How can we apply the instructional design criteria for learning objects?
Learning objects are destined to forever change the form and substance of learning and therefore change with unprecedented efficiency design, development and management of learning content.
Based on the concept that tells us Wiley (2000), the fundamental idea behind a learning object is that the designer can build small educational curriculum components that can be reused several times in different learning contexts. Three aspects therefore relevant to consider when defining a learning object:
-
any digital resource - that can be reused
- to "build" learning
Given this definition we can think of several examples of what could be an object of learning, from simple to complex: images (photographs, maps, diagrams, etc..) applications computer (Java applets, flash files and the like), case studies, references, URLs, etc.
Once developed, located, classified and systematized relevant learning objects passed to a second phase would be to design a teaching process from such learning objects, which follows a number of features inherent to this model of instructional design :
- Flexibility Ease of update, search and store
- Customizing
- Interoperability
- Ease of learning competency-based
- to invest less effort in designing new curriculum materials.
- Create personalized learning processes. Front
- through variety of channels (auditory, visual and textual), interactivity, hypermedia and hypertext.
- Lack of communication and information barriers, if we use the Internet as a medium.
Assembling Learning Objects:
WebQuests WebQuest concept
In the new general pedagogical approach, which gives utmost importance to the process student learning, has its rationale for the development of WebQuests by teachers because it allows you to design a sequence based on problem solving and independent learning. Furthermore, the relation between WebQuests and learning object is straightforward because the first is divided into parts that, in isolation, we can identify as learning objects. In this regard, Brown (1999) also speaks of "building blocks of a WebQuest" to identify as "Lego" various parts of a WebQuest.
WebQuest The idea was developed in 1995 at the San Diego State University by Bernie Dodge (1995) with Tom March. When defined as WebQuest simple, we use the terms "assisted search" (Vivancos). More complex area Moreira (2004a) indicates that it is "implementing a strategy of guided discovery learning a process of work developed by students using the resources of the WWW." In addition, Adelman (2004) defines it as "a learning activity that proposes a task feasible and attractive to students and a process to do during which students do things with information: analyze, synthesize, understand, transform, create , judge and evaluate, create new information, publish, share, etc.. " We can therefore highlight the features that has a WebQuest:
- An informative guided search activity in which most of the information used by learners is drawn from the mains.
- One type of unit that presents students with a task or solve a problem and a collaborative working process, mainly based on Internet resources.
- One of the teaching strategies to integrate into the curriculum resources of the Internet. It's about using the Internet in the daily activities of the class to achieve the objectives of the curriculum and provide students better learning opportunities.
- An activity didactic proposes a task feasible and attractive to students and a process to do it. The task should be more than answer questions about facts or concepts or copy what's on the computer screen, it's about doing something with the information, analyze, synthesize, transform, create, judge ...
Some of the features of a WebQuest are:
- requires students to solve the WQ forming teams, each taking a perspective or role for which specific information is available, and sharing the foreground to make the final product.
- final product quality depends on cooperative and collaborative work. And all this through a targeted and efficient use by the designer of the WQ of Internet resources and tools for access and information processing (computers, printers, browsers etc.).
WebQuest is designed to capitalize on students' time by focusing activity on the use of information rather than search, and to support student reflection on levels of analysis, synthesis and evaluation. It is built around a task attractive and motivating.
Parts of a WebQuest: spent a very brief show parts of a WebQuest:
- Addressed to students :
1. Introduction, which presents the general approach of the WQ.
2. Task is identified with the ultimate goal of the WQ: what should be drawn at the end of the WQ.
3. Process, which describes the activities and tasks to be performed.
4. Assessment, which describes the aspects that are valued and how they are valued.
5. Conclusions, which shows some final thoughts.
- Addressed to teachers:
6. Guidelines for teachers, which lists tips for using the WebQuest in the classroom.
These parts are common to any WebQuest but the combinations we can do in terms of issues, tasks, sequences, resources, etc. are endless and, perhaps most interesting when designing a WebQuest is the customization that can make the design of a WebQuest as a student recipient of the educational process. Generally, "if classroom training learning activities play an important role in distance learning could say that it is through such activities as the students learn" (Marcelo et al, 2000:81). If we can also customize most of such activities, we face the current scenario of e-learning and, specifically, combining learning objects to create structured learning sequences is one of the WebQuests possible solutions to this issue. Taken
RED. Journal of Distance Education.
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