Instructional Confetti:Put Learning Objectsinto Context: Instructional Confetti: Put Learning Objects into Context Judy Baker, Ph.D. Dean of Foothill Global Access Foothill College May 2007


How Is She Feeling?: How Is She Feeling? What Happened?


How Is She Feeling?: How Is She Feeling? Now .. Put the Scene into Context


Learning Objects without Context: Learning Objects without Context Instructional Confetti


Learning Objects: Learning Objects Benefits Challenges Examples of Misuse Strategies for Appropriate Use


Learning Objects: Learning Objects Provide learning content in small units (Wisconsin Online Resource Center) Small, independent chunks of knowledge or interactions Based on a clear instructional strategy Self-contained Interactive Reusable Able to be aggregated Tagged with metadata “any digital resource that can be reused to mediate learning” (Wiley & Edwards, 2002)


Learning Object Examples: Learning Object Examples Definitions Drill and Practice Timeline Moving Images Photos Audio Models Live News Feed (RSS) Interactive Graph Review Demonstration Assessment Decision Aid Game Simulation Case Study Interactive Map


Benefits: Benefits Add interactive and creative elements to online learning courses Stimulate innovation in teaching Reduced costs for online learning Personalized learning Interoperability Standardization Customization


Challenges: Challenges Inverse relationship between the size of a learning object and its re-usability As the learning object’s size decreases (lower granularity) its potential for reuse in multiple applications increases Granularity Re-usability Wiley’s Reusability Paradox


Decontextualization: Decontextualization As learning objects become more granular, instructors must provide more context


Example of Wiley’s Reusability Paradox: Example of Wiley’s Reusability Paradox Single image of Taj Mahal usable in many learning contexts with no modifications Complete unit on architecture has limited use without modifications


Instructional Confetti: Instructional Confetti Indiscriminate and unstructured use of learning objects Engaging in the short-term No integration with course objectives in the long-term No integration with instructor to student or peer to peer interaction


Instructional Confetti Example: Instructional Confetti Example Self-Test: An online quiz that tests students’ knowledge of what does and does not constitute plagiarism Provided in online course without context Integration with course purpose or content Relevance Significance


Plagiarism Object in Context: Plagiarism Object in Context Pretest-post-test Introduce academic honesty and plagiarism concepts Include a bibliography Provide various style guides Provide Citation Examples: Assign students must to use Turnitin to check for plagiarism before submitting an essay Require a metalearning essay Generate Discussion Board dialogue about benefits of citing sources and lost opportunity to develop skills by plagiarizing


Combine Learning Objects: Combine Learning Objects Combine Self-quiz on plagiarism with Assignment Calculator for better integration Self-quiz + Timeline = Greater Context


Appropriate Use of LOs: Appropriate Use of LOs Problem-based Learning Model Students are introduced to a problem or project which they must solve or accomplish Students given access to resources what they need in order to solve the problems or complete the projects Learning objects used as PBL-supporting resources Makes learning objects reusable


Problem-based Use of LO: Problem-based Use of LO Close NYC’s $3.8 billion deficit with interactive NYC Budget Game


Urban Planning Object:Interactive Game: Urban Planning Object: Interactive Game Complex learning object with limited applications


Learning Communities of Practice: Learning Communities of Practice Finding, using, and creating learning objects as a community Learners create their own contextual links to and between learning objects Indexing and Discovery Creation and design of new learning objects by students Transcript of Chat Room visit from expert guest Guided threaded discussion No temporal sequencing of resources and assessments linked to decontextualized instructional objectives Resources provided by peers as solution of a self-selected problem Learners evaluate the relevance and suitability of learning objects within a specific learning context


Avoid the Confetti Clean Up Put Learning Objects into Context: Avoid the Confetti Clean Up Put Learning Objects into Context