Learning Objects 1

Running head: Reusable Learning Objects

Reusable Learning Objects Projects

Mary Amoson, Sondra Edwards, Dollie Evans, Janice Kelley, Sue Sampsen

University of West Georgia

Learning Objects 2

Course Title: Computer Fundamentals

Topic from McGraw-Hill

Course

Learning Object from MERLOT Critical Thinking Activity

1. Computer Hardware

Hardware FundamentalsMERLOT URL:http://www.merlot.org/merlot/viewMaterial.htm?id=88948 Direct URL: http://jdurrett.ba.ttu.edu/courseware/hf100/hf100m6.htm

Two minute paper

2. Getting Started How Operating Systems WorkMERLOT URL:http://www.merlot.org/merlot/viewMaterial.htm?id=78531 Direct URL: http://www.howstuffworks.com/operating-system.htm  

Concept map

3. Word Processors I

Word Processing With Microsoft Word 2002MERLOT URL: http://www.merlot.org/merlot/viewMaterial.htm?id=80684Direct URL: http://www.umw.edu/training/inte/office/word/word_processing/index.htm

Compass Award

 

Read and rephrase

4. Word Processors II

Computer Literacy MERLOT URL:http://merlot.org/merlot/viewMaterial.htm?id=81597 Direct URL: http://www.fgcu.edu/support/office2007/Word/tables.asp

Create a table

5. Spreadsheets Microsoft Office Tutorial MERLOT URL: http://merlot.org/merlot/viewMaterial.htm?id=81597 Direct URL: http://www.fgcu.edu/support/office2000/excel/index.html

Create a chart or graph

6. Presentations I Microsoft Office Tutorial MERLOT URL:  http://merlot.org/merlot/viewMaterial.htm?id=81597 Direct URL: http://www.fgcu.edu/support/office2007/ppt/tips.asp

Create a rubric

7. Presentation II Computer Literacy MERLOT URL: http://merlot.org/merlot/viewMaterial.htm?id=90126 Direct URL: http://www.jegsworks.com/Lessons/presentations/advanced/index.html

Create a rubric

Learning Objects 3

8. Networks and the Internet

Networks for Beginners MERLOT URL: http://merlot.org/merlot/viewMaterial.htm?id=76036 Direct URL: http://www3.rad.com/networks/1997/nettut/main.html

Create a concept map

9. Email Email Setup MERLOT URL: http://merlot.org/merlot/viewMaterial.htm?id=253713 Direct URL: http://www.edwardwtromble.net/EDC604/email.html

Create a tutorial

10. Internet Basics

HTML Interactive Tutor MERLOT URL: http://merlot.org/merlot/viewMaterial.htm?id=77309 Direct URL: http://www.davesite.com/webstation/html/

Create a concept map

11. Internet for Research

Internet SearchesMERLOT URL:http://www.merlot.org/merlot/viewMaterial.htm?id=76967 Direct URL: http://webquest.sdsu.edu/searching/fournets.htm

Create a concept map

12. Evaluating Information

Evaluating SourcesMERLOT URL: http://www.merlot.org/merlot/viewMaterial.htm?id=333643 Direct URL:http://eduscapes.com/tap/topic32.htm

Prioritize Please

13. Research Paper

Writing and Citing Information SourcesMERLOT URL: http://www.merlot.org/merlot/viewMaterial.htm?id=386160 Direct URL:http://library.concordia.ca/help/tutorial/#

Create a wiki site

14. Graphics and Multimedia  

Animoto Multimedia CreationMERLOT URL: http://merlot.org/merlot/viewMaterial.htm?id=283327 Direct URL: http://animoto.com  

Create a multimedia   presentation

Topic 1 – Computer Hardware Subtopics

Basic Concepts Components Input Devices Peripheral Devices

Objectives Describe the functions of processing devices, memory devices, input and output devices,

and storage devices in a computer.

Learning Objects 4

Compare and contrast the use of the keyboard, the mouse, and other input devices to operate a computer.

Explain how a computer processes and stores information, and explain the uses of various types of computers (workstation, laptop, and palmtop).

Explain the steps of installing and using peripheral devices, such as printers and scanners.

Learning objects: This Merlot Learning Activity (MLO) relates to the first learning objective which

requires a basic understanding of the functions of processing devices, memory devices, input and output devices, and storage devices in a computer. It focuses on input/output devices.

Hardware Fundamentals

MERLOT URL: http://www.merlot.org/merlot/viewMaterial.htm?id=88948Direct URL: http://jdurrett.ba.ttu.edu/courseware/hf100/hf100m6.htm

Critical thinking activity: Two minute paper: Before reviewing the material, students will list what they know

about computer input/output devices. After viewing the material, students will add to the paper, listing what they have learned and how they could apply it in two different projects.

Scaffold: The pictures, charts, and diagrams available in the Merlot tutorial serve to support and guide student learning. 

Topic 2 – Getting Started Subtopics

Operating System Functions Common Operating Systems Cross-Platform Issues File Management Common Office Applications Best Practices for Applications

  Objectives

Explain the underlying functions of an operating system. Compare and contrast the features of Windows, UNIX, Linux, Mac OS, and so on. Explain the difficulties of working across different operating systems and how

developers and users can cope with cross-platform issues. Illustrate the use of file manager software to organize files into folders and to copy,

move, and delete files. Differentiate the uses of application software for text editing, spreadsheets, and

presentations. Illustrate the use of menus and help features to understand the capabilities of software.

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Learning objects: This MLO relates to the objective that requires students to explain the functions of an

operating system.

How Operating Systems Work

MERLOT URL: http://www.merlot.org/merlot/viewMaterial.htm?id=78531Direct URL: http://www.howstuffworks.com/operating-system.htm

Critical thinking activity:  After reviewing the tutorial on how operating systems work, students will create their

own tutorial in the form of a concept map.  The concept map will show the sequence of the basic tasks in an operating system.

Scaffold: The site http://www.udel.edu/chem/white/teaching/ConceptMap.html will serve as scaffolding support.

Topic 3 – Word Processors I Subtopics:

Files Entering and Editing Text Simple Formatting Spellcheck and Grammar Check Autoformat and Autocorrect

Objectives: Sequence steps to create, open, save, name, and rename files. Use the keyboard (including delete, backspace, insert keys) to enter and edit text in a

word processor. Select features of page layout, paragraph, and font to format a document. Use spellcheck and grammar check to proofread a document. Select items in autoformat and autocorrect to suit a purpose.

Learning objects: This MLO is based on the use of the keyboard to edit text.

Word Processing/Microsoft Word

MERLOT URL: http://www.merlot.org/merlot/viewMaterial.htm?id=80684Direct URL: http://www.umw.edu/training/inte/office/word/word_processing/index.htm

Critical thinking activity:

Learning Objects 6

Read and rephrase - Students will review section C (composing and editing text) and participate in the online practice site below. Students will use problem solving skills to create a poster through the use of an online white board showing common errors and examples of how they can be corrected or changed using editing tools. This activity allows for practical application of the skills reviewed.

Scaffold:  http://www.merlot.org/merlot/viewAssignment.htm?id=349532&backPage=&hitlistPage=%2Fassignments.htm%3Fmaterial%3D80684. This site provides the learner with additional support to practice composing and editing text. http://www.scriblink.com/  Scriblink Online Whiteboard with common Word Tools.

Topic 4 – Word Processing IISubtopics:

Tables  Textboxes and Drawing Objects Footnotes, Endnotes, and Comments Templates

Objectives: Format a table to present specific information, selecting number of columns and rows. Edit a table using functions such as merge or split cells, insert or delete columns or rows,

and align text. Describe how to add textboxes and drawing objects, and choose alignment to text. Describe how to add footnotes, endnotes, and comments. Demonstrate the use of templates for reusable designs and items.

Learning objects: This Merlot Learning Object (MLO) relates to the first objective which requires the

ability to format a table to present specific information.

Computer Literacy

MERLOT URL: http://merlot.org/merlot/viewMaterial.htm?id=81597 DIRECT URL: http://www.fgcu.edu/support/office2007/Word/tables.asp

Critical thinking activity: The student will study the Microsoft Office Tutorial from the link provided. Based on the

that information, the student will create a table with four columns to represent the third, fourth, and fifth grades, and five rows to represent the subjects of Language Arts, Math, Science, and Social Studies. Average scores to be inserted for Language Arts are as follows: Grade 3—826, Grade 4—842 and grade 5—837.  Average scores to be inserted for Math are as follows: Grade 3—817, Grade 4—822 and grade 5—841.  Average scores to be inserted for Science are as follows: Grade 3—826, Grade 4—842 and grade 5—837.  Average scores to be inserted for Social Studies are as follows: Grade 3—835, Grade 4—853 and grade 5—844.

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Scaffold: Peer tutors will provide procedural scaffolding for this lesson.

Topic 5– SpreadsheetsSubtopics:

Entering and Editing Data Formatting Mathematical Operations Charts

Objectives Define appropriate columns and rows and use the keyboard to enter and edit data in a

spreadsheet. Explain the number of formats available and their uses, and alignment of data in a cell. Perform simple mathematical operations using functions. Select an appropriate graphical format, such as graphs, pie charts, and so on and create

them using data.

Learning objects: The MLO relates to the fourth objective which requires the ability to select and create an

appropriate graphical format.

Microsoft Office Tutorial MERLOT URL: http://merlot.org/merlot/viewMaterial.htm?id=81597 Direct URL: http://www.fgcu.edu/support/office2007/Excel/charts.asp

Critical thinking activity: The student will study the Microsoft Office Tutorial from the link provided. Based on

that information, the student will create a new workbook and type in the information from the table created in Topic 4. They will then select the most appropriate graphical format to display the information and insert the chart or graph into the workbook.

Scaffold: Peer tutors will provide procedural scaffolding for this activity.

Topic 6 – Presentations ISubtopics:

Templates Slide layout Text Formatting

Objectives: Select available templates and create templates. Select elements of slide layout (placement of text and graphics, columns, alignment, and

so on) appropriate to information.

Learning Objects 8

Select elements of text formatting (font face, size, color, and so on) appropriate for viewing as a presentation.

Learning objects: The MLO relates to the third objective which requires the student to select elements of

text formatting appropriate for viewing as a presentation.

Microsoft Office Tutorial MERLOT URL: http://merlot.org/merlot/viewMaterial.htm?id=81597 Direct URL: http://www.fgcu.edu/support/office2007/ppt/tips.asp

Critical thinking activity: The student will study the Microsoft Office Tutorial from the link provided. Based on

that information, the student will create a rubric for evaluating the design of Power Point presentations.

Scaffold: The website http://rubistar.4teachers.org/index.php will provide the procedural scaffolding for this activity.

Topic 7 – Presentations II Subtopics:

Transitions Animation Objects

Learning Objectives: Select slide transitions and use action buttons. Select elements of animation appropriate to information and purpose. Explain the steps for inserting objects created in other software into a presentation.

Learning objects: This MLO relates to all three learning objective which requires using slide transitions,

animation, objects, as well as other advanced presentation elements.

Computer Literacy

MERLOT URL: http://merlot.org/merlot/viewMaterial.htm?id=90126 Direct URL: http://www.jegsworks.com/Lessons/presentations/advanced/index.html

Critical thinking activity: The student will use the advanced presentation website to learn how to create an

advanced Powerpoint. Based on the information learned, the student will create a rubric for an advanced designed Power Point presentation to include transitions, animation, and objects as well as other advanced design tools.

Learning Objects 9

Scaffold: The website http://rubistar.4teachers.org/index.php will provide the procedural scaffolding for this activity.

Topic 8 –Networks and the Internet Subtopics

Networks Network Performance Internet Service Providers Hardware and Software Requirement

Learning Objectives Describe different types of networks and their uses. Explain data transmission factors, such as bandwidth and protocols. List and describe facilities offered by various types of Internet Service Providers (ISP). Describe the functions of the hardware (modem) and software (browser and virus

protection) used to connect to networks and the Internet.

Learning objects: This MLO relates to all the objectives covering the topic of networks and the internet.

For example, the object used, a website, describes and details what networks are, what types of networks are out there.

Networks for Beginners

MERLOT URL: http://merlot.org/merlot/viewMaterial.htm?id=76036 Direct URL: http://www3.rad.com/networks/1997/nettut/main.html

Critical thinking activity: The student will discover information about networks, network performance, Internet

service providers, and hardware and software requirements through the website Network for Beginners. The student will then create a concept map, using Inspritation, Gliffy, or any other concept map making program, to link the subtopics to a computer and then to at least two other subtopics.

Scaffold: The creation of the concept map will provide the scaffolding for this topic.

Topic 9 –Email Subtopics

Creating an Account Writing Messages Organizing Messages Address Book

Learning Objectives List the steps of creating an e-mail account.

Learning Objects 10

Illustrate the use of elements of an e-mail message, such as address, subject line, and body, in writing a new message or replying to or forwarding a message.

Sort and search messages using available functions, and organize messages into folders. List the steps of adding and editing contacts to the address book and finding contacts in

the address book.

Learning objects: This MLO here covers all the learning objectives about email; creating an account,

elements of an email, sorting and searching for messages, and adding and editing the address book.

Email Setup

MERLOT URL: http://merlot.org/merlot/viewMaterial.htm?id=253713 Direct URL: http://www.edwardwtromble.net/EDC604/email.html

Critical thinking activity: The student will create a tutorial on email.  The video should include how to create an account, write messages, organize messages, and using the address book.  The students may choose any type of free email account such as Google or Hotmail. The tutorial can be a video, Power Point, Movie Maker, or in another presentation format.

Scaffold: The scaffolding for this topic will be provided in the activity.

Topic 10 –Internet Basics Subtopics

Internet Services World Wide Web URLs and IP addresses Webpage

Learning Objectives Describe the services available through the Internet, such as the World Wide Web, e-

mail, file transfer, news, and chat. Explain the system of linking documents using the hypertext transfer protocol (HTTP). Explain how URLs and IP addresses are created and regulated, and how they uniquely

identify resources. Explain how the hypertext markup language (HTML) is used to create webpages that

display in the browser.

Learning objects: This MLO used here pertains to all the learning objectives, but specifically explains the

HTML used to create webpages that display in the browser.

HTML Interactive Tutor

Learning Objects 11

MERLOT URL: http://merlot.org/merlot/viewMaterial.htm?id=77309 Direct URL: http://www.davesite.com/webstation/html/

Critical thinking activity: The student will use the information provided by the HTML Interactive Tutorial site to

learn about Internet basics. The student will then create a concept map using Inspiritation, Gliffy, or another map-making program to create a visual map representing the how internet services, WWW, URLs, IPs, and webpages aid and assist the use of computers. All listed subtopics must be linked to the computer and to at least two other subtopics.

Scaffold: The creation of the concept map will provide the scaffolding for this project.

Topic 11:  Internet for Research Subtopics:

Search Engines Search Terms Boolean Operators Citations

Objectives: Assess the benefits and limitations of using search engines to find information on the

Internet with reference to how search engines work. Select search terms to find specific information. Illustrate the use of Boolean operators and other search engine features to narrow down a

search. Illustrate correct citation of information obtained on the Internet.

Learning Objects: The MLO relates to the third objective of using search engine features to narrow a

search.

Four Nets for Better Searching

MERLOT URL: http://www.merlot.org/merlot/viewMaterial.htm?id=76967 Direct URL: http://webquest.sdsu.edu/searching/fournets.htm

Critical thinking activity: Students will work through a series of brief exercises to learn how to efficiently conduct

an internet search.  Students will utilize the mnemonic, NETS, to learn the important steps of narrowing, finding the exact phrase, trimming back the URL, and finally, looking for similar pages.  After completing the tutorial, the student will create a visual concept map poster of their memory matrix using http://bubbl.us or a similar mindmapping tool. 

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Scaffolding: The teacher will use conceptual scaffolding by providing students with questions to consider when making their mind map.

Topic 12:  Evaluating Information Subtopics:

Sources of Information Authoritative Sources Analyzing Information Crosschecking Information

Objectives: Compare and contrast sources, such as government and educational sites, sites of

commercial and non-commercial organizations, online versions of print publications, personal sites, and discussion and chat groups.

Evaluate major categories of information on the Internet to identify authoritative sources of information.

Analyze the internal consistency and credibility of a piece of information obtained on the Internet.

Illustrate ways to evaluate information using information from other electronic and print sources.

Learning Objects: The MLO relates to the second objective of evaluating sources of information.

Thinkfinity

Merlot URL: http://www.merlot.org/merlot/viewMaterial.htm?id=333643 Direct URL: http://eduscapes.com/tap/topic32.htm

Critical Thinking Activity: Students will complete a series of lessons on evaluating internet sources. They will read

intentionally misleading websites and review various criteria for judging validity.  After completing the activities, students will prioritize the evaluation criteria in order of importance giving reasons to support their thinking.

Scaffolding: The teacher will use metacognitive scaffolding by providing students examples of ways to think about prioritizing the criteria.

Topic 13:  Research paper Subtopics:

Organizing Material Table of Contents and Index Placing Objects

Learning Objects 13

Binder

Learning Objectives: Outline the main points and supporting information in a research paper, and format

headings to express the hierarchy. Generate a table of contents and index, and create internal navigation using bookmarks

and hyperlinks. Explain the steps for inserting objects created in other software. Explain the steps for using a binder to bring together documents created in various

software into one research paper.

Learning Objects: This MLO guides students through writing a research paper step by step.

Writing and Citing: Info Research 101 Tutorial

MERLOT URL: http://www.merlot.org/merlot/viewMaterial.htm?id=386160 Direct URL: http://library.concordia.ca/help/tutorial/#

Critical thinking activity: Students will navigate through this site for guidance in writing an academic research

paper.  The process is broken down into six progressive steps, from developing a topic to making a reference list. The presentation includes a three-question interactive quiz, and several links to external sites that offer more information and instruction. Students will share their research project by creating a wiki to display their research. The students will provide an outline of information utilizing headings to express the hierarchy of information.  The wiki will make use of hyperlinks and require students to insert objects created in other software.  The wiki site will serve as a binder, providing a place to bring all the research into one place.

Scaffolding: Wiki tutorials will provide the procedural scaffolding for students unfamiliar with wikis.

Topic 14 – Graphics and MultimediaSubtopics

Format and Compatibility Create and Edit Graphics Photographs Multimedia

Objectives Distinguish bitmap and vector graphics and explain the advantages and disadvantages of

each. Explain the steps for creating and editing graphics in at least two software programs. Illustrate how photographs can be stored and edited in a computer.

Learning Objects 14

Explain the steps of combining text, images, audio, and animation in at least one software program 

Learning objects: This MLO relates to the fourth objective of combining test, images, audio and animation

in a program.

Animoto Multimedia Creator

MERLOT URL: http://merlot.org/merlot/viewMaterial.htm?id=283327 Direct URL: http://animoto.com

Critical thinking activity: This activity will address the fourth learning objective of combing text, images, audio

and animation in a program. The student will create a 1-2 minute multimedia presentation using images, music, video, and text using Animoto.

Scaffolding: Tutorial in the Help section of Animoto will supply the procedural scaffolding in this lesson.

Rubric for Animoto Reusable Learning Object:

Category 4 3 2 1Originality Presentation shows

considerable originality and inventiveness. The content and ideas

Presentation shows some originality and inventiveness. The content and

Presentation shows an attempt at originality and inventiveness

Presentation is a rehash of other people's ideas and/or graphics and shows very little

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are presented in a unique and interesting way.

ideas are presented in an interesting way.

on some images.

attempt at original thought.

Use of Graphics All graphics/images are attractive (size and colors) and support the theme/content of the presentation.

A few graphics/images are not attractive but all support the theme/content of the presentation.

All graphics/images are attractive but a few do not seem to support the theme/content of the presentation.

Several graphics/images are unattractive AND detract from the content of the presentation.

Music - Choice Music selection improves the content or "feel" of the presentation.

Choice of music enhances the content or "feel" of the presentation for the most part, but other songs could have been more appropriate

Music selection detracts somewhat from the overall presentation.

Music is not appropriate for the presentation.

Text - Font Choice & Formatting

Font formats (e.g., color, bold, italic) have been carefully planned to enhance readability and content.

Font formats have been carefully planned to enhance readability.

Font formatting has been carefully planned to complement the content. It may be a little hard to read.

Font formatting makes it very difficult to read the material.

Video Clip Choice Selection of video clip(s) contributes to theme of presentation. Clips are creative and enhance overall originality of piece. More than one clip is used effectively.

Selection of video clip(s) contributes to theme of presentation. One clip is used effectively.

Selection of video clip(s) is not used to enhance theme of presentation. Show no real originality or creativity.

Video clips are not used or used inappropriately.

Reflection

Our group discussed this assignment on several occasions over a period of three to four

weeks. We read and re-read the assignment in an effort to understand the expectations and how

to satisfy them. It helped when we read from the background research provided that stated “They

Learning Objects 16

[students] need to tolerate ambiguity and uncertainty because it is highly likely that no single

option will be best for all objectives.” pp. 2-3. The ambiguous nature of this assignment forced

us to make decisions based on our best judgment of the interpretation of the requirements.

Locating Classic or Editor's Choice Awards proved to be frustrating and time consuming.  Many

of these award winners did not directly apply to our learning objectives.  Many of our site

selections were interesting and informative without having the distinction of having won an

award.

     We learned what a powerful tool Google Docs is when we decided to share our

information and revise as we went.  It allowed all five group members to collaborate

simultaneously on our project.  When one of us posted a learning object or question, the others

were able to see it in real time and respond without having to email back and forth collaborating

and consolidating.  This was perhaps one of the most beneficial aspects to this project. 

     Some objectives lent themselves to critical thinking activities more than others. Those

beginning with words like describe, compare and contrast, or explain matched with the sample

activities provided more than those starting with words like format or define. However, it is

always beneficial for students to analyze or evaluate their learning which can be done by

creating rubrics or prioritizing concepts. Through creating web pages, wikis, or concept maps

students are able to think about and apply their learning in new ways. Scaffolding provided the

needed support and additional practice to apply what was learned in a new format.

     By having to include the objectives, learning objects, critical thinking, and scaffolding, we

were able to see how these all worked together to insure learning of concepts.  While we include

all of these in our planning at some point, it was helpful to have an outline to check off. Often

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when asking students to think critically, we forget to provide the scaffolding they need which

leads to frustration and confusion. Having a formula to pull it all together will be helpful for

creating effective lessons.

    It was felt that this assignment would be more relevant to us if it were geared toward

preparing reusable learning objects for the K-12 student. We felt that it would have been very

advantageous to have an assortment of learning objects that have a carryover into our current

teaching situations. That being said, we did find a few learning objects that could be scaled down

to work with K-12 students like the ReadWriteThink and Eduscapes websites.  All of the critical

thinking activities could be adjusted and used with grades 3-12, so overall we felt the project

provided new knowledge and insights that were useful and will help us utilize technology more

effectively. We all agreed that this project was a worthwhile exercise in using the McGraw-Hill

and Merlot websites.