Designing for Deeper Learning: How Can Learning Objects Help?

1. Designing for Deeper Learning: How Can Learning Objects Help? Kathy Bennett, University of Tennessee Patricia McGee, the University of Texas at San Antonioå

2. Learning at Brick & Mortar Environments. Classrooms, the field, home, hallways… Strategies.Cooperative learning, lecture, demonstration, modeling… Activities. Practice, inquiry, observation, debate… Assessments. Quizzes, exams, papers,projects…

3. Learning @ New Academy Environments. e-mail, WebCT, Blogs, Wikis, discussion forums, gaming, shopping… Strategies. Computer Supported Collaborative Learning(CSCL), WeQuests, Webliography… Activities. Practice, inquiry, observation, debate… Assessments. Digital papers, Power Point Presentations, Web Pages, Communities of Practice…

4. Topics for Learning • Must be learned by different people at different times. • Is used in different contexts for different purposes. • May be required for review or updating skills. • Involves interaction with content, manipulation of data, practice, etc. that is not easy to accomplish in a classroom or training session.

5. Learning Objects A “learning object” is “any digital resource that can be reused to mediate learning” (Wiley & Edwards, 2002) Learning Objects should serve us: • Just enough – if you need only part of a course, you can use the learning objects you need. • Just in time – learning objects are searchable, you can instantly find and take the content you need. • Just for you – learning objects allow for easy customization of courses for a whole organization or even for each individual.

6. A Conceptual Framework for Learning

7. Active

8. Active

9. Active • Contextual

10. Active • Contextual

11. Active • Contextual • Social

12. Active • Contextual • Social

13. Active • Contextual • Social • Engaged

14. Active • Contextual • Social • Engaged

15. Active • Contextual • Social • Engaged • Ownership

16. Active • Contextual • Social • Engaged • Ownership

17. Thinking • Problem solving • Analyzing

19. Assignments • Discovery • Experiential and field-based • Apprenticeship

21. Projects • Group • Case studies • Products

23. Projects • Group • Case studies • Products • Assessment • Formative • Self

25. Evaluation of a Learning Object

26. BREAK

28. Deeper Learning Strategies • Problem-solving (provide solution to a real world problem) • Inquiry (generate question(s) about a topic and find answers) • Research (hypothesize, generate research questions, and support a conclusive answer) • Creative (generate something new, e.g game, model) • Debate (support a position with evidence and refute arguments) • Prototyping or field-testing (new product, strategy, process)

29. A Medieval Design

30. Design Process Step 1: Identify Scope Step 2: Determine Scenario/Context Step 3: Identify and Select Resources Step 4: Determine Learner Deliverables. Sep 5: Create Learner Activities Step 5: Decide on Assessment Measures

31. Reflection • What are challenges? • What is the greatest potential?

32. References & Resources • A Learning Object on Learning Objectshttp://people.cohums.ohio-state.edu/dagefoerde2/NLII_LO/examples.htm • Learning Objects Key Theme Pagehttp://www.educause.edu/nlii/keythemes/learningObjects.asp • Learning Object Glossary http://educ3.utsa.edu/pmcgee/nlii/glossary/