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Learning Objects: The Next Wave
Ellen D. WagnerDirector, Global Higher EducationMacromedia, Inc.
Technology Infrastructure: Anytime/Anywhere Browsers, Connectivity, Devices, Databases,
Legos™ and more – Flexible, Modular Digital Content
Standards and Specifications
Managing Knowledge, Learning, Information, Performance
LEARNING OBJECTS: THE FIRST WAVE
A BRIEF LEARNING OBJECT REVIEW
LOs emerged over the past 10 years as scattered, spontaneous explorations of content modularity and personalized learning
Accelerated by the ability to transport content cheaply and easily
Encouraged by business’s quest to create new value from learning
Sparked by new learning theory research
Enabled through standardized metadata
THE LEARNING OBJECT VALUE PROPOSITION
The right content at the right time delivered in the right way on the right devicesto the right people.
Wayne Hodgins
LEARNING OBJECTS: THE NEXT WAVE
Evaluating the Learning in Learning Objects
Making Content Count
More than Metadata
About Ecosystems
Bridging Value Gaps
TRANSFORMING THE LEARNER-CENTERED EXPERIENCE
Ownership
Engagement
Social
Contextual
Active
DEEPER LEARNING
REQUIRES
IS
IS
IS
www.west.asu.edu/nlii/learning.htm
ENCOURAGES
THE ABSOLUTE VALUE PROPOSITION
Simple Complex
Deeper Learning offers a theoretical, conceptual and operational framework …
maximizing the quality and results of a transformative learning program…
focused on the needs and interests of the learner.
LEARNING TASK
Qu
alit
y o
f Le
arn
ing
Exp
eri
en
ce
Low
High
DEEPER LEARNING
THE SITUATIONAL VALUE PROPOSITION
Simple Complex
The more complex a learning task, and the higher the expectation of subject mastery and performance quality, the greater the value of Deeper Learning.
LEARNING TASK
Qu
alit
y o
f Le
arn
ing
Exp
eri
en
ce
Low
High
DEEPER LEARNING
On the Journey toward DEEPER LEARNING…
Competency-Based Learning
(“Just enough”)
Personalized Learning (“Just for me”)
Decision Support (“Just
because”)
Performance Support (“Just in time”)
BRIDGING LEARNING GAPS
Simple ComplexLEARNING TASK
Qu
alit
y o
f Le
arn
ing
Exp
eri
en
ce
Low
HighDEEPER
LEARNING
DECISION SUPPORT
PERFORMANCE SUPPORT
COMPETENCY BASED LEARNING
MASTERY LEARNING
MAKING CONTENT COUNT:Drowning in a sea of content
A recent (2001) University of California study estimated that approximately 250 MB of digital content is produced per person per year on a global basis.
IDC (2002) estimates that digital content assets double every 14- 18 months.
The average corporate database holds 100 terabytes of digital content (the same space required to archive all pages posted to the WWW between 1996-2001.)
MAKING CONTENT COUNT:Content as commodity
Organizations are re-evaluating the strategic value of their content Organizations are re-evaluating the strategic value of their content for learning and performance improvement.for learning and performance improvement.
They want to leverage organizational intellectual property They want to leverage organizational intellectual property in support of improved learning and performing across in support of improved learning and performing across the entire enterprisethe entire enterprise..
IN THE LEARNING WORLD, ATTENTION IS TURNING TO CONTENT
Bob Boiko, (2002) Content Management Bible. New York: Wiley. xxxv. http://www.metatorial.com
Content is information that retains its human meaning and context
Content is information put to use
Content is information plus data
A LEARNING CONTENT REFERENCE MODEL
ContentAsset
Information Object
Learning Object
Learning Content Aggregations*
LearningEnvironment
C o n t e x t
R e u s a b i I I t y
L e a r n i n g C o n t e n t E c o s y s t e m
FactConceptPrincipleProcessProcedure
Objective Practice Assess
Components
Databases
Communications
Web S
erv
ices Communities
Revis
ed, W
agner,
Learn
ati
vit
y, 20
03
.doc
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ChapterLessonUnitCourse
Collaboration
DOIs provide information about the OBJECT.
• It tell you about the content metadata
• PLUS it tells you where the object is located, who owns it, how to get it
MORE THAN METADATA:DIGITAL OBECT IDENTIDIERS
Metadata provide information about the CONTENT
• Objectively describe attributes of content in an object
• Subjectively describe the learning content’s relative perceived value
DIGITAL OBJECT IDENTIFIERS (DOIs)
Court
esy
Robin
Wils
on,
The S
tati
onery
Offi
ce
DOIs capture information about a specific, registered content fileDOIs make digital content transactional, salable, exchangeable
What is a DOI ?
Owner
Account
Date Create
Type : D,A, or P
URL
Location
Creator It’s simply a Digital Pointer An Identifier: Unique, Global, Persistent & ResolvableUnique, Global, Persistent & Resolvable DOIs make intangible information assets tangible
System Metadata
10.1786/HSY6KS82DJS710.1786/HSY6KS82DJS7
Court
esy
Robin
Wils
on,
The S
tati
onery
Offi
ce
ABOUT ECOSYSTEMS
An ecosystem is a complex of living organisms, their physical environment and all their inter-relationships in a particular unit of space
LEARNING OBJECT ECOSYSTEMS
TECHNOLOGYCONTENT
LEARNING
LEARNING ECOSYSTEM
PEDAGOGY(Teaching
Design)
PR
AC
TIC
E
Learning Content
Learning Theories
Instructional Theories
EPISTOMOLOGIES
ONTOLOGIES
TAXONOMIES
AS
SE
SS
EV
ALU
AT
ION
DISTRIBUTION
Mai
nten
ance
MA
NA
GE
ME
NT
The LearningExperience
METADATA
Learning Design
DEVELOPMENT
DESIGN
EN
GA
GE
EX
CH
AN
GE
Authoring toolsContent creation
ManagementPlatform
LCMS and/or REPOSITORY
LEARNING CONTENT LIFECYCLE
Existing Content
Learning Content Authoring Tools
Learning Content Authoring Tools
Chunk
Create
Repurpose
Assemble
LearningCatalog
LearningCatalog
LMS
Import
Find
Track
Deliver
© Eduworks Corporation, 2002
LEARNING TECHNOLOGY ECOSYSTEM
Design of Content, Platform; Devices, Systems
Development of Content, Platform; Devices, Systems
Storage of Metadata, Content,
Digital Rights Management
Distribution Management
Content/Learning Management
Infrastructure Management
Metadata and DOIs
BRIDGING VALUE GAPS
Between and among business, government and academe
Between and among disciplines and ecosystems
Between and among learning object team members
STRATEGIES FOR BRIDGING THE GAP
Encourage more multi-disciplinary discussions
“It’s the epistemology, stupid”
Identify and foster our common interests, and work toward achieving mutual benefit
Wagner, 2002, Will learning survive our good intentions? In Transforming Culture: An Executive Briefing on the Power
of Learning http://www.darden.edu/batten/clc/Articles/Intentions.pdf
BRIDGING THE GAP, CONT’D
Seek out the intersections of interest, purpose and intent between and among stakeholders
Be willing to listen and learn
Remember that change is a process, not an event
Wagner, 2002, Will learning survive our good intentions? In Transforming Culture: An Executive Briefing on the Power of
Learning http://www.darden.edu/batten/clc/Articles/Intentions.pdf
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