Learning Objects

Because we didn't have an online discussion this week concerning Learning Objects, I thought I would start a post here about them. I realise many of you have done the same but hopefully, my writings and the links I have found, offer just as much insight - I know they did for me. Happy reading!

Some Learning Object Definitions

"Any entity, digital or non-digital, that may be used for learning, education or training"
- IEEE Learning Technology Standards Committee

""modular digital resources, uniquely identified and metatagged, that can be used to support learning"
- National Learning Infrastructure Initiative

"any digital resource that can be reused to support learning"
-David Wiley

"learning objects let organizations build thousands of customised courses to meet individual needs from a library of organisational knowledge, and then update those courses with a single action."
- WBT

Examples of Learning Objects

Was reading through emily's blog and saw that some examples of learning objects were needed. Dont actually use learning objects in the workplace myself but below is a few that I found through the net. Some links go to the actual learning object themselves, others just write about it but you cant actually try it.

Virtual Courseware Project: http://www.sciencecourseware.org/eecindex.php

Learning Management system: http://www.wbtsystems.com/

An interactive drawing object: http://www.imaginationcubed.com/Imagine

Interactive multimedia adventures: http://www.pbs.org/wnet/nature/fun.html

As a side note, the 'Learning Federation' http://www.thelearningfederation.edu.au/ has many online learning objects available.

Information Link on Learning Objects

"The Instructional Use of Learning Objects " - http://reusability.org/read/

* This is absolutely the best thing I have ever found! Ok, a tad of an exaggeration but I recommend you click on the link. It is the online version of a book called, 'The Instructional use of Learning Objects'. It is divided into five major sections:
-Learning objects explained
-Learning objects and constructivist thought
-Learning objects and people
-Learning objects implementation war stories
-Learning objects and the future
Whilst all these sections may not be relevant, some of the writings in the book are extremely interesting. Not to mention its entirely free to read!

ANYWAY...

When I get a chance I will summarise one of the articles (give it time though, they are fairly big!).
Or perhaps someone else might like to read one and give me their thoughts on it? Dot points on the major areas will do. Is this wishful thinking? haha..

Hypermedia Learning

Hello all,

Just today I found an article about Hypermedia Learning by Fred Beven.

I thought it somewhat relevant to last week because it focuses primarily on the learners interaction with a hypermedia and neccessitates the need for research into this area.

It describes that to learn successfully, learners need to master the perceptual and semantic aspects* of hypermedia.
The article then reports on a study that was undertaken by the author on students' learning behaviour and experiences with hypermedia, concluding that, "whilst technology has assisted researchers to better understand what learners have been doing, this methodology offers the potential for us to better understand why they are doing it."

Anyway, so I do not have to type it all out here, I have added the full title below for anyone who wishes to look it up.

Thanks everyone. I'll post again soon! :)

Article: Beven, Fred. Researching Hypermedia Learning: How Do You Capture What is Going On? [online]. In: Reimagining Practice: Researching Change: Volume 1; pages: 80-87. Bartlett, Brendan (Editor); Bryer, Fiona (Editor); Roebuck, Dick (Editor); Griffith University. School of Cognition, Language and Special Education.

*Perceptual aspects = "the physical organisation of the objects on the screen" (surface layout), whilst semantic aspects = "mental mode of the information developed by the user" (cognitive layout).

Edutainment

I found something today that I have never come across before..

The term is, 'Edutainment'.

I thought it relevant to instructional design because they are similar. To explain, instructional design uses forms of multimedia to convey knowledge whilst edutainment IS a form multimedia that conveys knowledge. That is, it instructs its audience by integrating lessons in a form of entertainment.

As I have read, edutainments' main purpose is to change a students behavior. Many also believe that it is a basis for teaching in a more effective and efficient manner.

Hmm, interesting stuff aye? haha (perhaps not?).
Anyway, this highlights another thought I had whilst writing this post...

SO...

Is learning purely or can only be recognised, by a change in behaviour???

The reason I ask this is because, how does a teacher gauge the level of knowledge and understanding if for instance, the learning is purely multimedia based?
For instance, if the teacher is using audio and pictures to convey meaning, how does he/she know that that meaning is being absorbed?

I suppose the answer would be to have the student create something using multimedia that shows that he/she has understood..or perhaps instructional design/multimedia based learning needs to include that 'human touch' as well? eg. face to face learning/discussion.

Meh.I dont know. You tell me..

What is Instructional Design for Multimedia

So, after that nonsense introduction and following in Ted Clark's footsteps..
what exactly IS instructional Design for Multimedia??

I have posted up my definition (although slightly edited) from the LMS. It is as follows:

"Instructional Design is the way in which learning is improved through planned instruction. For example, by analysing learning needs. It is about using technology/multimedia as tools to enhance the instruction."

I will also add some other definitions that I liked, of instructional design from the LMS.

1. Simone: "It promotes a more 'rounding' way to be involved hence, using multiple senses to enhace learning".
2. Christopher: "Instructional design is how we present ideas and course content to learners in order to make it logical, interesting and meaningful".
3. Naomi: "Systems design that embraces all aspects of learning from analysis, planning, design and implementation. The design will include different methods to cater for all learning styles and should assess/confirm the learning, ideally offering reference material as well".

SO..

Can you say that Instructional Design for multimedia is a holistic way of learning? (as taken from Simones interpretation) Meaning that it focuses on the three domains of affective, psychomotor and cognitive?

Or perhaps it lends itself more to the VAK - visual, audio, kinesthetic - theory of learning? If it caters for all learning styles.

Let me know what you think!