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Learning Objects and Learning Units: Providing Adjunct Instructors a Complete Course Library on BlackBoard Elaine Bennington Director of Adjunct Faculty.

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Presentation on theme: "Learning Objects and Learning Units: Providing Adjunct Instructors a Complete Course Library on BlackBoard Elaine Bennington Director of Adjunct Faculty."— Presentation transcript:

1 Learning Objects and Learning Units: Providing Adjunct Instructors a Complete Course Library on BlackBoard Elaine Bennington Director of Adjunct Faculty Development Sellersburg

2 Todays Picture: As an adjunct, you are hired on contingent that the course(s) in your discipline make with enough students As an adjunct, you are hired on contingent that the course(s) in your discipline make with enough students You are provided a textbook, syllabus, You are provided a textbook, syllabus, Ivy Tech email, Campus Connect and BlackBoard access Ivy Tech email, Campus Connect and BlackBoard access Two weeks prior to semester start, you get notice that the course is a go Two weeks prior to semester start, you get notice that the course is a go

3 Have you put together your course?Have you put together your course?

4 Now Picture This: Along with the textbook, syllabus, Ivy Tech email, Campus Connect and BlackBoard access Along with the textbook, syllabus, Ivy Tech email, Campus Connect and BlackBoard access You also get ACCESS to a BlackBoard course library (not available to students) which is filled with lesson plans, learning objects and units from which you choose You also get ACCESS to a BlackBoard course library (not available to students) which is filled with lesson plans, learning objects and units from which you choose Then you add your own materials to complete a fully structured course ready to teach Then you add your own materials to complete a fully structured course ready to teach

5 What am I proposing of you? Consider your thoughts and reactions to this presentation Consider your thoughts and reactions to this presentation Picture yourself in collaboration with other colleagues around the state Picture yourself in collaboration with other colleagues around the state Take this back to your program chairs and suggest such a collaboration Take this back to your program chairs and suggest such a collaboration Ask to create a few BlackBoard course shells for library and see how it works! Ask to create a few BlackBoard course shells for library and see how it works!

6 Unique Course Library One Statewide BB Development Shell for EACH program course One Statewide BB Development Shell for EACH program course All faculty teaching this one course are in this shell as instructors to create, borrow, and copy materials to their own course(s) All faculty teaching this one course are in this shell as instructors to create, borrow, and copy materials to their own course(s) Instructors choose learning objects or units to go with their teaching style Instructors choose learning objects or units to go with their teaching style Instructors free to create/add further Learning Objects/Units to this library Instructors free to create/add further Learning Objects/Units to this library

7 Instruction is more than information --Merrill Without instruction, information is just a series of facts and concepts Without instruction, information is just a series of facts and concepts Instruction is Instruction is – Breaking out knowledge/information into learnable chunks – Structuring and sequencing of chunks into a way to scaffold into a like or common memory – Assessing recall/performance – Giving feedback /correction on the new knowledge structure

8 Short Definitions Learning Object-- any digital resource that can be reused to support learning. Learning Object-- any digital resource that can be reused to support learning. David A. Wiley, II, Utah State University David A. Wiley, II, Utah State University Connecting learning objects to instructional design theory: A definition, a metaphor, and a taxonomy Connecting learning objects to instructional design theory: A definition, a metaphor, and a taxonomy http://www.reusability.org/read/#5 http://www.reusability.org/read/#5 http://www.reusability.org/read/#5 Learning Unita sequenced collection of objects used together to support learning Learning Unita sequenced collection of objects used together to support learning

9 Learning Objects New way of thinking about learning content. New way of thinking about learning content. Traditionally, content thought of combined in a chunk of several hours Traditionally, content thought of combined in a chunk of several hours Learning objects are much smaller bits of learning, typically ranging from 2 minutes to 15 minutes. Learning objects are much smaller bits of learning, typically ranging from 2 minutes to 15 minutes. Learning objects can be grouped into larger collections of content called units Learning objects can be grouped into larger collections of content called units

10 Learning Objects--Origination Learning objects are elements of a new type of computer-based instruction grounded in the object-oriented paradigm of computer science. Learning objects are elements of a new type of computer-based instruction grounded in the object-oriented paradigm of computer science. Object-orientation values the creation of components (called objects) that can be reused in multiple contexts. Object-orientation values the creation of components (called objects) that can be reused in multiple contexts. (Dahl & Nygaard, 1966)

11 Object = Collection of Components Developers can build small (relative to the size of an entire course) instructional components that can be reused a number of times in different learning contexts. Developers can build small (relative to the size of an entire course) instructional components that can be reused a number of times in different learning contexts. David A. Wiley, II, Utah State University David A. Wiley, II, Utah State University Connecting learning objects to instructional design theory: A definition, a metaphor, and a taxonomy Connecting learning objects to instructional design theory: A definition, a metaphor, and a taxonomy http://www.reusability.org/read/#5 http://www.reusability.org/read/#5 http://www.reusability.org/read/#5

12 Learning ObjectsOther Pluses Self-contained – each learning object is finished and complete within itself Self-contained – each learning object is finished and complete within itself Reusable – a single learning object may be used in multiple contexts for multiple purposes Reusable – a single learning object may be used in multiple contexts for multiple purposes Tagged with metadata – every learning object has descriptive information allowing it to be easily found by a search Tagged with metadata – every learning object has descriptive information allowing it to be easily found by a search Adapted from the Wisconsin Online Resource Center (WORC) Adapted from the Wisconsin Online Resource Center (WORC)

13 Problem with Learning Objects Dont think of them as LEGOs Dont think of them as LEGOs – Combinable and assembled any way anyone chooses Think of them as ATOMS Think of them as ATOMS – Not always combinable – Need to be sequenced and structured so one component follows or tracks another – Need some help/training to do this

14 Learning Unit = Collection of Learning Objects

15 Learning Units Include these objects: Course and unit objective(s) Never more than 2 Course and unit objective(s) Never more than 2 Tools or resources needed to conduct the learning Tools or resources needed to conduct the learning The lecture(s), PowerPoints or readings needed The lecture(s), PowerPoints or readings needed Course modulesa series of activities Course modulesa series of activities – Case Studies, simulations or games – Visuals, media, audio – Instructor and student directions on how to do assignment Quiz, Test or Assessment of Learning Quiz, Test or Assessment of Learning Web sites and readings for optional study Web sites and readings for optional study

16 Learning Objects + Learning Units = Course Library Learning ObjectResources that can be used to support learning Learning ObjectResources that can be used to support learning Learning Unithow the Learning Objects are organized and structured within BlackBoard Learning Unithow the Learning Objects are organized and structured within BlackBoard Course Libraryspecial to ONE COURSE (i.e. ENG 211) all objects and units available from various sources that an instructor can access and change from this BlackBoard Course Library Course Libraryspecial to ONE COURSE (i.e. ENG 211) all objects and units available from various sources that an instructor can access and change from this BlackBoard Course Library

17 Who Oversees Library? Program Chair to Individual Instructor Program Chair to Individual Instructor State Curriculum Committee Program Chair Mentor Faculty add own materials Individual instructor pulls own section together

18 How can this help an individual instructor? Collegialwork with other faculty teaching the SAME course(s) Collegialwork with other faculty teaching the SAME course(s) Cooperative/collaborativesharing teaching ideas and instructional materials in easiest way Cooperative/collaborativesharing teaching ideas and instructional materials in easiest way Creativeincreases your ability to create and present the best of your own expertise to your students, and share learning experiences Creativeincreases your ability to create and present the best of your own expertise to your students, and share learning experiences

19 Bringing Learning Objects to BlackBoard Gagnes Nine Events of Instruction is proven instructional technique Gagnes Nine Events of Instruction is proven instructional technique BlackBoard allows structuring and sequencing, performance and feedback for the most effective learning BlackBoard allows structuring and sequencing, performance and feedback for the most effective learning

20 Gagnes Nine Events in InstructionGagnes Nine Events in Instruction Instructional Event Instructional Mental Process Gain attentionStimuli activates receptors Inform learners of objectives Creates level of expectation for learning Stimulate recall of prior learning Retrieval and activation of short-term memory Present the contentSelective perception of content Provide "learning guidance"Semantic encoding for storage long-term memory Elicit performance (practice)Responds to questions to enhance encoding and verification Provide feedbackReinforcement and assessment of correct performance Assess performanceRetrieval and reinforcement of content as final evaluation Enhance retention and transfer to the job Retrieval and generalization of learned skill to new situation

21 Steps in a BB Learning Unit Gain Attention Gain Attention Have them attend to what is important to them, to their life, career Have them attend to what is important to them, to their life, career

22 Steps in a BB Learning Unit Present Learning Objectives that tie to Unit Present Learning Objectives that tie to Unit Show Levels of Expectations for student success Show Levels of Expectations for student success

23 Steps in a BB Learning Unit Recall prior learning Recall prior learning Present Course Content (Learning Object) Present Course Content (Learning Object) – Games, lectures, readings, videos, activities

24 Steps in a BB Learning Unit Provide Learning Guidance Provide Learning Guidance Present Student-Instructor-Student Interaction on Discussion Board or Chat Present Student-Instructor-Student Interaction on Discussion Board or Chat

25 Steps in a BB Learning Unit Elicit Performance Elicit Performance Homework, Groupwork, Assignment(s) for the Unit Homework, Groupwork, Assignment(s) for the Unit Provide Feedback Provide Feedback

26 Steps in a BB Learning Unit Assess Performance Assess Performance Add test or way of assessing learning Add test or way of assessing learning

27 Steps in a BB Learning Unit Enhance Retention and transfer Enhance Retention and transfer Provide Additional Resources to be accessed if they spike students interest in topic/discipline Provide Additional Resources to be accessed if they spike students interest in topic/discipline

28 All Within Each Class Session

29 Does this make the course lockstep? Absolutely notsharing resources, not the same single course around the state Absolutely notsharing resources, not the same single course around the state Instructor has freedom to use (or not use), change (or not change) internal items, wording, grading Instructor has freedom to use (or not use), change (or not change) internal items, wording, grading Instructor using these has freedom to add own learning objects or units to this course Instructor using these has freedom to add own learning objects or units to this course All objects/units must carry metadata that shows attribution (make sure user cites from whom it comes) All objects/units must carry metadata that shows attribution (make sure user cites from whom it comes)

30 Attribution or Intellectual Property Rights? Faculty developing content, learning objects and units for an online course of this topic, (perhaps also offered in the course library) if they receive off-load or stipend, it is Ivy Tech property Faculty developing content, learning objects and units for an online course of this topic, (perhaps also offered in the course library) if they receive off-load or stipend, it is Ivy Tech property Faculty developing an on-campus object or unit, placing it into the course library, would place metadata tag of ownership that stays with the object, but it is sharable by attribution Faculty developing an on-campus object or unit, placing it into the course library, would place metadata tag of ownership that stays with the object, but it is sharable by attribution

31 Metadata data about data data about data The card catalog in a public library The card catalog in a public library The labels on cans of soup The labels on cans of soup In boththe library book and the can of soup--metadata allow you to locate an item very quickly without investigating all the individual items through which you are searching. In boththe library book and the can of soup--metadata allow you to locate an item very quickly without investigating all the individual items through which you are searching. David A. Wiley, II, Utah State University David A. Wiley, II, Utah State University Connecting learning objects to instructional design theory: A definition, a metaphor, and a taxonomy Connecting learning objects to instructional design theory: A definition, a metaphor, and a taxonomy http://www.reusability.org/read/#5 http://www.reusability.org/read/#5 http://www.reusability.org/read/#5

32 Where the World is Going Great Groups …bring people together from a variety of backgrounds and disciplines who can refract a problem through the prism of complementary minds allied in common purpose. …bring people together from a variety of backgrounds and disciplines who can refract a problem through the prism of complementary minds allied in common purpose. I call such collections of talent Great Groups. The genius of Great Groups is that they get remarkable people -- strong individual achievers -- to work together to get results.I call such collections of talent Great Groups. The genius of Great Groups is that they get remarkable people -- strong individual achievers -- to work together to get results. But these groups serve a second and equally important function: they provide psychic support and personal fellowship. They help generate courage. Without a sounding board for outrageous ideas, without personal encouragement and perspective when we hit a roadblock, we'd all lose our way" (Bennis, 1997).But these groups serve a second and equally important function: they provide psychic support and personal fellowship. They help generate courage. Without a sounding board for outrageous ideas, without personal encouragement and perspective when we hit a roadblock, we'd all lose our way" (Bennis, 1997).

33 Great Groups Collaboration Collaboration Collegiality Collegiality Creativity Creativity

34 The Future We can let the future happen or take the trouble to imagine it. We can let the future happen or take the trouble to imagine it. We can imagine it dark or bright – and in the long run, thats how it will be.We can imagine it dark or bright – and in the long run, thats how it will be. David Gelertner 2000 David Gelertner 2000

35 Our Future in Teaching Create many shared learning objects Create many shared learning objects Use standard format such as BlackBoard Use standard format such as BlackBoard Create a project team working on a shared vision Create a project team working on a shared vision Provides a creative nudge to do your own learning object Provides a creative nudge to do your own learning object None of us is as smart as all of us.None of us is as smart as all of us. That's good, because the problems we face are too complex to be solved by any one person or any one discipline That's good, because the problems we face are too complex to be solved by any one person or any one discipline

36 Why You Need to Act The future is not just happening to us any more; we make decisions every day that determine what decisions we will be able to make tomorrow. The future is not just happening to us any more; we make decisions every day that determine what decisions we will be able to make tomorrow. As we stand at the inflection point of a new learning economy, we realize that it will be shaped as we choose to shape it; it will be as rewarding and humane as we make it; the decisions we reach will determine what the world will be like for all of us. As we stand at the inflection point of a new learning economy, we realize that it will be shaped as we choose to shape it; it will be as rewarding and humane as we make it; the decisions we reach will determine what the world will be like for all of us. The world of learning with learning objects described in these chapters does not rest easily within the public system of education and training that exists in this country today. Much of this system was put into place as a result of demand, and many of these demands of that time have changed dramatically or disappeared. The world of learning with learning objects described in these chapters does not rest easily within the public system of education and training that exists in this country today. Much of this system was put into place as a result of demand, and many of these demands of that time have changed dramatically or disappeared. – The Future of Learning Objects H. Wayne Hodgins – wayne@learnativity.com wayne@learnativity.com

37 What am I wanting of you? Think of collaboration with your other colleagues around the state Think of collaboration with your other colleagues around the state Provide them with your thoughts and reactions to this proposal Provide them with your thoughts and reactions to this proposal Take proposal back to your program chairs and suggest such a collaboration Take proposal back to your program chairs and suggest such a collaboration Create a few course shells for library and see how it works! Create a few course shells for library and see how it works!

38 Resources Interdisciplinary Journal of Learning Objects http://www.ijklo.org/ http://www.ijklo.org/ The Instructional Use of Learning Objectsfull text http://www.reusability.org/read/ http://www.reusability.org/read/ Elaine Bennington ebenning@ivytech.edu or Kara Monroe kmonroe@ivytech.edu

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