Subject: Re: Learning Objects: adaptable?
From: Clark Quinn (cquinn@knowledgeplanet.com)
Date: Sat 19 Feb 2000 - 23:40:11 MET
From: "Clark Quinn" <cquinn@knowledgeplanet.com> Subject: Re: Learning Objects: adaptable? Date: Sun, 20 Feb 2000 11:40:11 +1300
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>What seems to me to be the core issue, does not seem to have been answered
>so far. What makes a course coherent? Where does coherence come from?
That's an interesting question. I can see several contributors to coherence (and, like fun, it's probably in the eye of the
beholder). One component would be 'look and feel', that is the consistent appearance across media and elements. A second could be
'thematic coherence', which might stem from an integrating story or problem. A third would come from the skill/task analysis that
organizes the content.
The question is, what is the 'glue' that binds the elements together? Usually it's the teacher, or the design team, but can it be
the 'system'?
Also, what are the different patterns across elements that leads to an aesthetic experience of a course that feels integrated, as
well as leads to an effective learning experience.
There appears to be skepticism about whether individual elements can be strung together and lead to a perception of a complete
course. I think it's an empirical question at this point.
>If some materials seem to
>explain so little that their educational value in terms of the audience to
>which they make themselevs available is largely reduced, this may reduce
>the need for these materials on the database altogether.
I think an interesting, different, question is: can knowledge objects be bound together by a system into a learning experience.
That would be a great outcome, but I think it's more difficult than binding learning objects together.
>I would also suggest that the question re solution to instructional
>design needs to be solved so that we can draw on some accountibility
>procedures for evaluating our own teaching and the assumptions on which we
>build.
This is an important question, though I'll argue it's independent of the one this discussion is about. I'll point to a product of
the joint Australia/New Zealand ISO efforts that is a document discussing 9001 quality measures and their application to
instructional organizations (read: schools, etc).
-- Clark
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