Project Synergy Discovering Learning Objects

1. Project SynergyDiscovering Learning Objects TLT Brown Bag Presentation May 1, 2002

2. Presentation Objectives • Project Synergy Grant Overview • Overview of Learning Objects • Highlight Learning Object and Activity

3. Project Synergy Overview • MHEC funded Grant Project of MarylandOnline • MarylandOnline-consortium of 23 MD universities/colleges

4. Why Project Synergy? • Follow-up to FOTTC grant • Overcome limitations of FOTTC grant • need for more discipline-specific technology resources • Birth of Project Synergy idea

5. Project Outcomes • Expand Maryland Faculty Online website • www. Mdfaconline.org • Develop a repository of discipline-specific learning object in key disciplines • Prepare & field test guided activities using LO • Train faculty

6. Grant Approach • Create six key discipline teams: • Mathematics, Science, Liberal Arts, Teacher Education, Information Technology and Allied Health and Health Management • Each college sends 2-6 instructors per discipline • Research minimum of 5 learning objects and create a learning activity for each learning object • Teams facilitated by Team Leaders • Content experts within discipline

7. Learning Objects in 21st Century Case Study Audio Lecture Early Modernism: Focus on Auguste Rodin Dr. Perminda Jacob Image

8. Need for Clear Definition • A Learning Object is a self-standing, discrete piece of instructional content that meets a learning objective.” (MASIE, p. 24) • Making Sense of Learning Specifications and Standards, The MASIE Center, March 6, 2002 • Others: differentiate between being digital/non-digital and being used for “technology-supported” versus any type of learning

9. What Makes LO Special? • Reusable • Accessible (via the Web) • Durable (across evolving OS updates) • Portable (across platforms ex. CMS)

10. Why the Hype? • Ability to “personalize” instruction • Reduce duplication of effort • Technology-enabled instruction

11. Information Technology Group Members • Jim Kelley - Wor-Wic Community College • Chima Ugah - Baltimore City Community College • Bob Armstrong - University of Maryland Baltimore County • Enid Bank - University of Maryland University College • Nancy Bogage - Community College of Baltimore County

12. Other Possible Objects • How a hard drive works http://micro.magnet.fsu.edu/electromag/java/harddrive/ • Howstuffworks “How Web Servers Work” http://howstuffworks.lycoszone.com/web-server1.htm • Warriors of the Net http://warriorsofthe.net/movie.html • A Modular Approach to Teaching/Learning http://www2.widener.edu/Wolfgram-Memorial-Library/pyramid.htm

13. How a Hard Drive Workshttp://micro.magnet.fsu.edu/electromag/java/harddrive/

14. Howstuffworks “How Web Servers Work”http://howstuffworks.lycoszone.com/web-server1.htm

15. Warriors of the Nethttp://warriorsofthe.net/movie.html

16. Techtionary • Description: TECHtionary is the world's first animated dictionary on telecommunications, data networking and internet technology. • URL: http://www.crosstouch.com/techtionary/index_in.html

17. Techtionary • Target audience: college level students and advanced high school students. • Discipline categories: information technology, computer applications, computer science, telecommunications & electronics.

18. Techtionary Materials needed: computer/projector for display, individual computers for students, all with: • Minimum 56K internet access • Java enabled browser • Sound card (optional)

19. Techtionary Activity • Time requirements: One class period minimum 50 minutes

20. Learning Activity • Session One (15 mins.) – Introduction to TECHtionary • Instructor will make the URL available to the participants by • demonstrating how to navigate to the site, enter the URL and access the site. • The instructor will demonstrate how the site works and how to search the • site for the desired information. • Session Two (30 mins.) – Participants will access the site to become • familiar with its operation. • In individually or in small groups the participants will explore the site • and find words/topics that are assigned by the instructor.

21. Learning Activity • Session Three (15 mins.) – Participants Share the definitions that they • have found. • Individuals or a person designated from a group will present the topics • they have found and describe why they are significant. • Students provide lists of significant topics to the instructor for future use.

22. Possible Assessments 1. Research paper on a particular topic - Challenge the students to choose one of the significant areas of discussion within TECHtionary and develop it further. 2. Group activities - - Design quizzes (see below) and present to the class. - Take a subject not covered in TECHtionary and develop a working (graphic) definition using appropriate programming methods. 3. Quizzes - Develop quizzes using pertinent areas of current discussion. Quizzes could be developed by students and used as a study tool. 4. Incorporating terms into presentation materials - I.E. student/class web pages, PowerPoint, online course tool projects.

23. Merlot.org • MERLOT (Multimedia Educational Resource for • Learning and Online Teaching) • MERLOT is a community of people who are involved in education. • FREE and OPEN nationwide resource • Has a rating system that provides a way for users to rank • the effectiveness of the objects submitted. • Easy to become a member. • http://www.merlot.org/Home.po

24. Maryland Faculty Online http://www.Mdfaconline.edu

25. Links to Learning Objects • Wisconsin Online Resource Center • http://www.wisc-online.com/Searchlink.asp • Merlot • http://www.merlot.org • Learning Objects Network • http://www.learningobjectsnetwork.com/ • Learning Objects and Standards Resources • http://www.learnativity.com/standresources.html • Half-Baked Softwre. Hot Potatoes • http://web.uvic.ca/hrd/halfbaked