Transcript Identify Additional Resources…..

Identify Additional Resources…..
…….needed to support teaching and
learning
Learning Outcome 2
• Teachers and trainers support each other by
developing and sharing their resources with
colleagues. They need to identify new and
unfamiliar ones from external sources. This
includes considering the potential for using
computer based resources.
Additional resources:
• Purpose
• Type
• Learner needs
Purpose and use:
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New
Reinforcement
Consolidation
Use by teacher
Use by learner
Plan:
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Resource Title
Purpose
Type
Cost
Delivery times
Structure: format, style, language, use of
colour
Justify each resource on plan:
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Topic/theme: knowledge, skills, understanding
Original/ adapted
Plagiarism
Copyright
Target learners
Learning styles
Cost options
You might want to …
• Find books and articles on your reading list
• Carry out a literature search for your dissertation
• Stay up-to-date with research in your field
• Manage the information you find
Finding specific items
• E-journal articles
• E-books
• Repositories of Learning Objects
A Definition of Learning Object:
• A Learning Object is defined as any entity,
digital or non-digital, that may be used for
learning, education or training" (IEEE Learning
Technology Standards Committee 2001)
Two other definitions:
• "...a Learning Object... [is] 'any digital resource that
can be reused to support learning.
• "Learning Objects are a new way of thinking about
learning content. Traditionally, content comes in a
several hour chunk. Learning Objects are much
smaller units of learning, typically ranging from 2
minutes to 15 minutes." (Wisconsin Online Resource
Center)
An operative Definition:
• "[A Learning Object] is defined as the smallest
independent structural experience that
contains an objective, a learning activity and
an assessment
Advantages of the learning object
framework
• By properly breaking content into learning
objects, different parts can be maintained and
updated separately.
• If a suitable learning object can be found, a
new one does not need to be created.
• These are costs savers.
Flexibility
• As more and more standards-based learning
objects become available, increased choice
will translate into more flexibility for designers
Pedagogy
• Learning objects fit nicely into many
Instructional Design theories.
• Instructional templates can be created with
slots for specific types of learning objects.
• Learning objects may encourage designers to
operate in more disciplined ways with a
positive effect.
Industry support
• All leading system vendors and content
producers are supporting SCORM and other
standards that are based on or that
complement a learning object approach.
Constraints on flexibility
• Using standards-based learning objects
restricts the scope of learner information that
is accessible by content if total interoperability
is maintained
Pedagogical restrictions
• Restrictions on learner information available
could restrict pedagogical approaches.
• Approaches that need lengthy discursive
material may not benefit from the use of
learning objects.
Examples of Learning Objects
• The following slides show some Powerpoint
slides as examples of learning objects
• But there can be many other types as well
• Java applets and web-quests for example
Varieties of learning objects
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Building a fact
Building a concept
Building a process
Building a principle
Building a procedure
Building a fact
• This router has 8 ports
• The bandwidth available on DSL
• The distance between the sun and the earth
Building a concept
• A group of objects,symbols,ideas or events
• Are designated by a single word,term or
phrase
• Share common features
• Any differences are minor and irrelevant
Building a process
• How does e-mail happen
• How to appoint new staff
• How does automatic transmission in a car
works
Building a procedure
• How to find the radius of the earth
• How to find the roots of a quadratic equation
• How to trouble-shoot network congestion
• How to verify that your computer is properly
configured
Building a principle
• Designing learner-centred training
• Responding appropriately to an angry
customer
• Guidelines for designing effective visual aids
• Guidelines for handling disgruntled employees
Repositories of learning objects
• Eventually a grid of accessible inter-operable
resources
• Edusource:Canada
• MERLOT:USA
• Carrabean Knowledge learning network:CKLN,South
America
• ARIADNE:Europe
• EdNA:Australia
• School Net: Africa
• NIME:
Meta-data and its importance:
• For Learning Objects to be used, they must be
found.
• It is not easy to find anything in a large
distributed environment like the world wide
web.
• The solution is to store not only the learning
objects, but information about the learning
objects, the so-called meta-data.
Meta-data and its importance
• Learning object metadata potentially includes
information about the title, author, version number,
creation date, technical requirements and
educational context and intent.
• Learning Object Metadata is compatible with the
metadata used by the digital and online library
community.
• SCORM has a place for metadata in every SCO and in
every content package
Examples of RLO implementation
• A Cisco demo lesson on
http://www.cisco.com/warp/public/10/wwtra
ining/demos/ccna-demo/
Examples of RLO implementation
• A Cisco demo lesson on
• http://www.cisco.com/warp/public/10/wwtra
ining/demos/ccna-demo/
• http://www.eduworks.com/LOTT/tutorial
Clayton Christensen :Class
Disrupted
• Filled with fascinating case
studies, scientific findings, and
unprecedented insights on how
innovation must be managed,
Disrupting Class will open your
eyes to new possibilities,
unlock hidden potential, and
get you to think differently.
Professor Christensen and his
coauthors provide a bold new
lesson in innovation that will
help you make the grade for
years to come.
Jay Matthews :Work Hard Be nice
• Work Hard. Be Nice
provides a fast-paced,
engrossing and heartening
story of two
phenomenally dedicated
teachers who
demonstrate that lowincome students, if given
the right environment,
can thrive academically.
Guy Claxton: What’s the point of
school
• What's the Point of
School? takes the reader
beyond the sterile
debates about City
Academies and dumbeddown exams in order to
reveal the key
responsibility of education
today: to create students
who enjoy learning.
Peter Senge: Schools that Learn
• Deep learning cycle
• Five learning
disciplines
• Shared vision process
• Virtuous spiral