What is a learning object, technically?

Albert IpProf. Iain Morrison

Mike Currie

Confusing definition of “Learning Object”

• IEEE Learning Technology Standards Committee (LTSC)– “any entity, digital or non-digital,

that can be used, re-used, or referenced during technology supported learning”

Confusing definition of “Learning Object”

• Computer-based training (CBT) vendor NETg, Inc.– a learning objective, – a unit of instruction that teaches

the objective, – a unit of assessment that

measures the objective.

Confusing definition of “Learning Object”

• Another CBT vendor, Asymetrix– “pre-scripted elements that

simplify programming … provide instantaneous programming power”

Confusing definition of “Learning Object”

• Educational Objects Economy– Java Applets only

Avoid using “learning object”

• SCORM - “content object”• David Merrill - “knowledge objects”• ARIADNE - “pedagogical documents”• ESCOT - “educational software

components”• MERLOT - “resources”• Ip & Canale - “Virtual Apparatus”

Learning Technologist’s focus

• Granularity• Metadata description (LOM)• Internal Structure

– layers– NETg vs Ip

Educator focus

Pedagogical designs review

Tutorial, Drill and Practice

• a tutorial environment• a testing/assessment environment

• Reuse unit:– items– tests

Case Method

• A teaching case is a story describing, or based on, actual events, that justifies careful study and analysis by students

• discussion-based and experiential

• Reuse Unit– teaching case

Goal-based learning

• simulations in which there is a problem to resolve, or a mission to complete.

• require learners to assume the main role in the resolution of the problem or the pursuit of their mission

• Reuse Unit– scenario– Supporting experience

Learning by designing

• core learning activity is the design of an artifact.

• practice-based disciplines (engineering & architecture)

• Reuse Unit– none

Web-based role-play simulation

• learners take on the role-profiles of specific characters in a contrived educational game (Linser, Naidu, & Ip, 1999)

• acquire the intended learning outcomes & make learning enjoyable

• Reuse Unit– scenario, role descriptions– resources

Distributed problem-based learning

• exemplifies authentic learning and emphasizes solving problems in rich contexts

• Reuse Unit– problems

Critical incident-based computer supported

learning• A critical incident (from the

workplace) presents a learner with a learning opportunity to reflect in and on action.

• Reuse Unit– none

• learning support needed

Rule-based simulation

• Microworlds, or computer simulations of restricted environments

• Reuse Unit– agents in microworlds

Exploratory Learning

• Through the process of discovery, or guided discovery, the student learns facts, concepts, and procedures.

• Reuse Unit– resources and related metadata

description for discovering the resources

Cognitive tool

• learn “with” interactive learning tools

• Reuse unit– tools

Resource-based Learning Environment

• emphasizes a transformation of meaning through learner-centered, system-facilitated action

• Reuse unit– resources

What was the issue again?

Communities GAP!

Blind men & the elephant

John Godfrey Saxe's ( 1816-1887) version of the famous Indian legend

Types of resources

• specifically written up reading material• resources originally created for other

purposes• multimedia resource (content, situations

and authority)• structured resources (together with

interactivity)• special software

Observations

• NOT only “information shoveling”• Learning vs Teaching Resources• Reuse:

– content– interactivity supporting software

Relationship between communities

• Consumer / producer relationship• Goods: interactivity software• Value-chain:

– s/w + content

• Other players– discovery services ….– Standards to support interoperability