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Children, on-line learning and authentic teaching skills in primary education |
Learning Objects |
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Main Topics
More information ...
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Learning Objects These are devices that scaffold learning. They are commonly provided in an interactive multimedia form and may be installed an a computer, available on CD Rom, online or any combination of the these. While most are explicitly focused on 'delivery of content' other approaches can be more subtle and creative, eg, using self-tests to expand the learners understanding and insights and to support the transfer of knowledge beyond the immediate topic or course.
Selection of Learning Objects In order to be incorporated into a class program the object is usually subjected to some selection process by those responsible for the class program. This selection process may benefit from contributions from others, eg, other colleagues, school policy, reviews in professional or promotional materials ...
The selection process may be initiated by the identification of
As with all processes it is possible that any of the steps involved may be a constraint.
Windows of Opportunity Typically the above process must be completed within a reasonable window of opportunity. The significance and on-going nature of a need is likely to expand the window of opportunity.
On the other hand, many factors may shrink or consume the window of opportunity :
Teaching and Learning Objects Having been selected, a learning object must then to be incorporated in the class program in place and time. A common advantage of online learning objects is that they generally provide teachers and learners with some increased flexibility in terms of place and time.
However the learning is still shaped by both teacher through pedagogy and learner through engagement. The value of the learning object is made up of its content and the extent to which it contributes to the scaffolding and mediation of learning.
Learning Objects and Action learning A learning object can be helpful in prompting (and capturing)
In this sense the use of learning objects can be consistent with action learning
Professional Learning Communities Each step in the above processes requires knowledge, experience, insight and judgement on the part of the teacher(s) concerned.
Efforts to meet these requirements can be supported or supplemented by one's professional colleagues, eg, the evaluation of the potential of a learning object requires some familiarity with the content, structure and 'operation' of the learning object. An experienced user of the object is likely to be able to provide
The alternative of 'discovery by the potential user' is likely to risk consuming all of the window of opportunity, and more. The added danger is that such an experience is likely to provide the teacher with the 'insight' or rationale that 'learning objects are more trouble than they are worth !!'
Scaffolding for teachers On the other hand membership of a professional learning community can provide teachers with the scaffolding they require in order to be able to successfully select and implement learning objects for the benefit of their students.
Related Observations From the observations made so far in this project, teachers who are having success in incorporating ICT into their class programs are also members of a professional learning community, either within their own school and/or a wider circle of colleagues who communicate regularly. Such learning communities include an interest in the use of ICT to support children's learning.
Design Issues Many learning objects work well for the learners (as learners). However at present few learning objects appear to give much consideration to other users, such as teachers. In future it is to be hoped that learning objects will routinely make provision for all users including teachers who are involved in the selection and implementation of learning objects as per the above process model.
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Webb phone 03 6324 3492 |
