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Designing for Deeper Learning: How Can Learning Objects Help?
Kathy Bennett, University of Tennessee
Patricia McGee, the University of Texas at San Antonioå
Learning at Brick & Mortar
Environments. Classrooms, the field, home, hallways…
Strategies.Cooperative learning, lecture, demonstration, modeling…
Activities. Practice, inquiry, observation, debate…
Assessments. Quizzes, exams, papers,projects…
Learning @ New Academy
Environments. e-mail, WebCT, Blogs, Wikis, discussion forums, gaming, shopping…
Strategies. Computer Supported Collaborative Learning (CSCL), WeQuests, Webliography…
Activities. Practice, inquiry, observation, debate…
Assessments. Digital papers, Power Point Presentations, Web Pages, Communities of Practice…
Topics for Learning
• Must be learned by different people at different times.
• Is used in different contexts for different purposes.
• May be required for review or updating skills.
• Involves interaction with content, manipulation of data, practice, etc. that is not easy to accomplish in a classroom or training session.
Learning Objects
A “learning object” is “any digital resource that can be reused to mediate learning”
(Wiley & Edwards, 2002)Learning Objects should serve us:• Just enough – if you need only part of a course, you
can use the learning objects you need.• Just in time – learning objects are searchable, you
can instantly find and take the content you need.• Just for you – learning objects allow for easy
customization of courses for a whole organization or even for each individual.
Learner-Centered
Principles for Deeper Learning
Technology Uses
Teaching Practices
Deeper Learning
Learning Activities
Design Implications
A Conceptual Framework for Learning
• Active
Deeper Learning
• Active
Deeper Learning
• Active
• Contextual
Deeper Learning
• Active
• Contextual
Deeper Learning
• Active
• Contextual
• Social
Deeper Learning
• Active
• Contextual
• Social
Deeper Learning
• Active
• Contextual
• Social
• Engaged
Deeper Learning
• Active
• Contextual
• Social
• Engaged
Deeper Learning
• Active
• Contextual
• Social
• Engaged
• Ownership
Deeper Learning
• Active
• Contextual
• Social
• Engaged
• Ownership
Deeper Learning
Learning Activities
•Thinking–Problem solving–Analyzing
Learning Activities
• Assignments– Discovery– Experiential and field-based– Apprenticeship
Learning Activities
Learning Activities
• Projects– Group– Case studies– Products
Learning Activities
Learning Activities
• Projects– Group– Case studies– Products
• Assessment– Formative– Self
Learning Activities
Learning Activities
Evaluation of a Learning Object
BREAK
Deeper Learning Strategies
• Problem-solving (provide solution to a real world problem)
• Inquiry (generate question(s) about a topic and find answers)
• Research (hypothesize, generate research questions, and support a conclusive answer)
• Creative (generate something new, e.g game, model)
• Debate (support a position with evidence and refute arguments)
• Prototyping or field-testing (new product, strategy, process)
A Medieval Design
Design Process
Step 1: Identify Scope
Step 2: Determine Scenario/Context
Step 3: Identify and Select Resources
Step 4: Determine Learner Deliverables.
Sep 5: Create Learner Activities
Step 5: Decide on Assessment Measures
Reflection
• What are challenges?
• What is the greatest potential?
References & Resources
• A Learning Object on Learning Objectshttp://people.cohums.ohio-state.edu/dagefoerde2/NLII_LO/examples.htm
• Learning Objects Key Theme Page http://www.educause.edu/nlii/keythemes/learningObjects.asp
• Learning Object Glossaryhttp://educ3.utsa.edu/pmcgee/nlii/glossary/