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Module 4 Application

Creating Learning Objects

Justin T. Harnden

American College of Education

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Module 4 Application

When becoming an educator in the 21st century it is quintessentially important that you

are willing to embrace and and utilize tools that will help the adult of tomorrow succeed today.

Within that there are a number of tools that they can utilize in order to best prepare them for

journey that they are on. However, a lot of the pressure does fall on the educational, technology,

and school leaders as well. It is imperative that are informed, educated, and empowered to

utilize tools that are available to them. In my opinion, more often than not educators are

expected to know the tools that they can use, but that really is farther from the truth. The

educators of today are busy and often overwhelmed. By providing them with simple learning

objects that they can quickly reference they have the potential to utilize them immediately within

their classroom. While this may not work for all educators I feel that a large majority could

benefit almost instantaneously from some information on some simple tools.

Part 1: Creating Learning Objects

Tool #1: Trello (below is a simple poster that could be presented)

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The first tool that I have chosen to utilize is Trello (www.trello.com). Trello is a web

based digital tool that groups can utilize in order to better organize their collaborative skills.

From my perspective this falls into the “Evaluating” aspect within Bloom’s Taxonomy. This

will allow the group the power to work together in a digital environment to both collaborate and

communicate with one another throughout the process. The tool was selected due to a variety of

factors, but the most stand out factor was that group projects are extremely difficult to monitor.

Teachers often have no idea who is doing the majority of the work, or who is riding on the coat

tails of others. Educators, and students alike need to find better and more effective ways to hep

students work in collaborative situations. The tool is available on a variety of platforms and

devices, which make it readily available to all. The tool is extremely appropriate in the fact that

all can use it with very little interference to their beliefs, likes, or dislikes. S

The style of learning object that I chose for this learning object is a simple visual

representation of what the tools can do. It is a sample screenshot of the tool in action for others

to see. The hope would be for the educators and students to see what the tool is capable of.

When they see it the hope would be that they understand how valuable the tool could be to all

parties involved. Group work is tremendously difficult and with that it is important to remember

that “different kinds of digital resources and organizational conditions” (Svensson & Eriksson,

2014, p. 952) sare required in order to achieve the highest levels of success.

Tool #2: Elmo Document Camera

Elmo Document Camera (Classroom Instructions) Step 1: Locate the document camera within your classroom (it is either on your desk, or on a lectern at the front of the room) Step 2: Make sure your computer is on and you are logged in along with your data projector as well. Step 3: Turn on the document camera by pressing the power button (see image)

Elmo Document C

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Step 4: Select either the Camera button (this will allow you to show what is underneath the document camera on the projector) or the Computer button (this will mirror the computer display on the projector. Notes - you can switch between these fairly effortlessly - on the Elmo Arm there are a few features available - Zoom in/Zoom out by twisting the black button on the end of the arm - Focus – push the orange button on the end of the arm to adjust focus - Freeze –push the Hourglass button in the middle of camera, or computer

buttons When finished please power off the data projector, Elmo document camera, and computer.

In choosing the simple technology tool of an Elmo document camera, which is available

in all classrooms within the school that I teach, my intention was to involve and educate all

teachers on how to simply use this readily available tool. The tool is something that I feel is

severely underutilized by the teachers that I work with. By utilizing this tool teacher are able to

put up any student project (web-based, or paper based) for all teachers to utilize. When I walk

around our hallways I rarely see this tool being used. If the tool is there then the teachers need to

find beneficial ways to utilize it. The tool is extremely appropriate for all students involved.

There would not be any concern in any school and classroom as long as the teachers monitor

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what is presented. If we look at what goes on within the classroom it is important to note that it

is the “the teachers duty is to make learning live, not just something to remember but part of

living experience” (Nitu & Dahiya, 2017). Within the division of Bloom’s Taxonomy this tool

can fall in a variety of areas. Those could be different based upon how teachers utilize the tool.

In my opinion, it would mostly fall within the area of understanding. Teachers will be able to

present information to all their students in a visual manner to help them understand the material.

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The rationale for picking in instruction set as the learning object for this tool is realty

quite simple. In my 15 year at my current school I have never seen any instructions for this tool

in any classroom that I have been in. Teachers are expected to know how to use these already,

but often times I find myself helping them and substitutes use these things. I am constantly

bewildered at the fact that people do not know how to utilize these tools that are ever present in

their rooms. It is my hope that teachers will see how easy they are to utilize and will feel

confident in their use of them.

Part 2: About

For the “About” section of the application please go to the following Prezi link:

http://prezi.com/qzjekb4i0-9y/?utm_campaign=share&utm_medium=copy&rc=ex0share

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References

Nitu, K. S., & Dahiya, H. (2017). Audio visual aids: An essential tool for

teaching. International Journal Of Nursing Education, 9(1), 64-66. doi:10.5958/0974-

9357.2017.00012.5

Özerbas, M. A., & Kilic, T. B. (2017). The effects of using learning objects on the

students' achievement, motivation and persistence in mathematics teaching. Kastamonu

sEducation Journal, 25(3), 975-992.

Svensson, A., & Eriksson, G. F. (2014). Inter‐Professional learning for teaching – Using digital

tools. Proceedings Of The European Conference On Knowledge Management, 3946-953.

Trello. (n.d.). Retrieved March 18, 2018, from https://trello.com/