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Learning Objects

Michael Anderson

UT System TeleCampus

How faculty build instruction

deconstruct replace/add contextualize reconstruct

How digital content makes it easier

flexibility approaches infinity added distribution cost is zero fidelity (consistency) increases

How digital content makes it harder

digital content is easy multimedia content is hard

workload distribution works playing well together is hard

What is an object anyway?

Definit ion

content, practice and assessment which is classified and linked to educational objectives

Objective

Components

presentation practice proof package

Files[assets] LO’s

Courses[collections]

Oftenreusable Reusable Seldom

reusable

ContextReusabil i ty

Litt le context

Some context

Great context

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Paradoxically speaking

wrappers context links sequence bridges

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Content/presentation implications

content quality goal alignment feedback presentation design

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Policy implications

interface usability accessibility standards compliance intellectual property and copyright

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The process is simple…for you

chunk the course evaluate each chunk for an objective verify presentation and practice describe