Subject: Learning objects
From: Errol Thompson (errol.thompson@wnp.ac.nz)
Date: Mon 14 Feb 2000 - 00:35:52 MET
From: "Errol Thompson" <errol.thompson@wnp.ac.nz> Date: Mon, 14 Feb 2000 11:35:52 +1200 Subject: Learning objects
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In late 1996-1998, I was involved in a course writing project for an
Information Systems and Technology degree programme. The
institution believed in having course that were problem based and
developed the critical thinking of the students. We developed a
course model that saw the problem as the driving force for the
course and learning packs as providing learning resources.
At the time, I was not aware of the learning objects concept but our
learning packs do have a number of the characteristics of learning
objects. In fact we saw the potential to have some learning packs
re-usable across courses. A learning pack addressed a specific
chunk of learning in support of solving the problem.
Some common threads that ran across a number of courses was
project management concepts, systems development concepts,
and self-evaluation concepts. We saw the potential of reducing
development cost by re-using these learning packs.
There was also another possibility that we talked about but did not
explore and that was the idea of being able to tailor courses to the
specific needs of organizations or students. If students entered a
period of concentrated learning (commonly called a course) then
why shouldn't we look at providing some form of assessment on
entry that helped determine what they really needed to learn rather
than giving them the standard package. The smaller chunks of
learning packs / objects allow this potential.
As to the issue of consistency, the learning objects are not what
drives the course but rather what gives learning in a small area.
Course consistency in our context came through the teaching and
assessment projects (the problem based learning environment).
We could easily have called in some learning packs that came
from different sources. We would still have checked them for
appropriateness of what we wanted to teach but we saw them more
like selecting a text book or a software tool to support the key
learning.
I should also point out that our courses used mailing lists to
generate discussion between the students and the lecturer on the
learning topics. This also helped bind the resources together as
well.
Errol Thompson
Senior Lecturer
Business Information
College of Business
Massey University at Wellington
Private Box 756
63 Wallace Street
Wellington
New Zealand
Email: E.L.Thompson@massey.ac.nz
Phone 64 4 801 2794 ext: 8531
or 64 21 210 1662
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