I have to admit when I first read the title for this week's learning model, I thought it read Learning Objectives. I interpret the idea of 'Learning Objects' to mean Learning Resources. I can see why Kevin wanted to touch on this topic. I think we all use various Learning Objects every day with our students if we can. It can be anything from an information delivery system to simulations or even interactive Web 2.0 tools. So yes, I think Learning Objects are important and very useful -- especially in education.
Not only is there a need for distance education because of the demand and the cost savings to both the institution and the learner, but there is a greater need for students to connect, collaborate, innovate and publish online. Reducing the objects into searchable and reusable bites by tagging them, makes it easy for students to find and mash objects together to create and customize one's own content. In the multimedia playground, I could see this being movies that contain video, images, comics, vokis, and other learning objects and bits all mashed together to explain, describe, and demonstrate learning, critical thinking and innovation.
Merrill points out that knowledge objects should be used in instruction because they can precisely represent information, processes, and instructional design principles. If he is looking at Gagne's learning outcomes as his targeted learning outcome, he must provide the learners with equitable access to prior knowledge. That is where Learning Objects play an important role, filling in gaps, providing real-time experiences, and even making learning purposeful and fun.
Since we are taking learning objects out of their context, creativity would be the largest challenge to overcome. Students are not used to creating stories or content around seemingly random objects. The teacher can facilitate by demonstrating expectations around using Learning Objects. One could also show previous students' work to provide learners with a clear understanding for where their learning should be focused.
Tagging objects is a wonderful way to search for them later. Many of the free website building tools available today allow one to tag items in pages. Social bookmarking sites like delicious and Evernote both allow for tagging as well.
eBooks like the Nook or Kindle are great! Students can touch a word and it is defined for them, allowing fluency to continue without stalling learning. Also, students can annotate right there in the eBook without searching for a pen and paper. Everything is at the reader's fingertips.
I also LOVE tagged, online content resources like:
Image-sharing sites, video-sharing sites (especially those that fall under the creative commons license - where students are allowed to mash and use items shared as long as it is NOT for profit) that may help one post and share objects are growing in number daily. A good place to start looking is on the Creative Commons site and do a search!
Not only is there a need for distance education because of the demand and the cost savings to both the institution and the learner, but there is a greater need for students to connect, collaborate, innovate and publish online. Reducing the objects into searchable and reusable bites by tagging them, makes it easy for students to find and mash objects together to create and customize one's own content. In the multimedia playground, I could see this being movies that contain video, images, comics, vokis, and other learning objects and bits all mashed together to explain, describe, and demonstrate learning, critical thinking and innovation.
Merrill points out that knowledge objects should be used in instruction because they can precisely represent information, processes, and instructional design principles. If he is looking at Gagne's learning outcomes as his targeted learning outcome, he must provide the learners with equitable access to prior knowledge. That is where Learning Objects play an important role, filling in gaps, providing real-time experiences, and even making learning purposeful and fun.
Since we are taking learning objects out of their context, creativity would be the largest challenge to overcome. Students are not used to creating stories or content around seemingly random objects. The teacher can facilitate by demonstrating expectations around using Learning Objects. One could also show previous students' work to provide learners with a clear understanding for where their learning should be focused.
Tagging objects is a wonderful way to search for them later. Many of the free website building tools available today allow one to tag items in pages. Social bookmarking sites like delicious and Evernote both allow for tagging as well.
eBooks like the Nook or Kindle are great! Students can touch a word and it is defined for them, allowing fluency to continue without stalling learning. Also, students can annotate right there in the eBook without searching for a pen and paper. Everything is at the reader's fingertips.
I also LOVE tagged, online content resources like:
- Gapminder
- Federal Resources for Educational Excellence
- TED
- National Geographic's Interactive US Map
- Discovery Channel
- Math World
- American Memory Historical Collection
- International Schools Cyberfair
- Thinkquest
- Visualizing Science
- Teachinghistory.org (US Dept. of Ed.)
- AwesomeStories
- The National Archives: Digital Vaults
Image-sharing sites, video-sharing sites (especially those that fall under the creative commons license - where students are allowed to mash and use items shared as long as it is NOT for profit) that may help one post and share objects are growing in number daily. A good place to start looking is on the Creative Commons site and do a search!
Kristy-Funny that you mention "Learning Objectivies". I kept thinking the same thing. I think as educators we have OBJECTIVES on the brain. As I was listening to Kevin's lecture, I kept thinking what does this have to do with objectives. I also like your comment about creativity being the biggest challenge. Students do need structure and clear directions. My students would not do well with random objects.
ReplyDeleteI am right there with the both of you. I continue to want to think in terms of "objectives." Although this is not a learning theory, it is yet another flexible and enhancement of learning to create a rich technology-based environment as the articles point out.
ReplyDeleteKristy,
ReplyDeleteI never thought of the Nook or Kindle. These devices have many possiblities in the world of Instructional Technology, but I never see them mentioned.