Learning Object Fundamentals

© Wawasan Open University 2010

OER Capacity Building Workshop by Wawasan Open University is licensed under a Creative Commons Attribution-Share Alike 2.5 Malaysia License.

What are Learning Objects?

• Information units, indexed by metadata that are

available through a computer and can be

assembled together to fulfill a learning objective.

• LO include a learning objective, a unit of

instruction that teaches the objective, a unit of

assessment that measures the objective.

Learning Objects

Learning objects can be “chunks” of content, they may also be simulations, communication tools, assessment activities and learning management tools.

LO can be a combination of text, graphics, animation, audio, questions and exercises, articles, case studies, mentored exercises, discussion boards, role-play simulations, software simulations, research projects or performance tests.

Characteristics-Reusable Learning ObjectsLearning objects must also have the characteristics of

• portability (work across CMSs/LMS),

• accessibility (delivered to the learner efficiently),

• durability (LO remains stable and reusable even if the management software or platform changes)

• interoperability (exchanged globally among various LMS/CMS or browsers). For this, each object must be tagged with metadata.

Characteristics of RLOs

They must be non-sequential, coherent and unitary within a predetermined schema such that a limited number of metatags can capture the main idea or essence of the content

Not embedded within a “look” so it can be repurposed in different visual designs without losing essential value or meaning of test, data, images

Goals of computerized education

Creating instruction that is:

(a) adaptive to the individual,

(b) generative rather than pre-composed, and

(c) scalable to industrial production levels

without proportional increases in cost.

Adaptivity, Generativity

• adaptivity- Independent instructional objects are assembled and implemented in response to current learner states.

Size of RLO and instructional rules for sequencing and assembling matter

• generativity- Ability to combine any of several instructional objects with tool and material constructs on the fly: instructional model suites, instructional problems and problem sequences, instructional strategies.

Learning objects

Learning objects are the smallest independent unit that contain an objective, a learning activity and an assessment :

• Learning objective

• A unit of instruction that teaches the objective

• A unit of assessment that measures the objective

Barritt C and F L Alderman, 2004. Creating a reusable learning object strategy. John Wiley & Sons, San Francisco, CA.

Origin of RLOs

Grounded in the object-oriented paradigm from computer science (Dahl & Nygaard, 1966).

Also related to instructional theories associated with breaking down content to constituent parts, then reassembling content to meet learning goals (e.g. David Merrill, Charles Reigeluth, others).

The purpose of RLOs• Instructional designers can build small instructional components that can be reused a number of times in different learning contexts.

• Learning objects act in two key ways: as resources and as scaffolding.

Resources: they are designed specifically to enable students easy access to information in a just-in-time fashion.

Conceptual scaffolding: LO help students to focus on concepts key to their understanding.

Strategic scaffolding: offering a variety of approaches to the concept to support the learners in developing a deeper understanding of the object’s content.

Instructional design

•For learning objects to be reusable it is important

that they are structured and follow a systematic

instructional process.

•The process takes into consideration educational

psychology, learner preferences and instruction

taxonomies.

Developing LO

Learning and Instruction theoriesLearning and Instruction theories

Learning frameworksLearning frameworks

Taxonomy of instruction and learningTaxonomy of instruction and learning

Systematic Instruction designSystematic Instruction design

Development of Learning ObjectsDevelopment of Learning Objects

Taxonomy of Learning ObjectsTaxonomy of Learning Objects

Instructional design and LO

• The first step - list the goals for instruction.

• The next step - translate goals to an entire curriculum/course.

• Enumerate learning objectives - considering socio-cultural aspects, levels of students as well as the context in which the learning is to be delivered. Each learning objective could point to an LO.

Instructional design and LO• Plan the sequence of instruction using the taxonomies of learning and instruction. sequence is the process of lining up individual LO’s,

and combining them in a way that makes sense

• Planning the lesson will lead to the placement of LO for each of the objectives.

Well defined objectives - easy to define content = LO for that objective Source material that fulfills the objective = LO

LO can be previewed by peers or other developers. Add to LO repository

Thank you!