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Designing for Deeper Learning: How Can Learning Objects Help? Kathy Bennett, University of Tennessee Patricia McGee, the University of Texas at San Antonioå.

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Presentation on theme: "Designing for Deeper Learning: How Can Learning Objects Help? Kathy Bennett, University of Tennessee Patricia McGee, the University of Texas at San Antonioå."— Presentation transcript:

1 Designing for Deeper Learning: How Can Learning Objects Help? Kathy Bennett, University of Tennessee Patricia McGee, the University of Texas at San Antonioå

2 Learning at Brick & Mortar Environments. Classrooms, the field, home, hallways… Strategies.Cooperative learning, lecture, demonstration, modeling… Activities. Practice, inquiry, observation, debate… Assessments. Quizzes, exams, papers,projects…

3 New Academy Environments. , WebCT, Blogs, Wikis, discussion forums, gaming, shopping…Blogs, Wikis Strategies. Computer Supported Collaborative Learning (CSCL), WeQuests, Webliography…Computer Supported Collaborative LearningWeQuestsWebliography… Activities. Practice, inquiry, observation, debate… Assessments. Digital papers, Power Point Presentations, Web Pages, Communities of Practice…

4 Topics for Learning Must be learned by different people at different times. Is used in different contexts for different purposes. May be required for review or updating skills. Involves interaction with content, manipulation of data, practice, etc. that is not easy to accomplish in a classroom or training session.

5 Learning Objects A “learning object” is “any digital resource that can be reused to mediate learning” (Wiley & Edwards, 2002) Learning Objects should serve us: Just enough – if you need only part of a course, you can use the learning objects you need. Just in time – learning objects are searchable, you can instantly find and take the content you need. Just for you – learning objects allow for easy customization of courses for a whole organization or even for each individual.

6 Granularity Media-centric Concept-centric Objective-centric LOW McMeal HIGH salt AssetCourseWeb-pageAnimationSimulation Interactive-centric Process-centric Outcome-centric

7 Granularity & Deeper Thinking LOW HIGH AssetCourseWeb-pageAnimationSimulation Media-centric Concept-centric Objective-centric Interactive-centric Process-centric Outcome-centric

8 Learning Object Observation Looking for Deeper Learning in an ObjectLooking for Deeper Learning in an Object

9 A Conceptual Framework for Learning

10 Active

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12 Contextual

13 Active Contextual

14 Active Contextual Social

15 Active Contextual Social

16 Active Contextual Social Engaged

17 Active Contextual Social Engaged

18 Active Contextual Social Engaged Ownership

19 Active Contextual Social Engaged Ownership

20 Thinking –Problem solving –Analyzing

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22 Assignments –Discovery –Experiential and field-based –Apprenticeship

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24 Projects –Group –Case studies –Products

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26 Projects –Group –Case studies –Products Assessment –Formative –Self

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28 Learning Object Examples From MERLOTMERLOT –America Sign LanguageAmerica Sign Language –Managing Students in PEManaging Students in PE –Müller-Lyer IllusionMüller-Lyer Illusion –Research MethodsResearch Methods –Human DemographicsHuman Demographics

29 Evaluation of a Learning Object

30 BREAK

31 Learning Objects by Design What do you know? What do you want to know? What might be an entry point for a learning experience?

32 Model for Pedagogical Framework Multiple entry points. Multiple sequences that are appropriate for audience prior knowledge and motivations and/or content. Interactions with others is wrapped around object(s). Assessment/deliverable are associated and relate directly to learner’s reality (either workplace or world outside of the HE classroom). Provisions for learner to periodically or at benchmarks compare work/thinking/progress to other learners, experts, or models.

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34 Deeper Learning Strategies Problem-solving (provide solution to a real world problem) Inquiry (generate question(s) about a topic and find answers) Research (hypothesize, generate research questions, and support a conclusive answer) Creative (generate something new, e.g game, model) Debate (support a position with evidence and refute arguments) Prototyping or field-testing (new product, strategy, process)

35 A Medieval Design

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37 Design Process Step 1: Identify Scope Step 2: Determine Scenario/Context Step 3: Identify and Select Resources Step 4: Determine Learner Deliverables. Sep 5: Create Learner Activities Step 5: Decide on Assessment Measures

38 Reflection What are challenges? What is the greatest potential?

39 References & Resources A Learning Object on Learning Objects Learning Object on Learning Objects Learning Objects Key Theme Page Objects Key Theme Page Learning Object Glossary

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