1. Effective Strategies for Developing Interactive Learning Objects Tracy Penny Light University of Waterloo tracy@LT3.uwaterloo.ca MERLOT International Conference August 7, 2003

2. Overview We will be “experiencing” the learning object design process We will reflect on different strategies for developing effective learning objects and using them in the classroom We will explore how we can use MERLOT to support the use and development of learning objects.

3. 1. What is a Learning Object? Interactive Computer Program Addresses one Instructional Challenge 15 minutes to 3 hours One sitting? Optional doesn’t work Extra work not necessarily good Must be integral to the course design

4. 2. How do we Learn? What are our own learning preferences? i.e. Solomon-Felder Index of Learning Styles Questionnaire Reflective-----X---------------------Active Sensing-----X---------------------Intuitive Visual--------------X------------Verbal Sequential---------------------X-----Global

5. 3. Teamwork Who is working on this project? Consider: Your skills Strengths/Weaknesses Who will do what? How will you compensate for skills your group DOESN’T have?

6. 4. Scoping the Project Scoping and Managing the Project Scoping the Project Canada Food Guide Learning Object Team Building Healthy Hearts

7. 4. Scoping the Project – The Current and Proposed Scenarios Course Design Model

8. 4. Scoping the Project Scoping and Managing the Project Gantt chart creation –Spatial Representation Tasks -- Events with duration Milestones -- Events without duration Tasks Time

9. 5. Creating Learner Profiles How do your target learners like to learn? Consider: Learner preferences Learners’ background Outside interests Knowledge of topic?

10. 6. Learning Object Analysis Start with MERLOT to locate learning object examples: Personal Trainer The Pizza Explorer

11. 7. Initial Storyboards What might your project look like? Consider: Structure of module(s) Learning activities Look and feel

12. 8. (Re)Articulating Your Scope This exercise will help you to: Describe the scope of your learning object clearly to others outside your project; Ensure that your project is staying within the intended scope.

13. 9. Paper Prototyping As you prototype the learning object you will consider: Structure of Module(s) Learning Activities Look and Feel

14. 9. Paper Prototyping Designing Learning Activities Who are your target learners? What learning level(s) do you want to address?

15. 9. Paper Prototyping – Learning Activities Bloom’s Taxonomy Evaluation Synthesis Analysis Application Comprehension Knowledge

16. 10. User-Testing What do others “see” when they look at your project? Consider: Structure of module(s) Learning activities Look and feel

17. 11. Evaluation How can you evaluate the learning impact of your learning object once it is being used?

18. 12. Presentation of Prototype Students present: An overview of the learning object and how it works; A description of their design rationale – why they made the design decisions that they did.

19. Using this Process How can you envision using this process in your own institution? How can MERLOT support the needs of authors and developers of learning objects?

20. Thank You! Tracy Penny Light tracy@LT3.uwaterloo.ca

21. Reference urls Solomon-Felder Index of Learning Styles Questionnaire http://www.ncsu.edu/felder-public/ILSdir/ilsweb.html Personal Trainer http://www.itdc.sbcss.k12.ca.us/curriculum/personaltrainer.html The Pizza Explorer http://www.accessexcellence.org/pizza ARTS 303 Web Site http://lt3.uwaterloo.ca/ARTS303 MERLOT http://www.merlot.org