Using Learning Objects Effectively in the Language

Classroom

Yoko Sakurai: Instituto Tecnologico y de Estudios Superiores de Monterrey

Rachel Donelson: Northern Arizona Univesity

Overview of the presentation

1. Definition of Learning Objects2. Strengths of LOs3. Weaknesses of existing LOs and our

solutions 4. Our bank of LOs and its application in our

classes 5. Student responses6. Future actions and questions7. Evaluating LOs8. Questions from the audience

What is a Learning Object?

• Usually digital• Small, self-contained learning chunk

– Contains objective, short explanation, interactive activity, assessment

• Combinable with other chunks• Reusable• Organized with metadata

(ASTD & Smartforce, 2002; Cramer, 2007)

Think of Legos (TM)

Example LO from a different field

• Debussy’s Sonata for Cello & Piano (1915)– http://www.lunanova.org/DebussyCello/

Debussy2004.html

Strengths in General• Easy to access and use both for students and

teachers • Gives teachers flexibility in instructional approach

(de Salas & Ellis, 2006)• Appeals to different learning styles

• Meets media preferences of Generation NEXT• Promotes autonomous learning• Can encourage collaboration among colleagues

and departments(Torres, Marriot & Ramos, 2009; Wiley, 2000).

• Saves time once an LO bank is in place

Strengths for TESOL

• Exposure to authentic English• Language in context

Weaknesses and Challenges

In General• Time-consuming to create

In TESOL• Small numbers of LOs.• Too much focus on games • Overly focused on discrete skills, rather than

holistic skills• Difficult to control vocabulary and grammatical

structure• Difficult to use authentic texts effectively

How did we respond to the perceived weaknesses?

• Time consuming– Used existing online materials and turned

them into LOs by adding explanation, evaluation, etc.

• Small numbers of LOs.- Created our own LO bank.

• Too much focus on games - Included more diverse, productive tasks including

sentence and paragraph writing - Included range of images, video, and music

How did we respond to the perceived weaknesses?

• Overly focused on discrete skills, rather than holistic skills

- More focus on writing including planning, composing, and editing

- Discrete skill work leads into more holistic productive practice

• Difficult to control vocabulary and grammatical structure- Used small chunk from 5-15 minutes- Used non-verbal input (pictures, video, music)- Included links to online dictionaries

Our Repository of LOs

This collection of Learning Objects was developed for

university students in an EFL setting to support writing

and grammar instruction.

http://sites.google.com/site/esllearningobjects/

How did we use LOs in our classes?

Background Information

Level: Beginners- high intermediates Age: College students, university professors Course content: TOEFL preparation, grammar,

communicative

As individual chunks

1. Graded homework - To reinforce target grammar items - To review important grammar items 2. Remediation activity3. Extra practice 4. Part of classroom activity

Multiple LOs combined with projects Example 1: Individual Project

Pattern 1

Learning Objects (20%)e.g. Punctuation (periods) Sentence vs. Paragraph Common vs. proper nounsVocabulary (daily activities)

Writing assignment (40%)

Oral presentation (40%)

Learning Objectse.g. EditingSubject-verb agreement

Writing assignment (1st draft)

Writing assignment (final draft)

Pattern 2

Multiple LOs combined as a whole class

(55 minutes-85 minutes)

Learning Object

Learning Object

Learning Object

Learning Object

Student ResponsesQuestions

Graph 1 Did you like the LOs we used in class?

Graph 2 Why did you like or did you dislike the LOs?

I liked the LOs because…1. the activities were different from regular class activities. 2. I liked to use a computer to learn English. 3. the activities were based on real-life English. 4. they had different types of learning activities such as listening

to music, seeing pictures, watching video clips, etc. 5. I liked to use visual images to learn English. 6. I could express myself in a more creative way and/or I could

learn more creatively.

I didn’t like them because…7. I didn’t like to use a computer to learn English. 8. the activities were confusing. 9. the activities were difficult.

Student Responses (Group 1) Level: Beginners Numbers of students: 6

0

1

2

3

4

5

6

Responses

YesNo

0

1

2

3

4

5

6

1 2 3 4 5 6 7 8 9

Yes

Graph 1 Graph 2

Did you like the LOs? Why did you like or did you dislike the LOs?

Student Responses (Group 2) Level: High-beginners Numbers of students: 20

0

2

4

6

8

10

12

14

16

18

1 2 3 4 5 6 7 8 9

Yes

Did you like the LOs? Why did you like or did you dislike the LOs?

0

2

4

6

8

10

12

14

16

18

20

Responses

YesNo

Graph 1 Graph 2

Student Responses (Group 3) Level: High-intermediate Numbers of students: 63

Did you like the LOs? Why did you like or dislike the LOs?

0

10

20

30

40

50

60

Responses

YesNo

0

5

10

15

20

25

30

#1/2 3 4 5 6 7 8 9

Yes

Graph 1 Graph 2

Summary of Students’ Responses

1. Regardless of their English proficiency levels, a majority of the students responded positively.

2. They liked the following aspects of LOs: Use of computers Different types of activities Use of visuals Real-life English (esp. high-intermediates)

Future Questions

• How can we facilitate and/or encourage departmental or institutional collaboration to make the best use of the LO bank?

• How can we manage time? • How can we incorporate authentic

materials into LOs effectively? • Could we work with publishers?

Methods of Evaluation

• Identifying an LO• Using an LO in class

For More Information

• ASTD and Smartforce. (2002). A field guide to learning objects. Retrieved May 12, 2009, from http://cursos.itesm.mx/webapps/portal/frameset.jsp.

• Cramer, S. (2007). Update your classroom with learning objects and twenty-first century skills. The Clearing House, 80(3), 126-132.

• de Salas, K. & Ellis, L. (2006). The development and implementation of learning objects in a higher education setting [Electronic version]. Interdisciplinary Journal of Knowledge and Learning Objects, 2, 1-22.

For More Information

• Torres, P., Marriot, R. & Ramos , A. (2009). English-language teaching with learning objects at PUPCR. In R. Marriot & P. Torres (Eds.) Handbook of Research on E-learning Methodologies for Language Acquisition (pp.120-131). Hershey, PA. Information Science Reference.

• Wiley, D. (2000). Connecting learning objects to instructional design theory: A definition, a metaphor, and a taxonomy. In David Wiley (Ed.) The Instructional Use of Online Learning Objects [Electronic version]. Retrieved May 27, 2009, from http://www.reusability.org/read/

Images Cited

“Lego Castle” Retrieved 15 Feb. 2010. http:// www.mrlego.com/pub/images/ legos/lego_castle.jpg

“Lego-Bricks” Retrieved 15 Feb. 2010 http://deathbytweet.files.wordpress.com/2009/09/lego-bricks.jpg

Thanks!