Reusing Learning Objects: Pedagogical goals direct resource choices for first year chemistry labs
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Transcript of Reusing Learning Objects: Pedagogical goals direct resource choices for first year chemistry labs
Reusing Learning Objects: Pedagogical goals direct
resource choices for first year chemistry labs
Cyprien Lomas and Joanne NakonechnyThe Science Centre for Learning and
Teaching (Skylight)University of British Columbia, Canada
What is a Learning Object?
• A (very) loose description of a learning object:
• A reusable, digital resource– Reusable in different contexts– What about in similar contexts?
Discipline Setting• American Chemical Society;Canadian Society for Chemistry• Biennial Conference on Chemical Education • ChemCONF mailing list, online conferences• Journal of Chemical Education
Project:• Academic Committee for the Creative Use of Learning Technologies (ACCULT)
• creation of a mixed-mode course for 1st year chemistry laboratories
• annual enrolment of approximately 1800-2000 students
Learning Object Approaches:• technological or pedagogical
Pedagogical Process
• Deep vs surface learning• Deep structure learning focuses on concepts not facts =
surface structure• Deep structure learning is difficult for novice learners
Authentic scholars at any university level requires Authentic scholars at any university level requires confidence based on deep structure knowledgeconfidence based on deep structure knowledge
How does this influence choice of LOs?How does this influence choice of LOs?
The chemistry students need to be able to:
• identify a problem
• find information in the literature
• pose scientific questions
• formulate a hypothesis
• design experiments to test the hypothesis
• learn new experimental techniques
• analyze data & drawing conclusions
• recognize safety issues
Learning Objects need to reflect key goals of the course:
TransformationBEFORE:• 11 labs per term• step-by-step method• learning by repetition
RESULTS:• good technical skills• poor connection between application and outcomes
AFTER:• 6 labs per term• guided inquiry• learning through concepts
RESULTS:• poorer technical skills• good connection between application and outcomes
How did we get there?
Theory Method Application
1. Volumetric analysis concepts and calculations.2. Significant figures (SF) rules of calculation
correct analytical glassware
data with correct SFs
1. Read/use glassware correctly.2. Obtain data with correct number of SF.3. Do calculations using SF principles and volumetric analysis calculations.
Theory
1. SF rules and calculations2. glassware concepts
On-line tutorial
Method
1. Design experiment
1. VL with tutorial2. Lab manual3. Technique tutorial
Application
1. Wet lab
1. Design experiment in volumetric analysis
correct reading of glassware
Elements for Selecting Learning Objects
Pedagogical goals
Object granularity
Rigidity continuum
Author control
Concept articulated
Type (text, image etc.)
Data object
User response
LO
Pedagogical goals
Rigidity continuum
Author control
Concept articulated
Type (text, image etc.)
Data object
User response
LO
Customizable
parameters can be partially modified
Commercial or open- source
VL, WebCT (container)
Flexible
parameters can be completely modified
shared Lab manual
(malleable)
Rigid
parameters cannot be modified
Bridging to the Lab (product)
calculator
(prescriptive)
Selecting/Developing Learning Objects
Rigidity Continuum
Author Control
Process:
• Development of an experimental methodology.
• Visualization of multi-step sequences.
Tool aids by using:
• Theory + method + guided application
RIGID
Bridging to the Lab
Object granularity
Author control
Concept articulated
Data object
User response
LO
Pedagogical goals
Rigidity continuum
Author control
Concept articulated
Type (text, image etc.)
Data object
User response
LO
Process:
• Development of an experimental methodology.
• Implementation of multi-step sequences.
Tool aids by connecting:
• Theory + method + independent application.
(tutorial required)CUSTOMIZABLE
Virtual Lab
Object granularity
Author control
Concept articulated
Data object
User response
LO
Pedagogical goals
Rigidity continuum
Author control
Concept articulated
Type (text, image etc.)
Data object
User response
LO
Additional Support:
• In-house
technique modules
• Glossary
Tool aids by connecting:
• Students to the
actual laboratory
FLEXIBLE
Glossary
Object granularity
Author control
Concept articulated
Data object
User response
LO
Pedagogical goals
Rigidity continuum
Author control
Concept articulated
Type (text, image etc.)
Data object
User response
LO
Lessons Learned
depends on
drives the choice
has to be
to understand the principles
to be able to design an experiment
requires synthesis of theory and
method
an example of one an example of
one
an example of one
experiential knowledge is required in the
Mixed-Mode delivery
pedagogytools
rigiddeep structure
theory
method application
customizable flexible
Bridging to the Lab Virtual
Labtechniques
laboratory
Pedagogical goals
Author control
User responseData object
Type
Rigidity
continuum
Object
granularity
Concept
articulated
Reuse within a discipline
• It ain’t easy.• Need to keep the pedagogical goals in mind when
choosing Learning Objects.• It’s time consuming. It took two years to put together the
course. • May need to change the style and function of other
course resources. We re-wrote the lab manual, wrote instructional resources, developed quizzes etc.
• It’s on-going. We’re still developing resources, re-writing resources, finding new learning objects.
• Would we do it again? YES!
Development Team:
Dr. Sophia Nussbaum (Director)
• Dr. Matt Le Page
• Dr. Cyprien Lomas (Skylight)
• Dr. Joanne Nakonechny (Skylight)
• Students:
– Alexei Polishchuk
– Zev Thompson
• Illustrations:
– Elizabeth Varty
• Librarian:
– Kevin Lindstrom
THANK YOU TO THE UBC ACADEMIC COMMITTEE FOR
THE CREATIVE USE OF LEARNING TECHNOLOGIES
FOR THEIR SUPPORT (ACCULT).