an instructional design model for e-learning in school education osman sadeck metropole south...

An Instructional Design Model for e-Learning in School Education

Osman Sadeck

Metropole South Education DistrictWestern Cape Education Department

[email protected]

http://elearningmetrosouth.co.zahttp://curriculummetrosouth.co.za

Osman Sadeck 2007/2008

This Paper

Looks at one way that schools might approach e-Learning. Its focus is on Pedagogy through a Learning Object Approach.

The aim of this paper is to begin the conversation on e-Learning at schools

Introduction:•There is no specific problem that this learning object approach is proposing it can fix, nor is it claiming to be the answer to educational problems. •It is attempting to conceptualise how e-Learning could happen at schools and moves primarily from where teachers are.

•No model for e-learning is noted at school, district or provincial level, and no operational means to use learning object approach

•Learning object approach (given characteristics of school education) is well placed to facilitate the transition where necessary from traditional learning to e-Learning.


School Education

•Characterised by f2f interactions

•Content knowledge - of a collection type/integrated type – in subjects, sections, topics

•Learners do a range of activities – some related to tasks and projects

•Some knowledge concepts and skills the same in different subjects – context differs.


Extent of e-learning at schoolsObservations at schools

Use of data projector to present lessonsUse of data projector with interactive whiteboards to present lessons

Asking for tasks to be completed on a computer and printed (sometimes saved to disk, accessed via a common drive (mainly in the CAT/IT classes)

Ask for information to be accessed from the net or from content from CD’s

Using proprietary software (mainly mathematics, some science, some language) primarily as reinforcement, drill & practice and revision

Sparse use of the above that resemble the ‘Intel’ project approach & web quest

No online specific learning opportunities or experiences, No collaborative online learning opportunities notedNo LMS, VLE noted


Teacher ApproachesObservations at schools

Teachers prepare lessons using power point & use either the data projector or data projector with interactive whiteboards to present lessons. Learners observe, watch, listen & some get to use the ‘touch’ facility of the interactive white board. Lessons are saved and reused. No evidence that these lessons are available for download or on demand after the lesson.

Teachers use text books, websites, content CDs, modules (ready available materials). Some use them as is and many have been seen to select some aspects from these resources. Reasons for choices range from relevance to context to needs to ease of use, etc. Selection appears to be a design decision.

Those that select aspects have been seen to build new learning activities for their learners. It appears as if there is a need to combine from different resources and sequence them in some way.

The above appeared to be teacher decisions mainly; teaching appeared to focus on the use of new technologies; learning appears mostly traditional

These appear to be prevalent: reuse – break (deconstruct) – build (aggregrate, sequence): based on learner & curriculum needs, and teaching preferences.Osman Sadeck 2007/2008

Learning Objects

A learning object is a single concept, chunk of knowledge, self-contained ,stand alone digital entity, focused on content and/or skill. It is predisposed to be used, reused, referenced and/or aggregated during technology supported learning and tagged with metadata.

Learning objects should not include any instructional theory or specific methodology, nor should it specify assessment, as this could inhibit its reusability value.

Form and Relationship

A learning object without form and relation is merely a media asset.

When any entity is transformed from its traditional function (form only), into “an object of understanding” a relationship begins to emerge between the user and the learning object through an interaction with the digital asset. (Polsani 2003)


Types of Learning Objects

•single-type (image, text, video);

•combined-intact (video with audio; animation with text), and

•combined-modifiable (combination of ‘single’ and ‘combined-intact with

functionalities when/if to introduce).

•The generative-presentation instructional type a combination of types dynamically

presents a problem to be solved, and

•a generative-instructional type is of the guiding type where functions could provide

for both instruction and practice.

Wiley (2000)


Function of Learning Objects

Learning objects are understood to function in three primary ways

•guiding (through mentorship, apprenticeship & teacher guidance primarily employing

instructional strategies.)

•problem based (opportunities to construct, create, innovate and scaffold) according

to their abilities; or

•complimentary (supportive material e.g. presentations, guidelines, glossaries,

templates, tutorials, etc)-The complementary function could be confined to a single

context to traverse a range of contexts

Busetti et al (2005)


A learning object approach

A learning object approach focuses on:

•Providing a learning experience (single learning object ) focused on a single concept usually in 5 – 15 minutes.

•Aggregation of learning objects as a series of related learning experiences – these can cover topics, lessons, modules, courses

Some positive claims of the approach:

•Reusability of learning objects – in & across context•Provides for on-demand learning•Self paced & self determined learning•Distance learning – (home schooling ++)


Learning Object Approach Design

Design is based on: selection, sequencing, engagement, interaction,

How does one select? – learner needs / curriculum needs…Is there an order? Should there be an order?

How does one sequence? Is sequencing necessary?

In effect this is about the teacher planning: individually / with other teachers; with the learners…towards using digital assets & digital technologies for the ‘e’ in e-Learning.

Learning Object Approach

Criteria for selection of learning objects and their subsequent aggregation (if desired) will be dependant on the learning context, and informed by the learning objectives, type of learning that is preferred and appropriate, learner needs, preferred learning styles and preferences, policy requirements, course expectations and curriculum imperatives.

The sequencing ideally should be based on collaboration between learners and teachers. Teachers and individuals also collaborate (as is done in individual learning contracts). In the case of individualise learning it is the individual who decides.


Graphic representation of sequencing of learning objects

The following four slides depict common sequencing permutations.

The number of learning objects appearing in the designs need to be understood to be a representation of the possibilities that may be required in particular permutations. They represent examples only.

This is no indication (and should not be seen) as a set design that has to be applied algorithmically with a particular number of learning objects in specific configurations.

The following slides attempt to progress a conceptual understanding of the permutations.


Learning Object Approach Design

LO

LO

LO

LO

Fig.3a

LO LO LO

LO

LO

LO

LO LO

LO

Application

Task

LO

LO

LO

LO

LO

LO

Application

Application

LO LO LOLO

Fig.3d

Fig.3c

Fig.3b


Understanding the learning object sequencing


Unpacking the designs

Figures 3a & 3b:

In both of these the course is structured with the ‘task’ known upfront. The difference is, in 3a the LO is introduced as

it is needed to help complete the task. In 3b all the LO’s are introduced one after the other and then the task is

completed. Both build in that sometimes one LO is a prerequisite to the next. However our experiences have shown

that many of the LO’s may not take on any relevance if figure 3b is used as they have to wait many weeks before

seeing the worth of what they were learning. It has also shown that 3a allows a just in time injection of learning to

help the task forward.

Figures 3c & 3d:

The rationale behind these two configurations are that they are in line with a learning object approach where each

LO is a small unit of learning that can be accessed and used ‘on demand’. This means that if a person only needs to

know how to ‘hyperlink’, she/he does not have to do whole courses on web design and thus achievable with figure

3d. However figure 3c builds in scaffolding in that sometimes to learn something you need a prerequisite. It is

essentially similar to 3d except there are more aspects that have to be addressed first. The distinct difference

between the two sets, i.e. 3a & 3b and 3c & 3d is that the latter is not a full course and it does not have a task driving

it.


If e-Learning is about Learning through ‘e’…

Our design should consider:

Aspects such as: learning; engagement; interaction; collaboration; cooperation; activity; possibly programmed instruction…

To what extent are Constructivist or Instructivist approaches relevant.

To what extent should teachers be Constructionist.

Function of learning objects depends on use. They can be used in different ways for different purposes by different people

Should we not consider the options, then we might need to facilitate learning as it is set out propriety software & textbooks.

A learning object approach allows us the freedom to choose, use, adapt, adopt… Osman Sadeck 2007/2008

Example of aggregating learning objects & possible sequencing

Learning objects may be used in configurations best suited to progress learning and address learning needs. One may add, loop, sequence as necessary. The configurations below represent some examples.

Working with Resistors

LO1 :

LO2 :

LO3 :

LO4 :

Adobe Acrobat Document

Shockwave Flash Object

Microsoft Office Word 97 - 2003 Document

C:\Users\Ossie\Desktop\New Folder\Resisto

LO2 LO1

LO4

LO3

ApplicationAlternate placing

LO3

LO3

Task

LO1

LO2 If task cannot be completed sing LO1 only

Application

LO2 LO1

LO3

is the Task

LO2 LO1

If task cannot be completed using LO 2

LO4 for practice


Example of reverse design from an existing lessonAnthropometrics lesson

A typical lesson on anthropometrics involves measuring parts of the human form in various positions such as: sitting, bending, crawling, reaching. The task is usually to carry out these sub-activities and complete a task sheet. In some cases this knowledge & skills is used when learners are asked to design something.

An example of a task sheet -

Microsoft Office Word 97 - 2003 Document

This lesson can be broken down into as many as 14 different learning objects as shown on the next slide.

They may be accessed on demand – for specific interest or need in the learning experience. Two or more may be combined and sequenced to make a lesson that is relevant to a task.

An example of using these Los in an ‘e’ environment may be seen on the next slide.


Learning Object Description Possible Identity

Media# Type# Function*

LO 1 Measuring head AN, T, G CM, GI G, P, C

LO 2 Measuring hand AN, T, G CM, GI G, P, C

LO 3 Measuring body AN, T, G CM, GI G, P, C

LO 4 Measuring range of natural positions AN, T, G, V CM, GI G, P, C

LO 5 Types of materials T, G, V CM, GI C

LO 6 Properties of materials AN, T, G, V CM, GPI, GI C, G, P

LO 7 Use of materials AN, T, G, V CM, GPI, GI G, P

LO 8 Evaluating products T, G, V CM, GI G, P

LO 9 Measuring instruments T, G, V CM, GI P, C

LO 10 Reading measurements AN, T, G, V CM, GPI, GI G, P

LO 11 Units of measurement T, G CM, GI P, C

LO 12 Calculating averages AN, T CM, GPI, GI G, P

LO 13 Basic mathematical functions AN, T CM, GPI, GI G, P

LO 14 Using formula in spreadsheets AN, T CM, GPI, GI G, P

LO1

LO7 LO14

LO12

LO13

LO5

LO6Task: Design & Make a hat

Select LO, Aggregate & Sequence according to learner & teacher preferences

Forum for learners to communicate

Wiki for co-operative work

Digital drop box

Social software: teacher makes available options

Using a Learning Object Approach in an ‘e’ environment


TechnologiesWeb 2.0

Social software

Media

Prerequisites

ReusabilityAggregation

Interaction

InteractiveType

Focus Approach

Access

Technology need

Engagement

DownloadableOn demand

Expiry ModeUsefulness

Learning Objects &

Learning Objects Approach Key words


Traditional lessons, modules, courses can be deconstructed and re-sequenced to provide learning opportunities and learning experiences in an ‘e’ environment.

A blended f2f/online mode using a learning object approach could be considered in school education.

Design decisions do not appear to be dependant on technologies

Conclusions


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