Hi,
Adobe Flash is a useful tool to teach students as they can create moving books, create simple or complicated advertisements and other moving creations. At our school teaches students about "Flash" in all grades 8-12. Students find it engaging and those who master it create very interesting work.
An interactive learning objects is another tool that teachers can use to increase student engagement in learning. Students gain learning through experimenting with the interactive material on the site. It might be a game that is played to make an educational point as in "Darfur is Dying" or dissecting animals for science in "Dissect a frog". The importance of teaching with connections to technology needs to be carefully thought through to make meaning of the use of technology back to the lesson focus.
The advantage with these systems is that they allow for manipulation of the image from different angles. This allows students to see the bigger picture not just 2D.
"Wiley (2000) posited and presented three components of a successful learning object implementation: an instructional design theory, a learning object taxonomy, and “prescriptive linking material” that connects the instructional design theory to the taxonomy, providing guidance of the type “for this type of learning goal, use this type of learning object.” In addition to providing a worked example of this process, Wiley (2000) also presented design guidelines for the five learning object types." (Wiley, 2000, p. 28).
Karen.
Wiley, D. A. (2000). Connecting learning objects to instructional design theory:
A definition, a metaphor, and a taxonomy. Retrieved from http://www.reusability.org/read/chapters/wiley.doc
Hi Karen, I agree with your thoughts about the importance of considering the learning goal for the learning objects. A learning object should only be used if it has relevance and a clear purpose relevant within an educational context.
ReplyDeleteI feel that learning objects can support behaviourist, cognitivist and constructivist learning, depending on what they are requiring students to do. What are your thoughts in regards to this?
Dear Karen and Miss C,
ReplyDeleteGetting the learning object that fits in the learning purpose is an example of connectivism (George Simens, 2005) which states that knowing where to find information is more crucial than knowing it.
Learning objects, I believe, can embody all aspects of behaviourist, cognitivist and constructivist learning. Learning objects can be skills-based where students have to practice and get the right answer. It can also be cognitivist where students have to strategize or analyse information to arrive at a solution. A learning object in the form of an inquiry-based approach would serve the constructivist mode.
Animations and simulations fit in with different learning theories depending on how you use it. For behaviourism animations and simulation are used repeatedly to show students how to perform a task, for cognitivism using them to group information, for contructivism using them to explore tasks and for connectivism using them to find further information.
ReplyDeleteStudents like to interact with objects that move on the screen. These tools are beneficial in teaching and learning as students use and create them.
Karen.
Hi Karen
ReplyDeleteI noted that you and Miss C both seemed to point out the fact that the learning object needs to have relevance to the topic being taught. We all know that utilising software whether it is online or PC based is sometimes a learning curve in its own right. I'm not sure whether you are suggesting that the software needs to be of the subject like CAD is to graphic drawing or whether the software needs to be considered in the light of what is being taught for example can students recreate a digital animation of a frog dissection in MS movie maker and importantly whether their time is best used doing this. I would like to add that if learning the software forces the student to revisit the material they need to learn in order to master it, and even if they do not master it, is it worthwhile getting the students to undertake the activity, I think yes. I think what you are saying is that one needs to be selective in the programs used, and you make a good point. I first experienced learning objects in 1996 at Central Queensland University in human movement they had a heart lung simulation program that was great fun, we could give the "person" different drugs or poisons, give them antidotes and event kill and revive them. We also used one in microbiology that simulated bacterial colony growth. This one also linked with software that was used to identify bacteria through molecular testing. Simulation software is the future of education as is the use of programs that give students the ability to make simulations and media based on their learning.
Jason
Hi Jason,
ReplyDeleteI agree that these simulations you have taken part in are very useful. To see how things work in the human body is interesting and to do so with out getting blood on your hands (for example the blowing up of sheep lungs with a plastic tube) allows all students to participate. Students like hands on activities but many are put off when it comes to cutting animal parts up in Science class. Thank you for sharing your insight in simulations and the experiences you have had.
Karen.
Thanks for sharing with us such a wonderful post. I am really impressed with the information you have provided. Keep up the good work.
ReplyDelete