Transcript SREB SCORE

Using Learning Objects
Using
Learning Objects
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Using Learning Objects
Research on Use
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standards
theoretical principles
post-secondary applications
pedagogical aspects
 interactivity and scaffolding
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multimedia design factors
 engagement, persistence and success in
simulation, gaming, narrative and experiential
situations
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Using Learning Objects
Pedagogical and multimedia design factors
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clear objectives
multiple activities
high interactivity
choices for learners
extensive scaffolding
SREB Publications
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Using Learning Objects
Evaluating SREB-SCORE Learning Objects
 Section A:
 Section B:
 Section C:
 Section D:
 Section E:
 Section F:
 Section G:
 Section H:
 Section I:
 Section J:
Content Quality
Learning Goal Alignment
Feedback
Motivation
Presentation Design
Interface Usability
Accessibility
Reusability
Standards Compliance
Intellectual Property and Copyright
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Criteria:
Section C: Feedback
“Learners are provided with
supports positive
learning outcomes
constructive, relevant and
frequent feedback based on 2. includes timely,
corrective responses
their activities within the
when students
learning object.”
complete computations,
answer questions, or
provide information
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Using Learning Objects
Section C: Feedback
“Learners are provided with
constructive, relevant and
frequent feedback based on
their activities within the
learning object.”
Criteria:
3. encourages student
learning and effort
4. compares learner
performance with the
applicable criteria,
illustrates performance
results, and explains
how performance can
be improved
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Using Learning Objects
K-12 teacher attitudes
 LOs beneficial for students
 LOs help students understand concepts better
 interested in using LOs
K-12 teacher obstacles
 insufficient awareness and understanding of LOs
 time to find good LOs
 time required to integrate into existing content
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Using Learning Objects
K-12 teacher reasons for using LOs
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provide another way to look at a concept
(48%)
motivate students (38%)
review a previous concept (54%)
introduce a concept before a formal lesson
(30%)
teach a new concept (6%)
homework (4%)
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Using Learning Objects
K-12 teacher time finding a learning object
 30 minutes or less (42%)
 30 to 60 minutes (36%)
 more than 60 minutes (22%)
K-12 teacher time preparing a lesson to use LO
 little or no time (6%)
 less than 30 minutes (42%)
 30 to 60 minutes (28%)
 more than 60 minutes (24%)
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Using Learning Objects
K-12 teacher strategies for using learning objects
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provided a brief introduction to learning object
(58%)
let students explore object on their own (46%)
offered a formal demonstration before use (16%)
prepared a handout for students to guide use
(40%)
facilitated a class discussion about object (38%)
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Using Learning Objects
K-12 student perspectives on how well LOs
contributed to learning
 visual support rated highest
 pedagogical challenge rated lowest
K-12 student perspectives on design factors
 ease of use
 animations and graphics
 interactive qualities
 immediate and meaningful feedback
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Using Learning Objects
Inferences about learning objects
performance improved for most students
range of ratings
individual differences exist in use and
acceptance
 improvement over other teaching strategies
 most effective when integrated into a
lesson with brief introduction, supporting
handout and/or class discussion
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Using Learning Objects
Positive impact in secondary classrooms
 almost 30% increase in student
performance when learning object used in
conjunction with other teaching strategies
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Using Learning Objects
Higher education faculty obstacles
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insufficient awareness and understanding of LOs
time to find good LOs
time required to integrate LOs into existing
course or curriculum
Higher education faculty attitudes
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LOs complement and enhance text books
LOs help students be more engaged and better
prepared for class
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Using Learning Objects
Studies on student performance
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fewer students needing assignment changes or
alternate assignments
increased passing rates on assignments and
quizzes
LOs with embedded explanations, graphical
representations, and rich feedback contribute to
increased performance
mixed results on simulation-based LOs
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Using Learning Objects
Higher education student perspectives
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positive characteristics
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animations
self-assessments
control over learning
ease of use
feedback
scaffolding or support
negative characteristics
 problems with navigation
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Using Learning Objects
Successful practices
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align the instructional outcomes and LO use
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look for quality learning objects
keep user capabilities and needs in mind
 incorporate handouts, discussions or other
activities requiring learners to respond to
concepts presented in LOs
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Using Learning Objects
Possible uses of learning objects
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provide another way to look at a concept
motivate students
review a previously studied concept
introduce a concept before a formal lesson
teach a new concept
practice a new concept
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Using Learning Objects
Delivery methods
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online courses
hybrid or blended courses
CD-ROMs or DVDs
PDAs or cell phones
Web sites
online text books
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Using Learning Objects
Instructor benefits of using LOs
speed and efficiency of instructional
development
 exposure to new ideas and methods of
presenting instructional content
 collaboration with other instructors
 differentiated instruction
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Using Learning Objects
Student benefits of using LOs
 review and reinforcement of previously
learned concepts
 learning new concepts
 personalized instruction
 just-in-time learning
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Using Learning Objects
A learning object includes
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digital content
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practice activities
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assessment tools
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one or more
educational objectives
metadata
example: Plagiarism Prevention
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Using Learning Objects
An asset can be
used to build learning
objects
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tagged with metadata
Example: Action Now
for Life on Earth Video
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Using Learning Objects
What is metadata?
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data about data used for retrieval
information about an object
description of a “resource” like a library
catalog record
 search attributes, such as title, author, date,
location, description and subject
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location of metadata
 separate from the resource described
 embedded within resource
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Using Learning Objects
Why use metadata?
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improves precision in Web searching
facilitates discovery of relevant information
supports digital rights management
supports version control and provenance
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Using Learning Objects
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SREB-SCORE LOR
 WISC-Online LOs
 metadata harvesting
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other LORs
 BEN
 The Orange Grove
 Ide@s
 WebCLS Learning Object Repository
 OER Commons
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Using Learning Objects
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Open Source
Content/Resources Sites
Consolidated Learning Object
Sites
Courseware and Content —
Sharing Consortia
Consolidated Resource Sites
Creative Commons and Terms
of Use Statements
Open Source Development
Resources
Learning Object Development
Tools
Copyright Information
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Learning Objects: General
Information
General Information and
Research Sites
Using Learning Objects
Meta Data and Metatagging
Use Cases
LOR Products
Workflow
Instructional Design
ALA
Planning
Web 2.0
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Using Learning Objects
Searching LORs: hands-on exercise
Write down a list of potential topics.
Write down the resources that you find and how
you might use them.
 Use the links at http://SREB-SCORE.org.
 Report back to group.
− Did you have a favorite LOR or URL? If so, what
is it? How might you use it?
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Using Learning Objects
Login Information: SREB-SCORE Site
http://SREB-SCORE.org
 User name:
SCORE
 Password:
SCORE
▪ Go to the SCORE Workshop course and access
the links from Links in the navigation bar.
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Using Learning Objects
Reporting back to group
Did you find anything that you can use?
What can you use it for?
 How difficult was it to find something
useful?
 Did you have a favorite LOR or URL? If so,
what is it?
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Using Learning Objects
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Open Source
Content/Resources Sites
Consolidated Learning Object
Sites
Courseware and Content —
Sharing Consortia
Consolidated Resource Sites
Creative Commons and Terms
of Use Statements
Open Source Development
Resources
Learning Object Development
Tools
Copyright Information
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Learning Objects: General
Information
General Information and
Research Sites
Using Learning Objects
Meta Data and Metatagging
Use Cases
LOR Products
Workflow
Instructional Design
ALA
Planning
Web 2.0
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Using Learning Objects
Searching LORs: hands-on exercise
Use the links on the http://SREB-SCORE.org
site
 Report back to group in Chat area.
− Did you have a favorite development tool?
If so, what is it? How might you use it?
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Using Learning Objects
Questions?
Comments?
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Using Learning Objects
Sources:
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Akpinar, Y. “Validation of a Learning Object Review Instrument: Relationship between Ratings of
Learning Objects and Actual Learning Outcomes.” Interdisciplinary Journal of E-Learning and
Learning Objects, Vol. 4, 2008 [http://ijklo.org].
Caws, C., Friesen, N., and M. Beaudoin. “A New Learning Object Repository for Language Learning:
Methods and Possible Outcomes.” Interdisciplinary Journal of Knowledge and Learning Objects,
Vol. 2, 2006 [http://ijklo.org/volume2.html].
Haughey, M. and B. Muirhead. “The Pedagogical and Multimedia Designs of Learning Objects for
Schools.” The Australasian Journal of Educational Technology, Vol. 21, No. 4, 2005
[http://www.ascilite.org.au/ajet/ajet21/haughey.html].
Kay, R. H. and L. Knaack. “An Examination of the Impact of Learning Objects in Secondary School.”
Journal of Computer Assisted Learning, Vol. 24, No. 6, 2008 [http://dx.doi.org/10.1111/j.13652729.2008.00278.x].
Kay, R. H. and L. Knaack. “Investigating the Use of Learning Objects for Secondary School
Mathematics.” Interdisciplinary Journal of E-Learning and Learning Objects, Vol. 4, 2008
[http://ijklo.org/Volume4/IJELLOv4p269-289Kay.pdf].
Krauss, F. and M. Ally. “A Study of the Design and Evaluation of a Learning Object and Implications
for Content Development.” Interdisciplinary Journal of Knowledge and Learning Objects, Vol. 1,
2005 [http://ijklo.org].
Nash, S. S. “Learning Objects, Learning Object Repositories, and Learning Theory: Preliminary Best
Practices for Online Courses.” Interdisciplinary Journal of E-Learning and Learning Objects, Vol. 1,
2005 [http://www.ijklo.org/Volume1/v1p217-228Nash.pdf].
Smith, R. Guidelines For Authors of Learning Objects. New Media Consortium (NMC Publications),
2004 [http://www.nmc.org/publications/learning-object-guidelines].
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This presentation was developed by Liz
Glowa and Michael Anderson and was
edited by William Hawk, June Weis, and
Lisa Johnson. Development of this
resource was funded by the members of
the SREB Sharable Content Object
Repositories for Education (SCORE)
initiative.
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