2.       Directed instruction 

a.       underlined by Objectivist: very structured, directed by the teacher. 

b.      Do it for them / spoon feeding

c.       Giving all the information to the pupils. Learning is a transfer of knowledge (transmitted)

d.      Teacher plays the central role./ teacher centered

e.      Technology application: drill and practice, tutorials

f.        Theories : There are four (please check)

g.       Technology is used for drilling ( behavioral changes)

3.       Inquiry-based instruction 

a.        KNOWLEDGE IS CONTRUCTED, not transmitted.

b.      Student centered

c.       Hands-on instructed (explore by oneself) generating new ideas, constructing new ideas on how things work.

d.      Advocates that students learn in different ways ( project, video, website) not traditionally written format.

e.      Constructivism: by participating in certain experiences or involve in social environment.

                                                            i.      Refer theory underlying this in the notes by lecture

                                                          ii.       

1.       With the emergence of the World Wide Web in the early 1990s, the idea of reusable materials came to the forefront once more. In 1994, Wayne Hodgins coined these things learning objects (Hodgins, 2002). Pg 346

2.       The learning objects notion is confusing in part because there are dozens of definitions of the term learning object (LO), as well as several phrases referring to the same notion of reusable digital educational resources. Pg 347

3.       the most all-inclusive, is that put forth by the Institute of Electrical and Electronics Engineers’ Learning Technology Standards Committee (IEEE, 2005): “Learning Objects are defined here as any entity, digital or non-digital, which can be used, re-used or referenced during technology supported learning. … Examples of Learning Objects include: 

• Multimedia content 

• Instructional content 

• Learning objectives

 • Instructional software and software tools 

• Persons, organizations, or events referenced during technology supported learning” pg347

4.       The reaction against this extremely broad definition has been very strong. Wiley struggled to constrain the definition somewhat with: “any digital resource that can be reused to support learning” (Wiley, 2000a, p23), but even this is still very broad. Pg 347

5.       Learning objects researchers have used a variety of metaphors to describe learning objects and their appropriate use. The most common metaphors—including LEGOs, molecules, and bricks and mortar—provide an extremely interesting view into individuals’ underlying beliefs about teaching and learning. The LEGO metaphor characterizes learning objects as small chunks of content which, through their adherence to standards, are each able to be combined with every other in a straightforward manner. This was the first popular metaphor, stressing ease of reuse, and was conceived by Hodgins (2002). Pg 347
 5. Wiley and colleagues summarized the contextrelated issue as the reusability paradox, in which the more reusable learning objects are, the less instructionally effective they are, and vice versa. pg 351

So, what are these six distinguishing characteristics of learning objects? Let’s have a look:

· Interoperability: Learning objects can be used in a variety of software suites, across platforms (Mac, PC)

· Reusability: The ability a well-designed Learning Object has to fit a multitude of scenarios and circumstances

· Manageability: Objects need to be able to be tracked and updated

· Flexibility: Learning Objects must be adaptable to serve the needs of learners and bring them closer to achieving their learning objectives

· Accessibility: This distinguishing factor relates to the fact that objects must be online, searchable and well categorized to be true Learning Objects

· Durability: Within reason, Learning Objects must stand the test of time with regards to their content and their delivery mechanism

· Scalability: It’s important for Learning Objects to be neither narrow in focus, nor too large to be incorporated along with other objects, so designing with scalability in mind is a must.

Next time you create a learning object of your own, make sure it encompasses the above six features. Create LOs that are granular, modular and available as single units that are ready to be integrated into any eLearning program, seamlessly.

You should also strive to create LOs that are independent, yet can easily connect with other elements or indeed, other LOs. This is possible when you create learning objects that offer varying degrees of challenge.

For example, an exercise on leadership can easily be re-used in management-related eLearning programs aimed at team development.