Project Synergy Discovering Learning Objects
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Transcript of Project Synergy Discovering Learning Objects
Project SynergyDiscovering Learning Objects
TLT Brown Bag PresentationMay 1, 2002
Presentation ObjectivesPresentation Objectives
•Project Synergy Grant Overview
• Overview of Learning Objects
•Highlight Learning Object and Activity
Project Synergy OverviewProject Synergy Overview
•MHEC funded Grant Project of MarylandOnline
•MarylandOnline-consortium of 23 MD universities/colleges
Why Project Synergy?Why Project Synergy?
•Follow-up to FOTTC grant
•Overcome limitations of FOTTC grant
•need for more discipline-specific technology resources
•Birth of Project Synergy idea
Project OutcomesProject Outcomes
•Expand Maryland Faculty Online website
•www. Mdfaconline.org
•Develop a repository of discipline-specific learning object in key disciplines
•Prepare & field test guided activities using LO
•Train faculty
Grant ApproachGrant Approach
•Create six key discipline teams:
•Mathematics, Science, Liberal Arts, Teacher Education, Information Technology and Allied Health and Health Management
•Each college sends 2-6 instructors per discipline
•Research minimum of 5 learning objects and create a learning activity for each learning object
•Teams facilitated by Team Leaders
•Content experts within discipline
Learning Objects in 21st Century
Learning Objects in 21st Century
Image
Audio Lecture
Early Modernism: Focus on Auguste Rodin
Dr. Perminda Jacob
Case Study
Need for Clear DefinitionNeed for Clear Definition
A Learning Object is a self-standing, discrete piece of instructional content that meets a learning objective.” (MASIE, p. 24)
Making Sense of Learning Specifications and Standards, The MASIE Center, March 6, 2002
Others: differentiate between being digital/non-digital and being used for “technology-supported” versus any type of learning
What Makes LO Special?What Makes LO Special?
•Reusable
•Accessible (via the Web)
•Durable (across evolving OS updates)
•Portable (across platforms ex. CMS)
Why the Hype?Why the Hype?
•Ability to “personalize” instruction
•Reduce duplication of effort
•Technology-enabled instruction
Information Technology Group Members
•Bob Armstrong - University of Maryland Baltimore County
•Enid Bank - University of Maryland University College
•Nancy Bogage - Community College of Baltimore County
•Jim Kelley - Wor-Wic Community College
•Chima Ugah - Baltimore City Community College
Other Possible Objects
•How a hard drive works http://micro.magnet.fsu.edu/electromag/java/harddrive/
•Howstuffworks “How Web Servers Work” http://howstuffworks.lycoszone.com/web-server1.htm
•Warriors of the Net http://warriorsofthe.net/movie.html
•A Modular Approach to Teaching/Learning http://www2.widener.edu/Wolfgram-Memorial-Library/pyramid.htm
How a Hard Drive Works
http://micro.magnet.fsu.edu/electromag/java/harddrive/
Howstuffworks “How Web Servers Work” http://howstuffworks.lycoszone.com/web-server1.htm
Warriors of the Nethttp://warriorsofthe.net/movie.html
Techtionary
• Description: TECHtionary is the world's first animated dictionary on telecommunications, data networking and internet technology.
URL: http://www.crosstouch.com/techtionary/index_in.html
Techtionary
• Target audience: college level students and advanced high school students.
• Discipline categories: information technology, computer applications, computer science, telecommunications & electronics.
Techtionary
Materials needed: computer/projector for display, individual computers for students, all with:
• Minimum 56K internet access
• Java enabled browser
• Sound card (optional)
Techtionary Activity
• Time requirements: One class period minimum 50 minutes
Learning Activity
Session One (15 mins.) – Introduction to TECHtionary•Instructor will make the URL available to the participants by demonstrating how to navigate to the site, enter the URL and access the site.•The instructor will demonstrate how the site works and how to search the site for the desired information.
Session Two (30 mins.) – Participants will access the site to become familiar with its operation.
• In individually or in small groups the participants will explore the site and find words/topics that are assigned by the instructor.
Learning Activity
Session Three (15 mins.) – Participants Share the definitions that they have found. •Individuals or a person designated from a group will present the topics• they have found and describe why they are significant.•Students provide lists of significant topics to the instructor for future use.
1. Research paper on a particular topic - Challenge the students to choose one of the significant areas of discussion within TECHtionary and develop it further.
2. Group activities -
- Design quizzes (see below) and present to the class. - Take a subject not covered in TECHtionary and develop a working (graphic) definition using appropriate programming methods.
3. Quizzes - Develop quizzes using pertinent areas of current discussion. Quizzes could be developed by students and used as a study tool. 4. Incorporating terms into presentation materials - I.E. student/class web pages, PowerPoint, online course tool projects.
Possible Assessments
Merlot.org
MERLOT (Multimedia Educational Resource for
Learning and Online Teaching)
• MERLOT is a community of people who are involved in education.
• FREE and OPEN nationwide resource
• Has a rating system that provides a way for users to rank
the effectiveness of the objects submitted.
• Easy to become a member.
http://www.merlot.org/Home.po
Maryland Faculty Online
http://www.Mdfaconline.edu
Links to Learning Objects
• Wisconsin Online Resource Center
http://www.wisc-online.com/Searchlink.asp
Merlot
http://www.merlot.org
Learning Objects Network
http://www.learningobjectsnetwork.com/
Learning Objects and Standards Resources
http://www.learnativity.com/standresources.html
Half-Baked Softwre. Hot Potatoes
http://web.uvic.ca/hrd/halfbaked