Reusing Learning Objects: Pedagogical goals direct

resource choices for first year chemistry labs

Cyprien Lomas and Joanne NakonechnyThe Science Centre for Learning and

Teaching (Skylight)University of British Columbia, Canada

What is a Learning Object?

• A (very) loose description of a learning object:

• A reusable, digital resource– Reusable in different contexts– What about in similar contexts?

Discipline Setting• American Chemical Society;Canadian Society for Chemistry• Biennial Conference on Chemical Education • ChemCONF mailing list, online conferences• Journal of Chemical Education

Project:• Academic Committee for the Creative Use of Learning Technologies (ACCULT)

• creation of a mixed-mode course for 1st year chemistry laboratories

• annual enrolment of approximately 1800-2000 students

Learning Object Approaches:• technological or pedagogical

Pedagogical Process

• Deep vs surface learning• Deep structure learning focuses on concepts not facts =

surface structure• Deep structure learning is difficult for novice learners

Authentic scholars at any university level requires Authentic scholars at any university level requires confidence based on deep structure knowledgeconfidence based on deep structure knowledge

How does this influence choice of LOs?How does this influence choice of LOs?

The chemistry students need to be able to:

• identify a problem

• find information in the literature

• pose scientific questions

• formulate a hypothesis

• design experiments to test the hypothesis

• learn new experimental techniques

• analyze data & drawing conclusions

• recognize safety issues

Learning Objects need to reflect key goals of the course:

TransformationBEFORE:• 11 labs per term• step-by-step method• learning by repetition

RESULTS:• good technical skills• poor connection between application and outcomes

AFTER:• 6 labs per term• guided inquiry• learning through concepts

RESULTS:• poorer technical skills• good connection between application and outcomes

How did we get there?

Theory Method Application

1. Volumetric analysis concepts and calculations.2. Significant figures (SF) rules of calculation

correct analytical glassware

data with correct SFs

1. Read/use glassware correctly.2. Obtain data with correct number of SF.3. Do calculations using SF principles and volumetric analysis calculations.

Theory

1. SF rules and calculations2. glassware concepts

On-line tutorial

Method

1. Design experiment

1. VL with tutorial2. Lab manual3. Technique tutorial

Application

1. Wet lab

1. Design experiment in volumetric analysis

correct reading of glassware

Elements for Selecting Learning Objects

Pedagogical goals

Object granularity

Rigidity continuum

Author control

Concept articulated

Type (text, image etc.)

Data object

User response

LO

Pedagogical goals

Rigidity continuum

Author control

Concept articulated

Type (text, image etc.)

Data object

User response

LO

Customizable

parameters can be partially modified

Commercial or open- source

VL, WebCT (container)

Flexible

parameters can be completely modified

shared Lab manual

(malleable)

Rigid

parameters cannot be modified

Bridging to the Lab (product)

calculator

(prescriptive)

Selecting/Developing Learning Objects

Rigidity Continuum

Author Control

Process:

• Development of an experimental methodology.

• Visualization of multi-step sequences.

Tool aids by using:

• Theory + method + guided application

RIGID

Bridging to the Lab

Object granularity

Author control

Concept articulated

Data object

User response

LO

Pedagogical goals

Rigidity continuum

Author control

Concept articulated

Type (text, image etc.)

Data object

User response

LO

Process:

• Development of an experimental methodology.

• Implementation of multi-step sequences.

Tool aids by connecting:

• Theory + method + independent application.

(tutorial required)CUSTOMIZABLE

Virtual Lab

Object granularity

Author control

Concept articulated

Data object

User response

LO

Pedagogical goals

Rigidity continuum

Author control

Concept articulated

Type (text, image etc.)

Data object

User response

LO

Additional Support:

• In-house

technique modules

• Glossary

Tool aids by connecting:

• Students to the

actual laboratory

FLEXIBLE

Glossary

Object granularity

Author control

Concept articulated

Data object

User response

LO

Pedagogical goals

Rigidity continuum

Author control

Concept articulated

Type (text, image etc.)

Data object

User response

LO

Lessons Learned

depends on

drives the choice

has to be

to understand the principles

to be able to design an experiment

requires synthesis of theory and

method

an example of one an example of

one

an example of one

experiential knowledge is required in the

Mixed-Mode delivery

pedagogytools

rigiddeep structure

theory

method application

customizable flexible

Bridging to the Lab Virtual

Labtechniques

laboratory

Pedagogical goals

Author control

User responseData object

Type

Rigidity

continuum

Object

granularity

Concept

articulated

Reuse within a discipline

• It ain’t easy.• Need to keep the pedagogical goals in mind when

choosing Learning Objects.• It’s time consuming. It took two years to put together the

course. • May need to change the style and function of other

course resources. We re-wrote the lab manual, wrote instructional resources, developed quizzes etc.

• It’s on-going. We’re still developing resources, re-writing resources, finding new learning objects.

• Would we do it again? YES!

Development Team:

Dr. Sophia Nussbaum (Director)

• Dr. Matt Le Page

• Dr. Cyprien Lomas (Skylight)

• Dr. Joanne Nakonechny (Skylight)

• Students:

– Alexei Polishchuk

– Zev Thompson

• Illustrations:

– Elizabeth Varty

• Librarian:

– Kevin Lindstrom

THANK YOU TO THE UBC ACADEMIC COMMITTEE FOR

THE CREATIVE USE OF LEARNING TECHNOLOGIES

FOR THEIR SUPPORT (ACCULT).