Object-ive Orientation: The Use of Learning Objects

for Support Services

Karen K. HeinUniversity of Nebraska at Omaha (UNO)

16th Annual Sloan-C International Conference on Online LearningThe Power of Online Learning: Stimulating New PossibilitiesNovember 5, 2010

Distance Education& Support Services

• Types of Support Services– Each requires navigating networks and

systems of processes– Guidelines, tip sheets, tutorials, etc., to help

simplify complex systems

• Impact upon the Student(what the research says)

Overview of Support Service Material Development

• Making Materials Available• Designing from an Instructional

Perspective– Deeper Consideration of Learning

Assessment

• Modularization, Customization, and Accessibility

Learning Objects

• Instructional Units / Modules• Focus Upon Fewer Learning Goals /

Objectives• Flexibility and Reusability• Technical Standards for Designing,

Describing, and Locating Objects• Parallels Open Educational Research

(OER) Movement.

Learning Processes / Instructional Design

• Unified Learning Model (ULM)

• Sweller’s Cognitive Load Theory

(CLT)

• Mayer’s Multimedia Principles

University of Nebraska System

• 4-Campus System:– University of Nebraska at Omaha (UNO)

– University of Nebraska – Kearney (UNK)

– University of Nebraska – Lincoln (UNL)

– University of Nebraska Medical Center (UNMC)

• Online Worldwide– Student Support Services Community of

Practice (SSCoP)

Orientation Materials

• Campus Introduction

• Technology Requirements & Support

• Blackboard (Learning Management System)

• Campus E-Mail Systems

• Registration Processes

• Course Materials (Bookstores, Supplemental Equipment, etc.)

• ID Cards

• Exams & Grades• Library Resources

Services• Advising / Degree

Planning• Student Resources

(Writing Centers & Other Academic Support Services)

• Tuition / Fees• Financial Aid• Student Conduct

Orientation Materials (cont’d)

• Design Recommendations–Modular–Web-Based –Engaging / Interactive–Assessable

Learning Objects!

Orientation Materials (cont’d)

• Student Readiness– Skills / Dispositions to Succeed in Online /

Hybrid Environments

• Personality / Learning Preferences

http://www.unomaha.edu/test_lode/

http://www.unomaha.edu/test_lode/

Future Developments

• Continued Refinement & Testing

• More Orientation Objects

• Further Assessment

• Sharing

Contact Information

Slides available at

http://www.slideshare.net/unokhein/objective-orientation-the-use-of-learning-objects-for-support-services

Karen K. HeinInstructor, University of Nebraska at OmahaLibrary Media / Library Science Programs6001 Dodge StreetOmaha, NE 68182

khein@unomaha.edu

ReferencesBishop, J. (2005). Keys to success at the University of Nebraska at Omaha: First year

experience. Boston: Prentice Hall.

Clark, R., Nguyen, F., & Sweller, J. (2006). Efficiency in learning: Evidence-based

guidelines to manage cognitive load. San Francisco, CA: John Wiley & Sons, Inc.

Carter, C., Bishop, J., & Bucher, R. D. (2005). Keys to effective learning: Developing

powerful habits of mind (4th Ed.).  Upper Saddle River, NJ: Pearson/Prentice Hall.

Mayer, R. (2001). Multimedia learning. New York: Cambridge University Press.

 Pattison, S. (2003-2004). The effect of an orientation on distance - program

satisfaction. Journal of College Student Retention: Research,

Theory & Practice, 5(2), 205-233.

ReferencesShell, D. F., Brooks, D. W., Trainin, G., Wilson, K. M., Kauffman, D. F., & Herr, L. M.

(2010). The unified learning model: How motivational, cognitive, and neurobiological

sciences inform best teaching practices. Dordrecht: Springer Science.

Wozniak, H., Mahony, M. J., Lever, T., & Pizzica, J. (2009). Stepping through the

orientation looking glass: A staged approach for postgraduate students. Australasian

Journal of Educational Technology, 25(2), 221-234. Retrieved from

http://www.ascilite.org.au/ajet/ajet25/wozniak.html