identify additional resources….. …….needed to support teaching and learning

Identify Additional Resources…..

…….needed to support teaching and learning

Learning Outcome 2

• Teachers and trainers support each other by developing and sharing their resources with colleagues. They need to identify new and unfamiliar ones from external sources. This includes considering the potential for using computer based resources.

Additional resources:

• Purpose• Type• Learner needs

Purpose and use:

• • New• Reinforcement• Consolidation• Use by teacher• Use by learner

Plan:

• Resource Title• Purpose• Type• Cost• Delivery times• Structure: format, style, language, use of

colour

Justify each resource on plan:

• Topic/theme: knowledge, skills, understanding• Original/ adapted• Plagiarism• Copyright• Target learners• Learning styles• Cost options

You might want to …

• Find books and articles on your reading list

• Carry out a literature search for your dissertation

• Stay up-to-date with research in your field

• Manage the information you find

Finding specific items

• E-journal articles

• E-books

• Repositories of Learning Objects

A Definition of Learning Object:

• A Learning Object is defined as any entity, digital or non-digital, that may be used for learning, education or training" (IEEE Learning Technology Standards Committee 2001)

Two other definitions:

• "...a Learning Object... [is] 'any digital resource that can be reused to support learning.

• "Learning Objects are a new way of thinking about learning content. Traditionally, content comes in a several hour chunk. Learning Objects are much smaller units of learning, typically ranging from 2 minutes to 15 minutes." (Wisconsin Online Resource Center)

An operative Definition:

• "[A Learning Object] is defined as the smallest independent structural experience that contains an objective, a learning activity and an assessment

Advantages of the learning object framework

• By properly breaking content into learning objects, different parts can be maintained and updated separately.

• If a suitable learning object can be found, a new one does not need to be created.

• These are costs savers.

Flexibility

• As more and more standards-based learning objects become available, increased choice will translate into more flexibility for designers

Pedagogy

• Learning objects fit nicely into many Instructional Design theories.

• Instructional templates can be created with slots for specific types of learning objects.

• Learning objects may encourage designers to operate in more disciplined ways with a positive effect.

Industry support

• All leading system vendors and content producers are supporting SCORM and other standards that are based on or that complement a learning object approach.

Constraints on flexibility

• Using standards-based learning objects restricts the scope of learner information that is accessible by content if total interoperability is maintained

Pedagogical restrictions

• Restrictions on learner information available could restrict pedagogical approaches.

• Approaches that need lengthy discursive material may not benefit from the use of learning objects.

Examples of Learning Objects

• The following slides show some Powerpoint slides as examples of learning objects

• But there can be many other types as well• Java applets and web-quests for example

Varieties of learning objects

• Building a fact• Building a concept• Building a process• Building a principle• Building a procedure

Building a fact

• This router has 8 ports

• The bandwidth available on DSL

• The distance between the sun and the earth

Building a concept

• A group of objects,symbols,ideas or events• Are designated by a single word,term or

phrase• Share common features• Any differences are minor and irrelevant

Building a process

• How does e-mail happen

• How to appoint new staff

• How does automatic transmission in a car works

Building a procedure

• How to find the radius of the earth

• How to find the roots of a quadratic equation• How to trouble-shoot network congestion• How to verify that your computer is properly

configured

Building a principle

• Designing learner-centred training• Responding appropriately to an angry

customer• Guidelines for designing effective visual aids• Guidelines for handling disgruntled employees

Repositories of learning objects• Eventually a grid of accessible inter-operable

resources• Edusource:Canada• MERLOT:USA• Carrabean Knowledge learning network:CKLN,South

America• ARIADNE:Europe• EdNA:Australia• School Net: Africa• NIME:

Meta-data and its importance:

• For Learning Objects to be used, they must be found.

• It is not easy to find anything in a large distributed environment like the world wide web.

• The solution is to store not only the learning objects, but information about the learning objects, the so-called meta-data.

Meta-data and its importance

• Learning object metadata potentially includes information about the title, author, version number, creation date, technical requirements and educational context and intent.

• Learning Object Metadata is compatible with the metadata used by the digital and online library community.

• SCORM has a place for metadata in every SCO and in every content package

Examples of RLO implementation

• A Cisco demo lesson on http://www.cisco.com/warp/public/10/wwtraining/demos/ccna-demo/

Examples of RLO implementation

• A Cisco demo lesson on• http://www.cisco.com/warp/public/10/wwtra

ining/demos/ccna-demo/• http://www.eduworks.com/LOTT/tutorial

Clayton Christensen :Class Disrupted

• Filled with fascinating case studies, scientific findings, and unprecedented insights on how innovation must be managed, Disrupting Class will open your eyes to new possibilities, unlock hidden potential, and get you to think differently. Professor Christensen and his coauthors provide a bold new lesson in innovation that will help you make the grade for years to come.

Jay Matthews :Work Hard Be nice

• Work Hard. Be Nice provides a fast-paced, engrossing and heartening story of two phenomenally dedicated teachers who demonstrate that low-income students, if given the right environment, can thrive academically.

Guy Claxton: What’s the point of school

• What's the Point of School? takes the reader beyond the sterile debates about City Academies and dumbed-down exams in order to reveal the key responsibility of education today: to create students who enjoy learning.

Peter Senge: Schools that Learn

• Deep learning cycle• Five learning

disciplines• Shared vision process• Virtuous spiral