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The Instructional Use of Learning Objects

The Instructional Use of Learning Objects
This is the online version of The Instructional Use of Learning Objects, a new book that tries to go beyond the technological hype and connect learning objects to instruction and learning. You can read the full text of the book here for free. The chapters presented here are © their respective authors and are licensed under the Open Publication License, meaning that you are free to copy and redistribute them in any electronic or non-commercial print form. For-profit print rights are held by AIT/AECT. In addition to reading the book, at this website you can participate in discussions of the book's chapters with the authors and others, submit any corrections should you find errors in a chapter, and discuss other issues related to learning objects, instruction, and learning. The book is divided into five major sections. 1.0. 2.0. 3.0. 4.0. 5.0. This site is maintained by David Wiley. Copyright © 2000 by the authors listed above. Related:  Learning Objects - Tutorials (Design)Docentes Tic

the social/situational orientation to learning @ the informal education homepage The social/situational orientation to learning. It is not so much that learners acquire structures or models to understand the world, but they participate in frameworks that that have structure. Learning involves participation in a community of practice. Social learning theory ‘posits that people learn from observing other people. Learning would be exceedingly laborious, not to mention hazardous, if people ha d to rely solely on the effects of their own actions to inform them what to do. Attending to a behaviour; remembering it as a possible model or paradigm; and playing out how it may work for them in different situations (rehearsal) are key aspects of observational learning. Symbols retained from a modelling experience act as a template with which one’s actions are compared. In this model behaviour results from the interaction of the individual with the environment. A more radical model – situated learning – has been put forward by Lave and Wenger (1991). References Murphy, P.

onlineteachingguide [licensed for non-commercial use only] / (re)Developing a Course for Online Delivery An online course can be either converted from an existing face-to-face course or created from scratch. Both methods have their pros and cons. Working from an established face-to-face course means less work in that the content is already established. However, converting lessons to accommodate the online format can mean challenges when trying to adapt activities that may work well face-to-face, but are difficult to realize online. Building an online course from the ground up provides a blank canvas where you can design the instructional activities specifically for online delivery, but it can be extremely time consuming. 5 Principles The National Center for Academic Transformation has identified five principles for successful course (re)design: Redesign the whole course.Encourage active learning.Provide students with individualized assistance.Build in ongoing assessment and prompt (automated) feedback. It's as Easy as 1-2-3 Writing the Objectives Example: Practice writing objectives here:

Enseñanza de las ciencias, basada en indagación Por María Isabel Rivas Marín “En un mundo donde los desarrollos tecnológicos y la globalización son protagonistas, se hace pertinente una nueva valoración de la educación básica que permita la apropiación de una cultura científica para un desarroll o adecuado en la sociedad actual” María Isabel Rivas M. Pequeños Científicos es un programa de origen Francés que busca generar cambios en la enseñanza – aprendizaje de las Ciencias. En él, los niños aprenden por medio de indagación guiada [1]; adquieren conocimientos y competencias científicas mediante la realización de experiencias que los llevan a observar fenómenos de la vida cotidiana, sobre los cuales argumentan, formulan preguntas, manipulan objetos, plantean hipótesis, analizan resultados y sacan conclusiones. En este proceso, el docente desarrolla una nueva relación con el niño al orientar la indagación para que éste construya conocimiento (Pequeños Científicos, 2002). Por su parte, el docente debe: Imagen 1. Imagen 2. Tabla 1.

Learning Materials A collection of simulations and virtual labs focusing on first-year college physics. An interview with the award winning... see more A collection of simulations and virtual labs focusing on first-year college physics. An interview with the award winning author can be found in About us at Phet VideoPhET provides fun, interactive, research-based simulations of physical phenomena for free. We believe that our research-based approach- incorporating findings from prior research and our own testing- enables students to make connections between real-life phenomena and the underlying science, deepening their understanding and appreciation of the physical world. To help students visually comprehend concepts, PhET simulations animate what is invisible to the eye through the use of graphics and intuitive controls such as click-and-drag manipulation, sliders and radio buttons. Peer Review for material titled "PhET - Physics Education Technology at the University of Colorado" About this material:

ac.els-cdn.com/S2210656112000049/1-s2.0-S2210656112000049-main.pdf?_tid=c898306a-236b-11e2-93ab-00000aab0f6c&acdnat=1351695840_01c48cf62c3b066132c18dba0bf11436 InstructionalDesign Instructional Design Instructional design is the systematic specification of instruction to include: objectives, presentation, activities, materials, guidance, feedback and evaluation. It applies learning principles to decisions about information content, instructional method, use of media and delivery system. The goal is to ensure instructional quality, effectiveness, efficiency and enjoyment. The purpose of instructional design is to maximize the value of instruction for the learner — especially the learner's time. A detailed overview of this process is provided in the section called "The Design Process". Instructional Strategy: Key Elements & Issues The Cognitive Design Model provides a systematic approach to developing instructional strategy. Cognitive Information Processing The following Cognitive Information Processing model (CIP) of learning presents a well-established paradigm of cognitive-behavioral psychology. Cognitive Information Processing (CIP)

liber.io | Make eBooks. Really simple. 2008, l’anno dell’eLearning I Learning Object Se ne parla continuamente, ma cos’è esattamente un Learning Object? In estrema sintesi, un Learning Object è un contenuto digitale, riusabile, che raggiunge uno specifico obiettivo didattico. Quindi un Learning Object (è utilizzato spesso il suo acronimo, LO) è un’unità di istruzione, in formato digitale, con le seguenti caratteristiche: ü riutilizzabile, per la sua autonomia, in diverse situazioni di apprendimento; ü autoconsistente, sufficiente per la comprensione di uno specifico concetto; ü modulare, aggregabile con altri LO all’interno di un corso o un’unità didattica; ü reperibile, grazie alla sua classificazione con i metadati; ü interoperabile, funzionante su diversi sistemi Learning Management System, grazie all’aderenza agli standard di settore (Scorm e Aicc). Un Learning Object generalmente adotta una comunicazione coinvolgente per l’utente. I Learning Object sono normalmente memorizzati su archivi chiamati “repository”, dove vengono classificati grazie ai metadati.

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