Even after reading all of the materials this week, I still want to reference this as “learning objectives.” I think that this is a great approach to enhance any content area. As noted in the readings and lecture for this week, the learning object must contain three components: a learning objective, a unit of instruction that breaks down to teach the objective, and a unit of assessment to measure the objective. The benefits are evident. The learning experience is maximized by allowing access to tagged, on-line resources, it is manageable by breaking down the content into smaller parts which increases flexibility, ability to foster collaboration, and the potential to save time, money, and work. Wiley’s article discussed how learning objects can be reused and transverse. Some things that you would need to be mindful of is the legal issues surrounding the use of learning objects and it would be important to focus on creating a constructivist path of learning as well. It would be easy to steer away from this.
As far as creating a multi-media environment, the web 2.0 tools and other collaborative tools available would play a significant role and it would be easy to mainstream. Gelling all of these together could easily create a rich learning experience and fulfill the purpose of learning objects. As Bannan’s article notes, creating a multi-media environment allows for appropriate scaffolding of instruction as well. The object can begin with highly scaffolded and proceed to somewhat of an open exploration of sort. Bonk’s excerpt discussed how learners traditionally accessed information, such as from Encyclopedias. This brings back some memories! Now, we have so much more information at our fingertips!
Donia,
ReplyDeleteThe three components to learning objects make it easy for instructors to integrate it into their lessons. You mention a good point about the benefits of having online resources, collaborating, and saving money. Many companies and schools use learning objects because it saves money and the resources are reusable. It is definitely true that multi-media is useful for students which can be created through learning objects.
Legally, as far as copyright goes, I think a student needs to make three changes to an object/video in order to make it her or his own. So if a student takes a video off YouTube and changes 1. the music, 2. creates an opening slide and 3. only uses part of it/cuts some of it out -- then he or she does not need copyright permission to use that video for his or her new mash-up. Does that make sense?
ReplyDeleteHi Donia,
ReplyDeleteI liked what you said about breaking objects down into smaller parts, referred to as "granularity" (learned a new word this week, had to use it!) Doing so certainly does result in increased flexibility, as well as versatility. I had not thought that much about scaffolding and its relationship to learning objects, but I appreciate you bringing that up...sounds like learning objects adapted to cognitive apprenticeship. Whole new ball game...wow, you gave me something to think about!
-Al