Factors Affecting the Development and Use of Learning Objects

Abstract

This study explored barriers and facilitating factors affecting the development and use of learning objects in developing instructional materials and their use in supporting individualized learning. Over a two-month period, students in a graduate-level instructional design course developed instructional materials incorporating learning objects or developed learning objects in selected areas or disciplines. Qualitative analysis was conducted to explore students' experience and examine the skills and knowledge required to develop and use learning objects successfully. Through this analysis, three facilitating factors and nine barriers were identified. The authors conclude that the successful development and use of learning objects will be promoted by overcoming the barriers and strengthening the facilitating factors identified in this study.Learning objects are often seen as a way to reuse previously developed instructional materials, not only to enhance learning but also as a means to reduce development costs. Most of the literature to date, however, has focused primarily on various technical aspects related to the storage, retrieval, and reuse of learning objects. For example, much has been written about what a learning object is or is not, about issues of granularity or how large or small a learning object should be, and about metadata and how to tag learning objects to assist in locating appropriate ones for the instructional task at hand.In terms of defining a learning object, many definitions have been proposed. The Learning Technology Standards Committee of the Institute of Electrical and Electronic Engineers (IEEE) in their Learning Objects

Στάσεις Εκπαιδευτικών Πρωτοβάθμιας Απέναντι Στα Ψηφιακά Μαθησιακά Αντικείμενα Για Τις Φυσικές Επιστήμες - Το Παράδειγμα Του Φωτόδεντρου

“…Στην κατεύθυνση της σωστής επιλογής του καταλληλότερου ΨΜΑ για τον εκάστοτε χρήστη και τη συγκεκριμένη εκπαιδευτική συγκυρία συμβάλλουν οι δύο συνιστώσες δημιουργίας των ΨΜΑ: το περιεχόμενο και τα μεταδεδομένα. Το περιεχόμενο περιλαμβάνει όλα τα στοιχεία που θα επιτρέψουν την εξερεύνηση, την επιλογή, την εξατομίκευση ενός ΨΜΑ βάσει των αναγκών του χρήστη (Moisey, Ally & Spencer, 2006;Jimoyiannis, et al, 2013;Τζιμογιάννης, 2017), ενώ τα μεταδεδομένα είναι όλα εκείνα τα στοιχεία που διευκολύνουν την αναζήτηση και επαναχρησιμοποίηση ενός ΨΜΑ, διασφαλίζοντας, παράλληλα, την προσαρμοστικότητα και επεκτασιμότητά του (Lehman, 2007;Τζιμογιάννης, 2017) σε διαφορετικά συστήματα ηλεκτρονικής μάθησης, LMS (Learning Management System) εξυπηρετώντας τη σύγχρονη ή ασύγχρονη μάθηση (Gulzar & Leema, 2015).…”

Matematik öğretmen adaylarının üç boyutlu modelleme programı ile öğrenme nesneleri geliştirme süreçlerinin incelenmesi

“…Bu bağlamda matematik dersinde kullanılan öğ-renme nesnelerinin öğrencilerin soyut ve yaratıcı düşünme becerilerini artırdığı belirtilmektedir (Gürbüz, 2007). Öğrenme nesnelerinin temel kullanım amaçları, her ne kadar öğrenme sürecini desteklemek olsa da zaman ve maliyet açısından sağladıkları fayda da göz ardı edilmemelidir (Moisey, Ally & Spencer, 2006). Bu çalışma, öğretmen adaylarının alanyazında önemle bahsedilen teknoloji destekli 3B sanal öğrenme nesnelerinin geliştirme süreçlerine ilişkin görüşlerinin incelenmesi açısından önemlidir.…”

“…In this regard, in the literature it is claimed that when used in math classes, LOs increase students' abstract thinking and creative thinking skills (Gürbüz, 2007). Addition to this, they are also feasible in terms of money and time (Moisey, Ally & Spencer, 2006). This study is important in that it aimed to examine pre-service teachers' perceptions on 3D LO development processes.…”

IRRODL Volume 14, Number 2

“…Pérez-Mateo et al (2011) proposed quality criteria for evaluating user-generated content under the categories content, format, and process. As learners are trained and become experienced using the criteria to develop learning objects, they can develop quality OER (Moisey et al, 2006). As more and more users of the Internet generate information and learning materials, learners must check with experts in the field to make sure the learning materials are valid.…”

“…Metadata, or data about data, is essential for addressing implementations of a learning object. Moisey et al (2006) assert that more comprehensive metadata "enhances the usability of a learning objectthe more complete the metadata, the greater the likelihood that the learning object will be found and reused" (p. 145). Furthermore, Moisey et al (2006) …”