The Development and Implementation of Learning Objects in a Higher Education Setting

Abstract

With the increase in offshore and off-campus demand for University of Tasmania degrees, lecturers have become aware of the need to develop more flexible delivery processes which add value to the student learning experience and provide teaching staff with opportunities for greater creativity in the teaching process. The three cases described will outline a model guiding Learning Object development and teaching within the School of Information Systems and will describe the process of student interaction and response to these Learning Objects. This paper describes the replacement of face-to-face lectures with the online delivery of complex learning objects, resulting in high quality outcomes for students. The development of these discrete re-usable learning objects has followed a 'tell, show and do' model by way of integrating a theory presentation with a practical example exercise, followed by an opportunity for individual review & application of the material within each learning object. The development of these Learning objects has been undertaken in Microsoft® Office PowerPoint® with audio narration, with files being compressed using Impatica for PowerPoint™ and streamed within the University environment by WebCT Vista allowing access to all students enrolled over three local campuses as well as those enrolled interstate and overseas. The application and use of these learning objects has allowed for the concentration of face-to-face resources on highly interactive workshops that are supported by the Learning Objects, rather than on traditional lectures. The outcomes are better coverage of material in the three units, greater student satisfaction with the delivery of the unit and increased flexibility for both the students and staff.

An Integrated Model of Collaborative Knowledge Building

“…Placing this work in context of the studies conducted within the Informing Science framework, the paper addresses the need for designing theory informed and technology-enabled tutorial activities for students (Salas & Ellis, 2006), encouraging the development of virtual communities of practice (Dube, Bourhis, & Jacob, 2006), and understanding how collaboration supports knowledge building, which in turn supports the development of learning objects and technical scaffolds (Convertini et al, 2006). The model of the CKB process presented here needs to be further corroborated with data to develop a cohesive theory and model of CKB.…”

Contextual Inquiry: A Systemic Support for Student Engagement through Reflection

“…It has also been pointed out that development of independent skills for deeper learning may be encouraged where students have opportunities for experimentation (see e.g. de Salas & Ellis, 2006). This is recognized and supported in SSL, since the approach supports individual students to create and develop their own independent learning processes.…”

Semantic Web Architecture and its Impact on E-learning Systems Development

“…• Learning Objects allow for the creation of highly effective learning experiences for students [10] and enhancing the student learning environment [13]; • The choice of which Learning Objects to assemble into a collection can be a decision made in advance by an instructional designer or at the moment by a student [14]; • Learning Objects allow experiences in problemsolving and exploration and collaboration with fellow learners [14]; • Learning Objects allow universal access to online instructional materials; • Learning Objects provide solutions for individualizing learning [10].…”