examples • Ricardian Explorer • Research Randomizer • Morning After Pill • Solar Mass • Lightbox • Greek Verbs

  9. Wesleyan’s project • Graphic designer • Programmer • Usability process • List of objects

  10. process Library research to see if object exists Develop object Faculty requests object Catalog object Document its use in curriculum

  11. Standards/Frameworks OKI (Open Knowledge Initiative) Dublin Core SCORM (shareable content object reference model) IMS/IEEE

  12. The Bigger Picture: Cataloging/collaborating/coordinating • Merlot • Institutional Repositories (e.g. dspace (http://web.mit.edu/dspace/) • Consortial development: Nitle and CLAC and ?

  13. Objection # 1 • Lack of relevance to the type of high-contact, personalized, interactive learning environment of this institution.

  14. Objection # 2 • This is not even an issue. I have never seen any compelling argument for faculty to take on the training, time, and effort to create learning objects. Each course created here is unique to itself, and faculty insist on creating their own materials. Sharing with other institutions is not a topic of discussion, and there's no reason to do it if we don't get paid for doing so. Intellectual property issues would be an additional problem. And NO one has ever explained how faculty are supposed to find useful materials originated by others- it would be a huge search through a vast wasteland. My opinion is that this is a great sounding idea which has little or no future in creating online courses at major universities.

  15. Objection # 3 • These questions embody a bias that learning objects (and, more generally, a "mass-production" approach to pedagogy is inherently good. Many faculty members at <insert name of CLAC school here> don't accept these presuppositions.

  16. Questions • Is this the sort of thing liberal arts schools should be involved in? • What does it cost to support this kind of activity? • Does it actually improve learning? What does it mean to 'actually improve learning?' If it does actually improve learning, does the expense merit the cost? • What is the appropriate ratio of consumption to production? • Who should be making them?

  17. Audience Participation • List the disciplines on your campus that are either actively using learning objects in their curriculum or who have expressed interest in using/developing learning objects • What activities/resources on your campus and through organizations like CLAC and Nitle would enable the efficient sharing of learning objects that we might develop on our local campuses?

  18. Thanks! http://www.wesleyan.edu/its/acs/projects/learningobjects mroy@wesleyan.edu

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