an instructional design model for e-learning in school education osman sadeck metropole south...
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An Instructional Design Model for e-Learning in School Education
Osman Sadeck
Metropole South Education DistrictWestern Cape Education Department
http://elearningmetrosouth.co.zahttp://curriculummetrosouth.co.za
Osman Sadeck 2007/2008
This Paper
Looks at one way that schools might approach e-Learning. Its focus is on Pedagogy through a Learning Object Approach.
The aim of this paper is to begin the conversation on e-Learning at schools
Introduction:•There is no specific problem that this learning object approach is proposing it can fix, nor is it claiming to be the answer to educational problems. •It is attempting to conceptualise how e-Learning could happen at schools and moves primarily from where teachers are.
•No model for e-learning is noted at school, district or provincial level, and no operational means to use learning object approach
•Learning object approach (given characteristics of school education) is well placed to facilitate the transition where necessary from traditional learning to e-Learning.
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School Education
•Characterised by f2f interactions
•Content knowledge - of a collection type/integrated type – in subjects, sections, topics
•Learners do a range of activities – some related to tasks and projects
•Some knowledge concepts and skills the same in different subjects – context differs.
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Extent of e-learning at schoolsObservations at schools
Use of data projector to present lessonsUse of data projector with interactive whiteboards to present lessons
Asking for tasks to be completed on a computer and printed (sometimes saved to disk, accessed via a common drive (mainly in the CAT/IT classes)
Ask for information to be accessed from the net or from content from CD’s
Using proprietary software (mainly mathematics, some science, some language) primarily as reinforcement, drill & practice and revision
Sparse use of the above that resemble the ‘Intel’ project approach & web quest
No online specific learning opportunities or experiences, No collaborative online learning opportunities notedNo LMS, VLE noted
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Teacher ApproachesObservations at schools
Teachers prepare lessons using power point & use either the data projector or data projector with interactive whiteboards to present lessons. Learners observe, watch, listen & some get to use the ‘touch’ facility of the interactive white board. Lessons are saved and reused. No evidence that these lessons are available for download or on demand after the lesson.
Teachers use text books, websites, content CDs, modules (ready available materials). Some use them as is and many have been seen to select some aspects from these resources. Reasons for choices range from relevance to context to needs to ease of use, etc. Selection appears to be a design decision.
Those that select aspects have been seen to build new learning activities for their learners. It appears as if there is a need to combine from different resources and sequence them in some way.
The above appeared to be teacher decisions mainly; teaching appeared to focus on the use of new technologies; learning appears mostly traditional
These appear to be prevalent: reuse – break (deconstruct) – build (aggregrate, sequence): based on learner & curriculum needs, and teaching preferences.Osman Sadeck 2007/2008
Learning Objects
A learning object is a single concept, chunk of knowledge, self-contained ,stand alone digital entity, focused on content and/or skill. It is predisposed to be used, reused, referenced and/or aggregated during technology supported learning and tagged with metadata.
Learning objects should not include any instructional theory or specific methodology, nor should it specify assessment, as this could inhibit its reusability value.
Form and Relationship
A learning object without form and relation is merely a media asset.
When any entity is transformed from its traditional function (form only), into “an object of understanding” a relationship begins to emerge between the user and the learning object through an interaction with the digital asset. (Polsani 2003)
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Types of Learning Objects
•single-type (image, text, video);
•combined-intact (video with audio; animation with text), and
•combined-modifiable (combination of ‘single’ and ‘combined-intact with
functionalities when/if to introduce).
•The generative-presentation instructional type a combination of types dynamically
presents a problem to be solved, and
•a generative-instructional type is of the guiding type where functions could provide
for both instruction and practice.
Wiley (2000)
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Function of Learning Objects
Learning objects are understood to function in three primary ways
•guiding (through mentorship, apprenticeship & teacher guidance primarily employing
instructional strategies.)
•problem based (opportunities to construct, create, innovate and scaffold) according
to their abilities; or
•complimentary (supportive material e.g. presentations, guidelines, glossaries,
templates, tutorials, etc)-The complementary function could be confined to a single
context to traverse a range of contexts
Busetti et al (2005)
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A learning object approach
A learning object approach focuses on:
•Providing a learning experience (single learning object ) focused on a single concept usually in 5 – 15 minutes.
•Aggregation of learning objects as a series of related learning experiences – these can cover topics, lessons, modules, courses
Some positive claims of the approach:
•Reusability of learning objects – in & across context•Provides for on-demand learning•Self paced & self determined learning•Distance learning – (home schooling ++)
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Learning Object Approach Design
Design is based on: selection, sequencing, engagement, interaction,
How does one select? – learner needs / curriculum needs…Is there an order? Should there be an order?
How does one sequence? Is sequencing necessary?
In effect this is about the teacher planning: individually / with other teachers; with the learners…towards using digital assets & digital technologies for the ‘e’ in e-Learning.
Learning Object Approach
Criteria for selection of learning objects and their subsequent aggregation (if desired) will be dependant on the learning context, and informed by the learning objectives, type of learning that is preferred and appropriate, learner needs, preferred learning styles and preferences, policy requirements, course expectations and curriculum imperatives.
The sequencing ideally should be based on collaboration between learners and teachers. Teachers and individuals also collaborate (as is done in individual learning contracts). In the case of individualise learning it is the individual who decides.
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Graphic representation of sequencing of learning objects
The following four slides depict common sequencing permutations.
The number of learning objects appearing in the designs need to be understood to be a representation of the possibilities that may be required in particular permutations. They represent examples only.
This is no indication (and should not be seen) as a set design that has to be applied algorithmically with a particular number of learning objects in specific configurations.
The following slides attempt to progress a conceptual understanding of the permutations.
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Learning Object Approach Design
LO
LO
LO
LO
Fig.3a
LO LO LO
LO
LO
LO
LO LO
LO
Application
Task
LO
LO
LO
LO
LO
LO
Application
Application
LO LO LOLO
Fig.3d
Fig.3c
Fig.3b
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Understanding the learning object sequencing
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Unpacking the designs
Figures 3a & 3b:
In both of these the course is structured with the ‘task’ known upfront. The difference is, in 3a the LO is introduced as
it is needed to help complete the task. In 3b all the LO’s are introduced one after the other and then the task is
completed. Both build in that sometimes one LO is a prerequisite to the next. However our experiences have shown
that many of the LO’s may not take on any relevance if figure 3b is used as they have to wait many weeks before
seeing the worth of what they were learning. It has also shown that 3a allows a just in time injection of learning to
help the task forward.
Figures 3c & 3d:
The rationale behind these two configurations are that they are in line with a learning object approach where each
LO is a small unit of learning that can be accessed and used ‘on demand’. This means that if a person only needs to
know how to ‘hyperlink’, she/he does not have to do whole courses on web design and thus achievable with figure
3d. However figure 3c builds in scaffolding in that sometimes to learn something you need a prerequisite. It is
essentially similar to 3d except there are more aspects that have to be addressed first. The distinct difference
between the two sets, i.e. 3a & 3b and 3c & 3d is that the latter is not a full course and it does not have a task driving
it.
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If e-Learning is about Learning through ‘e’…
Our design should consider:
Aspects such as: learning; engagement; interaction; collaboration; cooperation; activity; possibly programmed instruction…
To what extent are Constructivist or Instructivist approaches relevant.
To what extent should teachers be Constructionist.
Function of learning objects depends on use. They can be used in different ways for different purposes by different people
Should we not consider the options, then we might need to facilitate learning as it is set out propriety software & textbooks.
A learning object approach allows us the freedom to choose, use, adapt, adopt… Osman Sadeck 2007/2008
Example of aggregating learning objects & possible sequencing
Learning objects may be used in configurations best suited to progress learning and address learning needs. One may add, loop, sequence as necessary. The configurations below represent some examples.
Working with Resistors
LO1 :
LO2 :
LO3 :
LO4 :
Adobe Acrobat Document
Shockwave Flash Object
Microsoft Office Word 97 - 2003 Document
C:\Users\Ossie\Desktop\New Folder\Resisto
LO2 LO1
LO4
LO3
ApplicationAlternate placing
LO3
LO3
Task
LO1
LO2 If task cannot be completed sing LO1 only
Application
LO2 LO1
LO3
is the Task
LO2 LO1
If task cannot be completed using LO 2
LO4 for practice
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Example of reverse design from an existing lessonAnthropometrics lesson
A typical lesson on anthropometrics involves measuring parts of the human form in various positions such as: sitting, bending, crawling, reaching. The task is usually to carry out these sub-activities and complete a task sheet. In some cases this knowledge & skills is used when learners are asked to design something.
An example of a task sheet -
Microsoft Office Word 97 - 2003 Document
This lesson can be broken down into as many as 14 different learning objects as shown on the next slide.
They may be accessed on demand – for specific interest or need in the learning experience. Two or more may be combined and sequenced to make a lesson that is relevant to a task.
An example of using these Los in an ‘e’ environment may be seen on the next slide.
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Learning Object Description Possible Identity
Media# Type# Function*
LO 1 Measuring head AN, T, G CM, GI G, P, C
LO 2 Measuring hand AN, T, G CM, GI G, P, C
LO 3 Measuring body AN, T, G CM, GI G, P, C
LO 4 Measuring range of natural positions AN, T, G, V CM, GI G, P, C
LO 5 Types of materials T, G, V CM, GI C
LO 6 Properties of materials AN, T, G, V CM, GPI, GI C, G, P
LO 7 Use of materials AN, T, G, V CM, GPI, GI G, P
LO 8 Evaluating products T, G, V CM, GI G, P
LO 9 Measuring instruments T, G, V CM, GI P, C
LO 10 Reading measurements AN, T, G, V CM, GPI, GI G, P
LO 11 Units of measurement T, G CM, GI P, C
LO 12 Calculating averages AN, T CM, GPI, GI G, P
LO 13 Basic mathematical functions AN, T CM, GPI, GI G, P
LO 14 Using formula in spreadsheets AN, T CM, GPI, GI G, P
LO1
LO7 LO14
LO12
LO13
LO5
LO6Task: Design & Make a hat
Select LO, Aggregate & Sequence according to learner & teacher preferences
Forum for learners to communicate
Wiki for co-operative work
Digital drop box
Social software: teacher makes available options
Using a Learning Object Approach in an ‘e’ environment
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TechnologiesWeb 2.0
Social software
Media
Prerequisites
ReusabilityAggregation
Interaction
InteractiveType
Focus Approach
Access
Technology need
Engagement
DownloadableOn demand
Expiry ModeUsefulness
Learning Objects &
Learning Objects Approach Key words
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Traditional lessons, modules, courses can be deconstructed and re-sequenced to provide learning opportunities and learning experiences in an ‘e’ environment.
A blended f2f/online mode using a learning object approach could be considered in school education.
Design decisions do not appear to be dependant on technologies
Conclusions
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BACKOsman Sadeck 2007/2008