What is a LEARNING OBJECT

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What is a LEARNING OBJECT?

• EDTEC 448
• TEACHER AS PRODUCER CASE
• Matthew J. Curry

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INTRODUCTION

• The Internet has changed our lives, transforming
  the ways that we communicate, shop, access
  information, manage finances, etc.
• In the 21st Century, the Internet is also
  beginning to change the way we teach and learn.
  

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INTRODUCTION

• In his book, The Instructional Use of Learning
  Objects, David A. Wiley suggests that a major
  change may also be coming in the way educational
  materials are designed, developed, and delivered
  to those who wish to learn (p. 2).
  Specifically, Wiley is referring to the evolution
  from simple web objects to functional web-based
  learning objects.

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WHAT IS A LEARNING OBJECT?

• At the most basic level, a learning object (LO)
  is a digital, computer-based instructional tool
  that can be reused a number of times in
  different learning contexts (Wiley, p. 3).
• A LO differs from traditional instructional media
  (i.e. overheads and video tapes) in that it can
  be accessed by numerous learners at the same time
  via the Internet (Wiley, p. 3).

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WHAT IS A LEARNING OBJECT?

• It is difficult to come up with a universally
  accepted definition of a LO, but Wiley offers
  this explanation
• A learning object is any digital resource that
  can be reused to support learning (p. 7).

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WHAT IS A LEARNING OBJECT?

• Because different organizations offer varying
  definitions of this term, learning objects are
  sometimes referred to as
• Knowledge objects
• Instructional components
• Pedagogical documents
• Educational software components
• Online learning materials
• (Wiley, p. 6)

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ATTRIBUTES

• According to Wiley, learning objects are
  beneficial because of their potential for
• REUSABILITY
• GENERATIVITY
• ADAPTABILITY
• SCALABILITY

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Wileys Atom

• A learning object is like an
• atom
• Not every atom is combinable with every other
  atom.
• Atoms can only be assembled in certain structures
  prescribed by their own internal structure.
• Some training is required in order to assemble
  atoms.
• (Wiley, p. 17)

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EXAMPLES

• Based on Wileys definition, the following could
  be considered a LO
• Digital images/photos
• Live data feeds
• Audio and video segments
• Small bits of text
• Animations
• Web pages that combine text and other media to
  deliver a complete learning experience

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WEB BASED vs. WEB ENHANCED

• The general difference between web-based
  instruction (WBI) and web-ehanced instruction
  (WEI) is the environment in which learning takes
  place.
• WBI is the term often used to describe
  instruction that takes place on the Internet
  (i.e. online courses).
• WEI generally refers to instruction that takes
  place in a traditional classroom setting where
  technology (esp. the Internet) has been
  integrated for instructional purposes.

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WEB BASED vs. WEB ENHANCED

• According to research conducted by Tiffany
  Koszalka (1998), integrating the Internet into
  instruction requires more than simply posting
  notes online or providing an archive of helpful
  links to learners. Effective web-enhanced
  instruction requires the integration of learning
  objects that support learning and may encourage
  collaboration and/or interactivity among
  learners.

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WEB BASED vs. WEB ENHANCED

• How does a simple web object (WO) become a
  web-based learning object (LO)?
• When a WO is used to support learning through
  instruction and is able to be reused, it may be
  considered a LO.
• In order to be considered a LO, a WO must be used
  for instructional purposes, not just for
  information.

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INFORMATION, INSTRUCTION, and LEARNING

• The three concepts are interconnected--learning
  occurs when effective instruction helps the
  learner process and encode information.

INFORMATION
INSTRUCTION
LEARNING
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INFORMATION, INSTRUCTION, and LEARNING

• Learning objects function to support instruction,
  rather than simply present information (a
  fundamental difference between web-based objects
  and web-enhanced learning objects).

INFORMATION
INSTRUCTION
LEARNING
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TYPES OF LEARNING OBJECTS
FUNDAMENTAL COMBINED-CLOSED COMBINED-OPEN GENERATI
VE-PRESENTATION GENERATIVE-INSTRUCTIONAL
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FUNDAMENTAL

• Description a single digital resource, not
  combined with any other object often a visual
  aid that may serve as an example or illustration
• Wileys Example A JPEG of a hand playing a
  chord on a piano keyboard

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FUNDAMENTAL

• Additional Example
• Migrant Mother picture by Dorothea Lange
• JPEG available from the Library of
  congress at the following URL
• http//www.loc.gov/rr/print/list/128_migm.html
  
• The JPEG could be used to support a
  creative writing exercise as an example of
  the life of migrant workers--a concept
  related to The Grapes of Wrath.

Library of Congress Prints and Photographs
Division Washington, DC 20540
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COMBINED-CLOSED

• Description a small group of combined digital
  resources the resources have been combined so
  that the elements cannot be recovered
  individually usually provides instruction or
  practice video clips are common examples of this
  type
• Wileys Example A video of a hand playing a
  chord on a keyboard with accompanying audio

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COMBINED-CLOSED

• Additional Example
• Video Clip When Fiction Inspires Change
• This video clip can be found at the
  following URL
• http//streaming.discoveryeducation.com/search
  /assetDetail.
• cfm?guidAssetID34D110D3-302D-4B42-BD3A-D01369
  E5C54E
• This video clip could be used to support
  a lesson on how Steinbecks novel, The Grapes
  of Wrath, was inspired by real life events
  and it brought attention to the plight of
  migrant workers during The Depression.

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COMBINED-OPEN

• Description a larger number of combined digital
  resources the elements are recoverable (as
  opposed to those in combined-closed) and can be
  reused websites are common examples (combination
  of images, video, and other media)
• Wileys Example A web page that combines the
  JPEG and video together with textual material

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COMBINED-OPEN

• Additional Example
• About the Dust Bowl--a collection of images
  and textual elaboration.
• This website can be found at
• the following URL
• http//www.english.uiuc.edu/maps/depression/du
  stbowl.htm
• This website could be used to provide
  background information and visual aids about
  the Dust Bowl which directly affects
  characters in The Grapes of Wrath

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GERNERATIVE-PRESENTATION

• Description a combination of lower-level LOs
  (fundamental and combined-closed) can be
  frequently reused in similar contexts often used
  for presentations in instruction, reference,
  practice, and testing
• Wileys Example A JAVA applet capable of
  graphically generating a set of notes and then
  positioning them to present a chord
  identification problem for a student

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GERNERATIVE-PRESENTATION

• Additional Example
• 50 Dark Movies, Hidden in a Painting
• This activity can be found at
• the following URL
• http//us.mms.com/us/dark/dark_game.jsp
• This site is a fun, yet instructional
  game that tests students media literacy and
  their ability to analyze visual clues.
  They must click on the clues in the picture
  and figure out the title of the movie.

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GERNERATIVE-INSTRUCTIONAL

• Description a combination of fundamental,
  combined-closed, and generative-presentation
  types provides for student interaction reusable
  in similar contexts and in those other than for
  what they were designed
• Wileys Example An EXECUTE instructional
  transaction shell which instructs and provides
  practice for the process of chord root, quality,
  and inversion identification

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GERNERATIVE-INSTRUCTIONAL

• Additional Example
• Animoto--Video Generator/Slideshow Substitute
• This site can be found at the
• following URL
• http//animoto.com/
• This is a very user-friendly video
  creator that can be used to create an
  instructional slideshow and the students can
  also easily follow the steps to interact with
  the site and create their own audio/visual
  presentations.

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RESOURCES

• Grabowski, B.L. and R. Small. Information,
  Instruction, and Learning A Hypermedia
  Presentation. Performance Improvement
  Quarterly. 101, 156-66.
• Koszalka, Tiffany. Web-Based versus
  Web-Enhanced--Is There a Difference? 30 Oct.
  2007 lthttp//www.ed.psu.edu/nasa/attweb/
• based_vs.htmlgt.
• Wiley, David A. Connecting Learning Objects to
  Instructional Design Theory A Definition, A
  Metaphor, and a Taxonomy. The Instructional Use
  of Learning Objects Electronic Version. 30
  Oct. 2007 lthttp//www.reusability.org/read/gt.