I do not like reinventing any wheels so I really like learning objects. I have actually been using them in my courses for a while now, but just realized with this lesson that there is a recognized structure to them and a name – “learning objects”. Dr. Oliver mentioned this concept came from object-oriented programming and I can see why. This takes me back to an undergrad class in Java – an object-oriented programming language. I remember in class planning out the programs we would write and sketching out the structure on paper. We separated each piece of the program into a manageable “object” and drew it in a circle. Then those circles could be “called” every time we needed them instead of writing new ones.
Here’s an example: To write a program that will display a working calculator on the screen, you can’t just draw out the calculator body, put in the buttons and assume the computer knows what the buttons mean. You have to start from scratch the computer doesn’t know anything besides 1 and 0, which mean true and false. So, that means you have to first teach the computer what a number is, and then how to add them, then multiply them, etc. Here is where the objects come in. Creating objects like “add”, “multiple”, and so on is super efficient. They can be used over and over again, not only in the same program, but in future programs – paralleling what we are learning about learning objects.
Learning objects typically have three parts: learning objective, unit of instruction that teaches the objective, and some way to measure the outcome. The key advantage is that you can reuse them and save money and time. Learning objects are probably pretty large. Therefore, streaming on the web is important so that many people at the same time can use the object and have it download or function in a reasonable amount of time. There are sites like YouTube, TeacherTube, and Vimeo for this, However, I’m not aware of any free places to store and deliver interactive software like flash content, so I guess the school’s server would have to work.
I think this “learning object economy” is going to keep getting better and better. Yes, some content areas have more learning objects available than others. My teaching area is unfortunately one of the ones that doesn’t have a whole lot out there since it is still emerging, but I keep looking! I wish I had more time to make some of my own.
I don’t think there are any significant barriers to using learning objects. I realize the debate is hot about decontextualizing learning objects, but I think teachers can incorporate context in other ways. Ensuring quality may be an issue, but this would fall on the teacher to evaluate it beforehand and choose another one if needed. Maybe cost could be a barrier, but hey, we are in the App revolution! Most of them are free or only a buck! For the future, I hope schools realize the cost savings and resource benefits of creating reusable learning objects and will come up with creative ways to encourage teachers to use and create them.
The article Dr. Oliver emailed us is super interesting. One site I really like that the article discusses is Connexions http://cnx.org/. You can build your own textbooks out of content contributed by others and you can contribute your own. It’s really neat. Students can even pay a small price to get the book printed or just use the e-book for free. I attended a talk by their founder, Richard Baraniuk, a couple of years ago at the UNC Teaching and Learning conference in Raleigh. It was great and I was super moved to start collaborating with other teachers. Anyone who hasn’t checked out Connexions should definitely do so.
Here are some other places I have found some interesting reusable stuff for my courses:
MIT Open Courseware – http://ocw.mit.edu/OcwWeb/web/home/home/index.htm
WISC-Online (Dr. Oliver mentioned this one) – http://www.wisc-online.com/
MERLOT – (Dr. Oliver mentioned this one too) http://www.merlot.org/merlot/index.htm
National Institutes of Health – Science Teacher Resources – http://science.education.nih.gov/home2.nsf/feature/index.htm
Mary Ellen,
Thank you for sharing the view of how it compares to what you learned in JAVA. It really does help to see it explained in that context.
I totally agree with you, concerning “reinventing the wheel.” If there is a way to make life a little easier then I am all for it. I plan on learning more about LO-thank for the links.
I like the comparison you used to programming – includes and embeds are similar to learning objects in that they save coding and processor time. Thanks for pointing it out. I think providing learning objects on the Web is essential. I have not gone in search of many just yet, but I will now!
Mary Ellen,
Me too was fascinated by this approach as it resembles with OOP.
It is really helpful way to construct quality courses with less effort, time and money.
Thank you for sharing many resources.
Dipali
I agree with the other comments, your description of object-oriented programming really helps put learning objects in perspective. Thank you.
You describe learning objects as having 3 parts, objective, lesson, assessment. But some of the articles, and Kevin in his slides, provide other definitions of learning objects–things tat are far more basic and simple. I think these also have their use. What’s probably important in providing access to learning objects is to include in the metadata (indexing) what the structure or format is of a learning object. So you can look for ones that meet certain objectives, or use a specific type of assessment. Finding the right kind of wheel….
Eleanor
Thank you so, so much for your resources! Love it!