Learning Objects for Library Instruction

Karen Diaz & Nancy O’Hanlon

Ohio State University Libraries

Part 1: Theory and Resources

Karen Diaz

What is a Learning Object?

Simple definition:

Any digital resource that can be reused to support learning

--David Wiley

Context for Discussing LOs

Distance Education Online Resources Digital Environment

Examples of (pieces of) Learning Objects Simulations Electronic calculators Animations Tutorials Text entries Web sites Bibliographies Audio and video clips

Quizzes Photographs Illustrations Diagrams Graphs Maps Charts Assessments

WISC Online definition

New way of thinking about learning content (2-15 minutes)

Small independent chunks of knowledge

Clear instructional strategy

Self-contained

Interactive Reusable Able to be aggregated Tagged with metadata Learning that is:

- Just enough- Just in time- Just for you

Splitting Hairs

Digital Assets Learning Objects

Real Examples of LOs

CNN/Money

Interactions with Customers

Searching 101: Identify Concepts

How to Find Learning Objects

Google?

Lists?

Repositories!

Features of LO Repositories

Database searchingKeywordBrowsing (taxonomy or whole database)

Features cont’d

Metadata Technical (format, size,location, duration) Educational (age/grade levels, pedagogic features,

language, context) Rights (conditions of use, cost, copyright restrictions) Relationships to other LOs (identifier numbers,

catalog entry number) Classification (taxonomy, keywords)

Features cont’d

Access to Object/Preview User communities

Best practicesCommenting/evaluation of LOs by users

Features cont’d

TrackingFor rights management Information for the creatorWho has usedWhy?Context?

Examples of Repositories

MERLOT Gateway to Education Materials WISC-Online Maricopa Learning Exchange CORIL – Cooperative Online Repository

for Information Literacy Others

Part 2: Building Learning Objects

Nancy O’Hanlon

Goals for this portion of workshop Identify software programs that can be used to

create learning objects. Show examples of some learning objects

created with various tools. Discuss guidelines for digital content

development. Review Universal Design issues to keep in mind

as you build or select learning objects.

3 Dimensional LOs

Material – text, images, charts, etc. to convey new information

Activity – simulations, games, guided tasks to reinforce learning

Assessment – quiz, portfolio, product to determine success

Making Digital Learning Materials Web page editor to write HTML text Style sheet component or program for format Javascript for interactive components Image development software Functions may be combined in one application

(Dreamweaver Studio MX) or separate programs (Frontpage and Photoshop)

Example: Finding Articles

Creating Interesting Activities

Watching/listeningSimulations

Doing Interactive gamesGuided tasksQuizzes and self-tests

Simulations

Definition: Representation of the operation or features of one process or system through the use of another

In library instruction context, very useful for teaching about search tools, processes

Screen Capture Software for Simulations Camtasia Studio HyperCam RoboDemo ViewletBuilder (also ViewletCam)

How They Work

Capture screen shots and mouse/cursor movements as you perform a process

Review, add or delete slides Annotate, highlight elements on slides Some programs support interactive

elements Output files that you upload to Web server

Example: ViewletBuilder

Example: What's A Viewlet? Example: Basic search in Google

Interactive Games

Types of interactionsFlashcardsMatchingOthers (crosswords, etc)

Possible instructional usesEnhance recall (e.g.vocabulary development)Bloom’s Knowledge, Comprehension levels

Game Development - Quia

Create using templates, choose output

May re-use existing objects

Free for users; subscription for instructors

Examples: Quia Web

Game Development - Hot Potatoes

Create using templates

Free for most educational use

Examples:

Crossword puzzle

Matching

Guided Tasks - Action Mazes

Definition: a kind of interactive case-study; the user is presented with a situation, and a number of choices as to a course of action to deal with it.

Useful for procedural training, problem-solving exercises

Bloom’s Application, Analysis levels as well as Synthesis (predicting outcomes)

Software tool: Quandary Example: Apollo 10

Guided Tasks - WebQuests

Definition: an inquiry-oriented activity in which most or all of the information used by learners is drawn from the Web.

Learner given a task, set of information sources, guidance on how to organize information found.

Supports thinking at Bloom’s levels of Analysis, Synthesis and Evaluation.

Example: Walker's Watermelon WebQuest

Finally, Assessment

Most commonly quizzes, tests Construct within course management

software (WebCT, Blackboard) Construct with Respondus Build stand-alone quizzes using Quia or

Hot Potatoes

Hot Potatoes Quiz

Instant feedback Score not recorded Example: Web Site Purpose

Quia Quiz / Class

Quia can create several kinds of quizzes: Instant feedback, score not retained Instant feedback, score retained in class

gradebook Example Quia Class Page

Performance-Based Assessment Develop student instructions Create grading rubric Share these with others as part of the total

LO package Resource:

Field-Tested Learning Assessment Guide

Overview of LO Development

Develop learning objectives Outline a sequence for instruction

Plan delivery of segments/chunks. Build a flowchart of content with specific objectives, examples.

Select software tools Create material and activities Design an appropriate assessment

Usable / Reusable Content

Inverted pyramid style of writing for the Web – important ideas first, then expand.

Be succinct: KYSS Students scan, not read – help them out with

highlighting, mnemonics. What is the reading level of your text? MS Word

can tell you. Engage multiple senses – linguistic and perceptual

information processed in different ways.

Address Student Learning Styles Almost half may be visually-oriented

learners Need to present learning material in

formats that address different/multiple learning style preferences

Mix of text, illustrations, charts and graphic organizers – something for everyone!

Universal Design for Learning (UDL) Goal: create a learning environment that meets ALL of the diverse needs of the students in a class.

Instead of remediating students so that they can learn from a set curriculum, curriculum should be made flexible to accommodate learner differences -- different backgrounds, learning styles, abilities, and disabilities.

UDL Theory

Brain research reveals that there are various networks involved in learning:

Recognition – what we learn – provide multiple examples, formats, media

Strategic – how we learn – provide models, practice with support, ongoing feedback

Affective – why we learn – offer choice of content, tools, levels of challenge

UDL Online Book

Teaching Every Student in the Digital Age

Part 3: Evaluation

Karen Diaz

Evaluating LO’s

Why? How?

Why Evaluate

To decide if existing LO matches your desired outcomes

To make you better at creating your own LO’s

How to Evaluate –NLII Observation Tool

Granularity Interaction

(content) Interaction

(technology)Feedback (content)

Feedback (technology)

Manipulation (content)

Learning DesignAdaptationAssessment

Let’s Try an Evaluation--Take out your observation tool

The Supreme Court Justices

Report back on activities

Learning Object evaluations Repository evaluations Creation tools evaluations

How Can We Use Learning Objects?

“ Faculty need learning objects to create courses. Most faculty members develop their own courses to guide student learning of specific concepts and their relationships among them. Faculty teaching distance education courses need to be able to access instructional materials that teach the specific concepts they have set as objectives for their course.”

--From Learning About Learning Objects

Rethinking Library Instruction

Instead of … We can now …

One shots Provide little shots…over and over as needed

Teaching broad concepts Teach specific chunks as they are relevant to the instructor or student

Labor geared at reaching EVERY student once

Labor in deeper and more timely learning opportunities for students

Being content-centric (concern for “covering the material”)

Focus on being learner-centric (interesting things to do rather than dumping loads of data)

Not knowing if our efforts are doing any good

Build various forms of assessment into the activities

Being bound by lectures and workshops

Have new ways to think about providing learning content