Designing for Deeper Learning: How Can Learning Objects Help?

Kathy Bennett, University of Tennessee

Patricia McGee, the University of Texas at San Antonioå

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…

Learning @ New Academy

Environments. e-mail, WebCT, Blogs, Wikis, discussion forums, gaming, shopping…

Strategies. Computer Supported Collaborative Learning (CSCL), WeQuests, Webliography…

Activities. Practice, inquiry, observation, debate…

Assessments. Digital papers, Power Point Presentations, Web Pages, Communities of Practice…

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.

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.

Learner-Centered

Principles for Deeper Learning

Technology Uses

Teaching Practices

Deeper Learning

Learning Activities

Design Implications

A Conceptual Framework for Learning

• Active

Deeper Learning

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Deeper Learning

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• Contextual

Deeper Learning

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Deeper Learning

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• Social

Deeper Learning

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Deeper Learning

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• Engaged

Deeper Learning

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Deeper Learning

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• Ownership

Deeper Learning

• Active

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• Ownership

Deeper Learning

Learning Activities

•Thinking–Problem solving–Analyzing

Learning Activities

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

Learning Activities

Learning Activities

• Projects– Group– Case studies– Products

Learning Activities

Learning Activities

• Projects– Group– Case studies– Products

• Assessment– Formative– Self

Learning Activities

Learning Activities

Evaluation of a Learning Object

BREAK

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)

A Medieval Design

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

Reflection

• What are challenges?

• What is the greatest potential?

References & Resources

• A Learning Object on Learning Objectshttp://people.cohums.ohio-state.edu/dagefoerde2/NLII_LO/examples.htm

• Learning Objects Key Theme Page http://www.educause.edu/nlii/keythemes/learningObjects.asp

• Learning Object Glossaryhttp://educ3.utsa.edu/pmcgee/nlii/glossary/