Learning Objects

1. Learning Objects Kim, L., Yan, L. and Miller, B. (2004-2006)

2. Learning Outcomes At the end of this presentation students will be able to: • describe the elements of a learning object • identify what is and what is not a learning object • analyze the quality of a learning object • produce a high quality learning object

3. Index • What is learning objects • Components of learning objects • The requirements for objects • Definition of learning objects • Characteristics of learning objects • Learning objects versus informational objects • Benefit of using learning objects • Pros and Cons of Learning Objects • Standards for learning object design • Relevant Links

4. What is Learning Objects?Learning objects are building blocks • Designed to be instructional • Designed to be extractable • Designed to be reusable

5. What can be each block? (content) • Text • Graphics • Animations • Video • Audio Regardless of multimedia components all Learning Objects must have an assessment

6. Requirements for each block • Must be able to communicate with learning management systems. • How a learner moves between blocks is controlled by the integrated learning system. • Must have a description that enables designers to search for and find the right block for the right job. • Usually the length of each block is between five to fifteen minutes.

7. Integrated Learning System • ILS is computer-based systems for the delivery of curriculum material, via an individualized program of study • An ILS is made up of two components, Computer Aided Instruction (CAI) modules (often called courseware) and a Management System.

8. Key Features of ILS • An individualized learning program. High performers can make rapid progress onto higher levels of difficulty. When learners experience problems, they are given more practice and/ or additional tutorials. Questions are related to various skills needed for the topic. • Instructors have access to data for monitoring learners’ progress. They can identify learners who are experiencing difficulty and in need of additional support. Data are gathered automatically and can be displayed in reports. Over time, Management Systems are helpful in predicting future performance. • Provide learners with immediate feedback thus improving learner motivation and acceleration of learning.

9. Learning Objects A learning object, for all practical purposes (designed for active learning), is an object or set of resources (blocks) that can be used for facilitating intended learning outcomes, and can be extracted and reused in other learning environments.

10. Characteristics of Learning Objects • Reusability • Interoperability • Extractable: Stand-Alone • Durability • Accessibility

11. Learning Objects v. Informational Objects • The intent of a learning object's designer is to facilitate learning, while information objects are designed to be a reference, and not necessarily for the purpose of retaining skills or concepts by the user. • Learning objects incorporate assessment, while information objects do not. Example

12. Informational Objects are Passive Learning Objects • Most learning objects are active learning objects. However, informational objects are instructional in design but do not require active participation from the user. These are called passive learning objects. Remember: • If the intent is to inform, then it is an informational object. If the intent is to facilitate learning, then it is a learning object and should have an assessment.

13. So, Without Learning Objects • A significant investment in either content or a learning system is locked into that particular content or system. • Every time a course or an interactive electronic training manual needs to be updated, far more material must be rewritten than is desirable. • The process of developing high-quality content is prone to unnecessary duplication of effort, thus driving up the cost.

14. Pros of Learning Objects • Production Costs • Breaking content into learning objects, content can be maintained and updated separately. If a suitable learning object can be found, a new one does not need to be created. • Flexibility • As more standards-based learning objects become available, increased choice will translate into more flexibility. • End User Cost • Learning objects prevent consumers from being locked into specific systems. As standards take hold, the market for content provide for content to be reused or recycles thus lowering production cost while increasing options. • Industry Support • Leading system vendors and content producers are supporting SCORM standards, which complements the learning object approach.

15. Cons of Learning Objects • Production Costs • Changing content to a learning objects from a "self-contained system" approach involves retooling and retraining costs. • End User Cost • The increased cost of converting existing content to a learning objects approach will drive end user cost upward. • Industry Support • Realistically, it is twelve to eighteen months between the time the vendor community adopts an approach and the time products that implement the approach are available.

16. Standards for Learning Objects Design • XML – a structured means of representing hierarchies and properties • Tagged language • Used by IMS, SCORM and by many other agencies around the world

17. Reusability Design Elements • Design them to be: • Generic • Interoperable • Rewind-able • Accessible • Free to use • Findable • Engaging Sandy Mills-Alford - 2004

18. Example Links • Hospitality Training Organization • Hotel Housekeeping Staffing Guide • Giving Effective Praise • Managing Quality: 5S

19. Can you answer the following questions? • What is learning object? • Components of learning object? • What’s the difference between learning object and informational object? • What are pros and cons of learning object? • Can you identify learning object now? • Can you find some examples of learning objects?

20. Assessment • Learning Object Game Show