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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)

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:

Gestión de contenidos de educación virtual deObjetos de Aprendizaje-Colombia Bienvenida Este espacio del Ministerio de Educación Nacional Colombiano, ofrece a los docentes la posibilidad de formarse para el uso y la apropiación de los Objetos de Aprendizaje e Informativos del Banco Nacional y para el diseño, evaluación y publicación de nuevos Objetos. La formación basada en contenidos educativos digitales tiene varias ventajas, como son la eficiencia, el ahorro de tiempo y la reusabilidad, que permiten a los docentes componer lecciones para sus estudiantes de manera rápida y dinámica, respondiendo a los cambios en el entorno, a las nuevas tendencias en la educación y a los nuevos currículos apoyados con tecnología. Queremos poner a disposición esta propuesta de formación buscando que un mayor número de instituciones y docentes de todo el país entren a ser parte de esta experiencia. Enfoque El enfoque de presentación de contenidos de este trabajo, pretende ser a la vez explicación y ejemplo sobre el tema de Objetos de Aprendizaje. Temáticas Créditos Dirección general

Instructional System Design This short guide (less than a 10 minute read) provides a framework that is composed of four models: While you can click any part of the above map (to include the Complex/Complicated Environments) to learn more about the topic, it is suggested you read the following first to see how the various models tie together. Instructional System Design — This guide to ISD uses the ADDIE model (analysis, design, develop, implement or delivery, & evaluation). Note that ISD is considered a plug and play model in that it allows other model and frameworks to be plugged into it so that it can adapt to almost any learning situation or environment. While the model above shows that the ADDIE version of the ISD model is quite dynamic, the model below shows the various steps within each of the five phases: Here is a slightly different version of ADDIE: Agile Design Extending Instructional System Design — ISD was built for simple to complicated environments.

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)

Wayne Hodgins Wayne Hodgins was the strategic futurist at Autodesk Inc. for over 20 years and now an Autodesk Fellow. Wayne brings keen foresight and thought-provoking perspectives on human performance improvement, knowledge management, learning, and the general nature of design to a broad range of corporations and organizations worldwide. His exceptional vision, versatility, and ability to discern trends and complex patterns make him a trusted advisor to senior management at Autodesk, as well as clients at Fortune 500 companies, national governments, NGO’s, military, academic, and other institutions. A highly sought-after speaker, Wayne uses his unique ability to put together eclectic combinations of existing elements into new models that are easily understood so that others become inspired and enabled to use this new information to design their own future. Wayne’s passion for effecting change has made him a leader in initiating and developing international standards.

ac.els-cdn.com/S2210656112000050/1-s2.0-S2210656112000050-main.pdf?_tid=ccdd2ab8-236b-11e2-93ab-00000aab0f6c&acdnat=1351695848_aca120be83db751835c5d2c20ce43190 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. Questions for Syllabus Review: Do the assignments include any or all of the following terms from Bloom's taxonomy? Effective Information Literacy Assignments When you begin the process of designing an information literacy assignment, it is worthwhile to review the criteria that help ensure your assignment will be effective. Do: Don't create frustration: the "Mob Scene" -- sending the entire class to look for the same information, book, or article. Characteristics of Effective Library Assignments

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