Metaschool Module 3.3

Ellinogermaniki AgogiEllinogermaniki Agogi

Co-funded by the European Union,through the Comenius Programme

Introduction to the Concept Introduction to the Concept of Learning Objectsof Learning Objects

22//2424


Introduction to the concept of learning objects

Structure Structure

33//2424



StructureStructure

• IntroductionIntroduction• Learning ObjectsLearning Objects• More referencesMore references• ConclusionsConclusions

44//2424



IntroductionIntroduction

• This presentetion will introduce This presentetion will introduce teachers to the concept of different teachers to the concept of different sources for learning resources (web-sources for learning resources (web-based; achieves; museum websites); based; achieves; museum websites); introduce different types of learning introduce different types of learning resources (e.g. drill and practice; lesson resources (e.g. drill and practice; lesson plans) and different formats of learning plans) and different formats of learning resources (e.g. website, word resources (e.g. website, word document, pdf, video, sound)document, pdf, video, sound)

55//2424



What is learning object?What is learning object?

-any entity, digital or non-digital, which can be used, re-used or referenced during technology supported learning (IEEE LTSC, 2002)

- any digital resource that can be reused to support learning (Wiley, 2000)

- can include anything that has pedagogical value - digital or no-digital such as a case study, a film… (Karman & Koohang, 2005)

Src: McGreal, R. (2004).

What is learning object? (1/2)What is learning object? (1/2)

66//2424



- any reusable digital resource that is encapsulated in a lesson or assemblage of lessons grouped in units, modules, courses, and even programs (McGreal,2004)

- digital resource in any size and format which can be online accessible and reusable in teaching and learning via online networked environments in order to achieve the desired learning outcomes or educational objectives (Nash, 2005)

What is learning object? (2/2)What is learning object? (2/2)

77//2424



Google

Altavista

Lycos

Alltheweb

Yahoo

Excite

…

Search engines

Directories

Portals

“circular motion”

-too many results

-HTML,HTML,HTML

-no learning purposes

- no educational properties

- no review for quality assurance

Google: 4.200.000 results

?

Why LORs? a typical exampleWhy LORs? a typical example

88//2424



Online Resources vs Online Resources vs Learning ObjectsLearning Objects

Learning Objects are unique because Learning Objects are unique because they:they:

• address a single conceptaddress a single concept• require the teacher to:require the teacher to:

– position the learner position the learner – create a context create a context

• are inclusive e.g.: gender, race, biasare inclusive e.g.: gender, race, bias• have metadata attachedhave metadata attached

99//2424



• Tutor DrivenTutor Driven– Maximise resources – makes sharing easyMaximise resources – makes sharing easy– Economy of Time – saves reinventing the wheelEconomy of Time – saves reinventing the wheel– Allows transfer between different learning Allows transfer between different learning

platformsplatforms– Creation of differentiated and personalised Creation of differentiated and personalised

resourcesresources– Allows convenient storage in a repositoryAllows convenient storage in a repository

(Will Steward, 2004)(Will Steward, 2004)

Why LORs? (1/2)Why LORs? (1/2)

1010//2424



• Learner DrivenLearner Driven– Appropriate levelsAppropriate levels– Individualised learning programmesIndividualised learning programmes– Learning stylesLearning styles– AccessibilityAccessibility– Variety of materialsVariety of materials

(Will (Will Steward, 2004)Steward, 2004)

Why LORs? (2/2)Why LORs? (2/2)

1111//2424



Describing Learning ObjectsDescribing Learning Objects

• How it works: you get a bunch of How it works: you get a bunch of learning objects and put them in a learning objects and put them in a databasedatabase

• You then You then tagtag these objects using (say) these objects using (say) IEEE-LOM or CanCoreIEEE-LOM or CanCore

• The content of these tags – typical age The content of these tags – typical age range, classification, interactivity – are range, classification, interactivity – are used as parameters in a searchused as parameters in a search

1212//2424



How can teachers incorporate How can teachers incorporate Learning Objects?Learning Objects?

Starting Point A

I’ve got a LO, what

learning outcomes or

activities can it be

used to achieve?

Starting Point B

This is what I want my

students to learn,

which LO will be useful

in achieving this?

1313//2424



Learning Object Metadata (1/2)Learning Object Metadata (1/2)

• The following is a list of some of the types of The following is a list of some of the types of information that may be included in a information that may be included in a learning object and its metadata:learning object and its metadata:– General Course Descriptive Data, including: course General Course Descriptive Data, including: course

identifiers, language of content (English, Spanish, identifiers, language of content (English, Spanish, etc.), subject area (Maths, Reading, etc.), etc.), subject area (Maths, Reading, etc.), descriptive text, descriptive keywords descriptive text, descriptive keywords

– Life Cycle, including: version, status Life Cycle, including: version, status – Instructional Content, including: text, web pages, Instructional Content, including: text, web pages,

images, sound, videoimages, sound, video

1414//2424



Learning Object Metadata (2/2)Learning Object Metadata (2/2)

– Glossary of Terms, including: terms, definition, Glossary of Terms, including: terms, definition, acronyms acronyms

– Quizzes and Assessments, including: questions, Quizzes and Assessments, including: questions, answers answers

– Rights, including: cost, copyrights, restrictions on Rights, including: cost, copyrights, restrictions on Use Use

– Relationships to Other Courses, including Relationships to Other Courses, including prerequisite courses prerequisite courses

– Educational Level, including: grade level, age Educational Level, including: grade level, age range, typical learning time, and difficulty. range, typical learning time, and difficulty.

[IEEE 1484.12.1:2002]

1515//2424



Different Types of Different Types of Learning ResourcesLearning Resources

1616//2424



1717//2424



1818//2424



1919//2424



2020//2424



2121//2424



Learning Object Metadata UseLearning Object Metadata Use

• We think of metadata as describing the We think of metadata as describing the contents of a learning object, like the label contents of a learning object, like the label on a can, and that’s partially true. But…on a can, and that’s partially true. But…

• LearningLearning Object metadata doesn’t describe Object metadata doesn’t describe an object, it describes a an object, it describes a useuse of an object of an object

• That is why we need multiple metadata That is why we need multiple metadata schemes, because we have multiple usesschemes, because we have multiple uses

2222//2424



More rMore referenceseferences (1/2) (1/2)• Beck, Robert J. (2009), Beck, Robert J. (2009), "What Are Learning "What Are Learning

Objects?", Learning Objects, Center for Objects?", Learning Objects, Center for International Education, University of Wisconsin-International Education, University of Wisconsin-MilwaukeeMilwaukee..

• Learning Technology Standards Committee (2002) Learning Technology Standards Committee (2002) (PDF), (PDF), Draft Standard for Learning Object Draft Standard for Learning Object Metadata. IEEE Standard 1484.12.1Metadata. IEEE Standard 1484.12.1, New York: , New York: Institute of Electrical and Electronics Engineers. Institute of Electrical and Electronics Engineers.

• Rehak, Daniel R.; Mason, Robin (2003), "Engaging Rehak, Daniel R.; Mason, Robin (2003), "Engaging with the Learning Object Economy", in Littlejohn, with the Learning Object Economy", in Littlejohn, Allison, Allison, Reusing Online Resources: A Sustainable Reusing Online Resources: A Sustainable Approach to E-LearningApproach to E-Learning, London: Kogan Page, , London: Kogan Page, pp. 22–30. pp. 22–30.

2323//2424



More rMore referenceseferences (2/2) (2/2)• Shaw, Michael (October, 2003), "(Contextual and Shaw, Michael (October, 2003), "(Contextual and

Mutated) Learning Objects in the Context of Design, Mutated) Learning Objects in the Context of Design, Learning and (Re)Use", Learning and (Re)Use", Teaching and Learning with Teaching and Learning with TechnologyTechnology..

• Wiley, David A. (2000), "Connecting Learning Objects Wiley, David A. (2000), "Connecting Learning Objects to Instructional Design Theory: A Definition, A to Instructional Design Theory: A Definition, A Metaphor, and A Taxonomy", in Wiley, David A. (DOC), Metaphor, and A Taxonomy", in Wiley, David A. (DOC), The Instructional Use of Learning Objects: Online The Instructional Use of Learning Objects: Online VersionVersion..

• Chiappe, Andres.; Segovia, Yasbley; Rincon, Yadira Chiappe, Andres.; Segovia, Yasbley; Rincon, Yadira (2007), "Toward an instructional design model based (2007), "Toward an instructional design model based on learning objects", in Boston, Springer (html), on learning objects", in Boston, Springer (html), Educational Technology Research and DevelopmentEducational Technology Research and Development, , Boston: Springer, pp. 671–681Boston: Springer, pp. 671–681..

2424//2424



ConclusionsConclusions

• Creating learning resources in object formats is seen Creating learning resources in object formats is seen as way to bring about increased flexibility, as way to bring about increased flexibility, customization, ease of update, searchability, and customization, ease of update, searchability, and manageability to rich stores of content and learning manageability to rich stores of content and learning resources that are available from publishers or that resources that are available from publishers or that have been created by faculty members or teachers. have been created by faculty members or teachers. After the end of this presentetion the participants will After the end of this presentetion the participants will have the opportunity through conducting specially have the opportunity through conducting specially designed mini-projects to further apply what they designed mini-projects to further apply what they have learnt by producing educational resources have learnt by producing educational resources following the learning objects paradigm.following the learning objects paradigm.

Metaschool Module 3.3

Education

Transcript of Metaschool Module 3.3