scholarly journals Historical and Philosophical Foundations of Learning Objects

10.28945/2913 ◽  
2005 ◽  
Author(s):  
Stephen L. Martin
Keyword(s):  
Instructional Design ◽  
Learning Objects ◽  
Reflective Learning ◽  
Learning Object ◽  
Instructional Designers ◽  
Philosophical Foundations ◽  
Practical Development ◽  
Computer Based ◽  
Knowledge Objects ◽  
The Relationship

Briefly the objective of this presentation is to provide an overview of the origin of the concept and term of learning object in instructional design within the context of standardized, sharable, computer-based operations. Secondly, the philosophical foundations will be discussed mainly in terms of the framework of the crucial distinction between learning objects as mere external knowledge objects and the process of self-reflective learning that is needed to make the use of learning objects truly successful. Both the historical and philosophical foundations of learning objects will be treated in terms of the relationship between learning objects and learning subjects. The latter includes both instructional designers in the historical and practical development of learning objects, and the audience for which learning objects are intended to help educate. Particularly, historical and philosophical foundations should recognize the dual trajectory towards producing standardized small curricular units and at the same time affecting, educating and even transforming learners.

scholarly journals Pedagogically Sound Learning Objects: Towards a Useful Classification

2021 ◽  
Author(s):  
Daniel Churchill
Keyword(s):  
Conceptual Model ◽  
Learning Objects ◽  
Learning Object ◽  
Small Scale ◽  
Instructional Designers ◽  
Information Object ◽  
Use Of Technology ◽  
Computer Based ◽  
Sound Learning ◽  
Contextual Representation

In spite of the numerous discussions in literature, the learning object remains an illdefined concept. In this paper, rather than attempting to clearly define what a learning object is, I discuss kinds of computer-based creations that might be recognized as a learning object by the community involved in design and use of technology-based educational resources. This discussion is supported by a small-scale inquiry into kinds of learning objects identified from a collection of resources developed by some teachers and instructional designers in Singapore. Six unique categories of potential learning objects were noted and defined through the inquiry: presentation object, practice object, information object, simulation object, conceptual model and contextual representation. These kinds of learning objects are discussed in this paper. The paper opens a possibility for the proposed categories to be challenged or for more categories of learning objects to emerge in further inquiries involving examination of larger repositories of learning objects.

scholarly journals Science and math teachers as Instructional Designers: Linking ID to the ethic of caring

2008 ◽  
Vol 34 (1) ◽  
Author(s):  
Ellen Rose ◽  
Kate Tingley
Keyword(s):  
Instructional Design ◽  
Central Component ◽  
Instructional Decisions ◽  
Design Activity ◽  
Instructional Designers ◽  
Design Models ◽  
Math Teachers ◽  
Ethic Of Caring ◽  
Exploratory Inquiry ◽  
The Relationship

In this exploratory inquiry into the nature of the relationship between systematic instructional design models and teachers’ planning practices and needs, the researchers conducted open-ended interviews with six teachers of science and math in order to discover how they conceptualized and practiced instructional design. The most important finding to emerge from this research was that, from the teachers’ perspective, caring must be a central component of any instructional design activity. Regardless of gender and grades taught, the teachers indicated that they need to be able to make instructional decisions based upon their caring relationships with individual learners. Les enseignant de sciences et mathématiques comme concepteurs pédagogiques: relier l’identité et l'éthique de la sollicitude Résumé : Dans cette enquête exploratoire de la nature de la relation entre les modèles systématiques de conception pédagogique et les besoins ainsi que la pratique de planification des enseignants, les chercheures ont effectué des entrevues ouvertes avec six enseignants de sciences et mathématiques afin de découvrir leurs représentations et leurs pratiques de la conception pédagogique. Le résultat le plus important émergent de cette enquête a été que selon la perspective des enseignants, la sollicitude se doit d’être une des composantes centrales de n’importe quelle activité de conception pédagogique. Indépendamment du genre et du niveau d’enseignement, les enseignants ont indiqué qu’ils doivent être en mesure de pouvoir faire des décisions pédagogiques en fonction de leurs relations empathiques avec les apprenant individuels.

scholarly journals Visualização sintético-imagética de parâmetros e metadados de objetos de aprendizagem

2015 ◽  
Vol 13 (3) ◽  
pp. 632
Author(s):  
Raquel Salcedo Gomes ◽  
Daniel Steinbruch Pereira ◽  
Érico Marcelo Hoff do Amaral ◽  
Rodrigo Sychocki da Silva ◽  
Rosana Wagner ◽  
...  
Keyword(s):  
Instructional Design ◽  
Recommendation Systems ◽  
Learning Objects ◽  
Visual Language ◽  
Learning Object ◽  
Learning Theories ◽  
Digital Repositories ◽  
Qualitative Variables ◽  
Database Logic

O presente trabalho traz os resultados de pesquisa que objetivou o desenvolvimento de uma linguagem visual que representasse parâmetros e metadados de objetos de aprendizagem de maneira sintético-imagética, a fim de facilitar seu processo de avaliação e seleção por educadores. A pesquisa fundamentou-se em princípios da teoria de NURBS e da lógica do banco de dados de Manovich (2001, 2010), além dos conceitos de objeto de aprendizagem, metadados e sistemas de recomendação (WILEY, 2000; CAZELLA et al., 2009, 2010). A pesquisa revelou profícua a possibilidade da transformação da cultura subjetiva em dados, mediante a proposição de categorizações que levaram em conta variáveis qualitativas na análise de OAs a partir de teorias de aprendizagem aplicadas ao design instrucional e de características padronizadas utilizadas em sua organização e catalogação em repositórios digitais.Abstract: This paper presents results of research aimed at developing a visual language to represent parameters and metadata for learning objects in a synthetic-imagetic manner, in order to facilitate the process of their evaluation and selection by educators. The research was based on principles of NURBS theory and database logic by Manovich (2001, 2010), and the concepts of learning object (LO), metadata and recommendation systems (WILEY, 2000; CAZELLA et al., 2009, 2010). The inquiry revealed a possibility of fruitful transformation of subjective culture on data through the proposition of categorizations that take into account qualitative variables in the analysis of LOs from the perspective of learning theories applied to instructional design and standardized features used in their organization and cataloging in digital repositories. Keywords: Synthetic-imagetic visualization. Learning objects. Metadata. Repositories. Learning parameters.Resumen: Este trabajo presenta los resultados de investigación que apuntaba a desarrollar un lenguaje visual para representar parámetros y metadatos de objetos de aprendizaje vía imágenes sintéticas para facilitar su proceso de evaluación y selección de los profesores. La investigación se basa en los principios de la teoría de NURBS y la lógica de la base de datos de Manovich (2001, 2010), además de los conceptos de objeto de aprendizaje (OA), metadatos y sistemas de recomendación (Wiley, 2000; Cazella et al., 2009, 2010). La encuesta reveló fructífera la posibilidad de transformación de la cultura subjetiva en datos a través de la proposición de categorizaciones que tuvieron en cuenta las variables cualitativas en el análisis de OA a partir de las teorías de aprendizaje aplicadas al diseño instruccional y características estándar utilizadas en su organización y catalogación en repositorios digitales.Palavras clave: Vista previa de imágenes sintéticas. Objetos de Aprendizaje. Metadatos. Repositorios. Parámetros de Aprendizaje.

scholarly journals PENERAPAN PRINSIP DISAIN PEMBELAJARAN DAN LEARNING OBJECT UNTUK SITUS KELAS MAYA MATA KULIAH GIZI TERAPAN

2015 ◽  
pp. 95-112
Author(s):  
Dewi Salma Prawiradilaga Ari Istiany Diana Ariani
Keyword(s):  
Instructional Design ◽  
Learning Objects ◽  
Learning Object ◽  
Learning Design ◽  
Design Framework ◽  
Integrative Learning ◽  
Learning Materials ◽  
Web Based ◽  
Design Learning ◽  
Web Based Learning

Abstrak:Penelitian pengembangan ini bertujuan untuk menciptakan baik bahan belajar berbasis web mapun panduan belajar untuk mata kuliah Gizi Terapan. Pengembangan tersebut didasarkan pada prinsip desain pembelajaran, learning object, desain pesan dan pembelajaran mandiri personalisasi. Proses pengembangan menggunakan model Dabbagh & Bannan-Ritland yang dikenal dengan model “integrative learning design framework (IDLF)”. Model ini terdiri dari tiga tahapan, yaitu explorating, enactment, dan evaluation. Hasil tahap explorating adalah serangkaian permasalahan dan alternatif solusi untuk mengembangkan mata kuliah tersebut sebagai learning object. Tahap enacment menghasilkan hal-hal apa saja yang harus dikembangkan/diproduksi sebagai aspek pembelajaran seperti urutan topik, naskah, produksi prototipa (vide klip, slide presentasi, draft panduan belajar dll.), serta situs kelas maya mata kuliah Gizi Terapan tersebut pada http:://www.unj.web-bali.net. Evaluasi adalah tahap pembuktian melalui evaluasi satu-satu, review ahli, dan evaluasi kelompok kecil. Penelitian ini sendiri menggunakan tujuh siswa dari Program Studi Tata Boga dan lima dosen sebagai ahli lintas disiplin, yaitu ahli pembelajaran, desain pembelajaran, media (hypermedia) dan gizi terapan.Kata Kunci: gizi terapan, desain pembelajaran, learning object, model IDLF, bahan belajar berbasis web.Abstract:This is a development research which aims to create both web-based learning materials and a learning guide (LG) book for the course on Applied Nutrition. Its underlying theories are principles of instructional design, learning objects (LOs) as well as message design, personalization inindependent learning. The development process is through a model called Integrative learning design framework (IDLF) of Dabbagh & Bannan – Ritland. The IDLF consists of three phases; those are explorating, enactment, and evaluation. Explorating phase results a list of problems and its alternative solutions on how to develop topics chosen (Gizi Balita and Gizi Anak Sekolah) as learning objects. Then, these LOsare to be uploaded into learning paths in theLCMS claroline. Enactment is a process which allows research team to develop those topics into tangible aspects of instruction, such scripts, production of prototypes (slides, video clips, the draft of LG book etc), and a coursesite of Applied Nutrition (Gizi Terapan) at www.unj.web-bali.net. Evaluation consists of tryouts of one-to-one, expert review, and small group evaluation. The research invited seven students of Department of Food Management (Tata Boga) as subjects and five lecturers as transdisciplinary experts of instructional design, instruction, hypermedia and applied nutrition.Keywords : Applied Nutrition, instructional design, learning objects, model IDLF, web-based learning materials.

Supporting Decision Making in Using Design Languages for Learning Designs and Learning Objects

2011 ◽  
pp. 851-868
Author(s):  
Eddy Boot ◽  
Luca Botturi ◽  
Andrew S. Gibbons ◽  
Todd Stubbs
Keyword(s):  
Decision Making ◽  
Instructional Design ◽  
3D Model ◽  
Learning Objects ◽  
Instructional Software ◽  
Instructional Designers ◽  
Design Task ◽  
Levels Of Detail ◽  
Design Languages ◽  
Different Levels

In developing modern instructional software, learning designs are used to formalize descriptions of roles, activities, constraints, and several other instructional design aspects and learning objects are used to implement those learning designs in instructional software. Central in both constructs is the use of design languages to support structuring a design task and conceiving solutions. Due to a lack of standardized design languages that are shared between designers, producers, and other stakeholders, the application of learning designs and learning objects is often unsatisfactory for three reasons: (a) different instructional and technical structures are often not meaningfully organized; (b) different levels of detail are mixed together; and (c) different expressions are used in a nonstandardized manner. A decision model is introduced—the 3D-model—that supports better selection and application of design languages. Two studies show that the 3D-model contributes to a better information transition between instructional designers and software producers.

scholarly journals Diseño instruccional de objetos de aprendizaje para niños sordos. Desarrollo de la Inteligencia Práctica// Learning Objects Instructional Design for deaf children. Practical Intelligence Development.

2013 ◽  
Vol 4 (1) ◽  
pp. 132
Author(s):  
María Claudia Bonfante ◽  
Joaquín Lara Sierra ◽  
Marco A. Chico Ruiz
Keyword(s):  
Instructional Design ◽  
Teaching Strategies ◽  
Direct Contact ◽  
Learning Objects ◽  
Learning Object ◽  
Deaf Children ◽  
Practical Intelligence ◽  
Intelligence Development

Este artículo revisa los conceptos relacionados con la Inteligencia Práctica, Objetos de Aprendizaje y Diseño Instruccional, y propone una metodología para la planeación del diseño de Objetos de Aprendizaje con estrategias pedagógicas que propicien potenciar los procesos de la Inteligencia Práctica en niños sordos, lo cual servirá de modelo y de motivación para toda ésta comunidad, así mismo para los profesores y personas que tienen un contacto directo con esta población.ABSTRACT:This paper reviews the concepts related to practical intelligence, learning objects and instructional design. A methodology for planning Learning Object Design with teaching strategies is proposed. This methodology promotes the application of practical intelligence in deaf children which will serve as a model and motivation for all this community, also for teachers and people who have direct contact with this population. 

scholarly journals The Athabasca University eduSource Project: Building an accessible learning object repository

2005 ◽  
Vol 21 (3) ◽  
Author(s):  
Martha Cleveland-Innes ◽  
Rory McGreal ◽  
Terry Anderson ◽  
Norm Friesen ◽  
Mohamed Ally ◽  
...  
Keyword(s):  
Learning Objects ◽  
Lessons Learned ◽  
Learning Object ◽  
Instructional Designers ◽  
Work Package ◽  
Approach To Learning ◽  
University Departments ◽  
Learning Object Repository ◽  
Learning Object Repositories ◽  
Pedagogical Approaches

<span>Athabasca University - Canada's Open University (AU) made the commitment to put all of its courses online as part of its Strategic University Plan. In pursuit of this goal, AU participated in the eduSource project, a pan-Canadian effort to build the infrastructure for an interoperable network of learning object repositories. AU acted as a leader in the eduSource work package, responsible for the metadata and standards for learning objects. In addition, the team of professionals, academics, librarians and other researchers worked to create an accessible repository of learning objects across university departments and subjects. Most critically, the team worked beyond the development of a learning object repository and considered the adaptation of content and related applications, pedagogical approaches and the use of learning objects by instructional designers, faculty and the learners themselves. This paper describes one institution's approach to learning object repository development, from a technical and pedagogical perspective, along with some of the lessons learned during the process.</span>

scholarly journals Development of Mobile Learning in Faculty of Economics, Bina Nusantara University

2017 ◽  
Vol 8 (3) ◽  
pp. 163
Author(s):  
Herru Darmadi ◽  
Suryadiputra Liawatimena
Keyword(s):  
Instructional Design ◽  
Mobile Devices ◽  
Interactive Multimedia ◽  
Simple Random Sampling ◽  
Learning Objects ◽  
Learning Object ◽  
Initial Learning ◽  
The Subject ◽  
Analysis Design ◽  
Multimedia Instructional Design

The research wanted to find the workflow and solution by developing m-learning object for Android and iOS-based smartphone and tablet that supported interactive multimedia. The research began with analysis, design, implementation, and evaluation. Currently, the learning objects were not compatible with mobile devices. To overcome this problem, the research focused on designing the instructional design for m-learning and the development of interactive multimedia. Instructional design was created by the collaboration of the subject matter expert and instructional designer. M-learning was designed using UML and developed using Adobe AIR technology. The implementation of this research was a prototype of m-learning for concept of cost in Faculty of Economics, Bina Nusantara University. Then, the evaluation was conducted by distributing m-learning object to 32 selected students by simple random sampling in their first week of lectures in February 2014. The observation was conducted during m-learning object installation and initial learning process. At the end of the second week of the experiment, summative assessment and questionnaire were given to students. The results show that m-learning object is compatible with mobile devices. The students also say that m-learning is easy to use and helpful for their learning.

Developing Metadata Application Profiles for Open Educational Resources Federated Repositories

2017 ◽  
pp. 118-145 ◽  
Author(s):  
Panagiotis Zervas ◽  
Demetrios G. Sampson
Keyword(s):  
Learning Objects ◽  
End Users ◽  
Open Educational Resources ◽  
Learning Object ◽  
Instructional Designers ◽  
Teachers And Students ◽  
Learning Object Repositories ◽  
Application Profile

With many Learning Object Repositories (LORs) implemented and maintained independently from different organizations or communities, valuable Learning Objects (LOs) are scattered over different LORs and making it difficult for end-users (namely, instructional designers, teachers and students) to easily find and access them. A suggested solution towards addressing this issue is to create federated LORs, which aim to harvest and aggregate LOs' metadata from different LORs towards facilitating LOs' discovery across these LORs through a single infrastructure. However, a challenging issue during the development of federated LORs is the design of appropriate metadata application profile (AP) which supports harvesting heterogeneous metadata records from the aggregated LORs. Thus, the aim of this book chapter is twofold, namely (a) to present a methodology for developing metadata APs that can be used in building federated LORs and (b) to present a case study from the implementation of the proposed methodology for the development of the metadata AP used by the OpenDiscoverySpace federated LOR.

scholarly journals A Convergent Participation Model for Evaluation of Learning Objects

2002 ◽  
Vol 28 (3) ◽  
Author(s):  
John Nesbit ◽  
Karen Belfer ◽  
John Vargo
Keyword(s):  
Formative Evaluation ◽  
Educational Software ◽  
Learning Objects ◽  
Social Recognition ◽  
Learning Object ◽  
Instructional Designers ◽  
Metadata Standards ◽  
Stage Process ◽  
Review Model ◽  
Evaluation Of Learning

The properties that distinguish learning objects from other forms of educational software - global accessibility, metadata standards, finer granularity and reusability - have implications for evaluation. This article proposes a convergent participation model for learning object evaluation in which representatives from stakeholder groups (e.g., students, instructors, subject matter experts, instructional designers, and media developers) converge toward more similar descriptions and ratings through a two-stage process supported by online collaboration tools. The article reviews evaluation models that have been applied to educational software and media, considers models for gathering and meta-evaluating individual user reviews that have recently emerged on the Web, and describes the peer review model adopted for the MERLOT repository. The convergent participation model is assessed in relation to other models and with respect to its support for eight goals of learning object evaluation: (1) aid for searching and selecting, (2) guidance for use, (3) formative evaluation, (4) influence on design practices, (5) professional development and student learning, (6) community building, (7) social recognition, and (8) economic exchange.

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