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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. The book was edited by David Wiley, and printed versions of the book are published by the Association for Instructional Technology and the Association for Educational Communications and Technology. If you find the online book useful, please consider purchasing a printed copy. 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.

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Related:  Learning Objects - Tutorials (Design)

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.

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. By definition, such observations take place in a social setting’ (Merriam and Caffarella 1991: 134). Within psychology, initially it was behaviourists who looked to how people learned through observation.

sep04_02 Editor’s Note: Learning objects make it unnecessary to have thousands of iterations of the same teaching point. Metadata makes it possible to select and integrate relevant learning experiences from a relatively small library of learning objects. Reusable learning objects permit lessons to be generated and customized for specific groups or even for individuals. Extensive research and development has led to a vocabulary of specialized terms to define learning objects. Rory McGreal provides a rationale to relate variations in terminology into a single practical definition of Learning Objects.

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. Social Learning Theory (Bandura Summary: Bandura’s Social Learning Theory posits that people learn from one another, via observation, imitation, and modeling. The theory has often been called a bridge between behaviorist and cognitive learning theories because it encompasses attention, memory, and motivation. Originator: Albert Bandura Key Terms: Modeling, reciprocal determinism

IJET Articles (November, 2002) - v3,n1 [ISSN 1327-7308] - Cheryl J. Hamel, University of Central Florida - David Ryan-Jones, Joint ADL Co-Laboratory A new trend is shaping the future of educational technology. In the new e-learning economy, buyers and sellers in education and training markets are economically motivated to pursue global commerce opportunities involved in distributed learning over the Internet. International working groups, such as the Aviation Industry CBT Committee (AICC), the Instructional Management Systems Global Learning Consortium (IMS), and the Institute of Electronics and Electrical Engineers (IEEE), are developing standards for web- and computer-based courseware architecture and packaging. The implications of these standards for educational institutions and organizations developing courseware should not be dismissed (Barron, 2000b).

Information Literacy Tutorial: Designing Assignments - UMUC Library Guide for Effective ILWA Assignment Design One way you may assist students is by expressing expectations in unambiguous terms. Bloom's Taxonomy of Educational Objectives can help find these terms. Another way Bloom's taxonomy can be useful is in its classification of mental tasks ranging from simple recall of information to sophisticated construction of knowledge. Ask yourself the following questions about the language, the expectations, the organization, and the rationale of your assignments.

Object Centered Sociality Wow. I just read this mind-blowing post by Jyri Engestrom in response to my post about leaving Linked In. It's very well thought out and opens a whole new perspective to social networking for me that I completely, 100% sign on to: Basically I'm defending an alternative approach to social networks here, which I call 'object centered sociality' following the sociologist Carin Knorr Cetina. I'll try to articulate the conceptual difference between the two theories and briefly demonstrate that object-centered sociality helps us to understand better why some social networking services succeed while others don't.Russell's disappointment in LinkedIn implies that the term 'social networking' makes little sense if we leave out the objects that mediate the ties between people. Think about the object as the reason why people affiliate with each specific other and not just anyone.

IMS Learning Resource Meta-Data Information Model IPR and Distribution Notices Recipients of this document are requested to submit, with their comments, notification of any relevant patent claims or other intellectual property rights of which they may be aware that might be infringed by any implementation of the specification set forth in this document, and to provide supporting documentation. IMS takes no position regarding the validity or scope of any intellectual property or other rights that might be claimed to pertain to the implementation or use of the technology described in this document or the extent to which any license under such rights might or might not be available; neither does it represent that it has made any effort to identify any such rights. Information on IMS's procedures with respect to rights in IMS specifications can be found at the IMS Intellectual Property Rights web page: Copyright © 2001 IMS Global Learning Consortium. All Rights Reserved.

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