A guide to Learning Objects (LO)

Perspectives LEGO building blocks – small units that can be fitted together any numbers of ways to produce customized learning experiences Atoms – made up of smaller pieces which by themselves are not as useful as the whole

The Concept LO vary so much in terms of size, scope, content, design and technical implementation Common – they focus on how learning objects are created, used, stored rather than on what LO look like.

Defining Learning Objects (LO) LO – any grouping of related materials that is structured in a meaningful and logical way and is lied to an educational objective Materials can be documents, pictures, simulations, movies, sounds and so on Note: We are focusing only on digital Learning Objects (DLO)

Understanding DLO At minimum, a DLO consists of content and an interface Content – made up of assets: materials that make the LO; images, text passages, videos etc. Interface – part of the LO with which the user interacts. Many of the more interesting and engaging DLO include activities that invite the learner to experiment and interact with the content

Understanding DLO (Contd.) Interface – simple single web page or complicated screen of controls to set the parameters of a simulated chemistry experiment DLO may include metadata

Why do people use DLO Flexible Cost effective Customizability

Things to consider before hand A. What educational problem are you trying to solve? B. How do you envision your learning object being used? C. What resources do you have available for development?

A. What educational problems are you trying to solve? First – Is there a concept that is troublesome for learners using traditional methods? Even if so does the user using a DLO have an advantage DLO should give learners an opportunity to explore something they otherwise could not or to explore it in a completely different way.

B. How will your learning object be used? List the most common ways you envision learners using it: E.g. Imagine 5 artists and their major work. Your list might look like this: 1. Learners become familiar with 5 artists, their biographies and major works 2. Learners pair artists with their corresponding artworks 3. Learners pair artists with corresponding biographical details

Contd. Now think of uncommon ways. A sample list might include these activities: 1. Learners compare artworks by 2 or more artists and note similarities and differences 2. Learners use biographical information about artists to make interferences about possible influences on the works pictured 3. Learners drag components of artworks onto a virtual canvas to create a derivative work in the style of one or more featured artists

C. What resources are at your disposal? What technical experience do you have? Major obstacles: – Lack of time – Lack of technical expertise For better understanding have a look at the page for “DNA from the Beginning”

Creating LO: Some practical advice 1. Designing to Enable Learning 2. Designing the Learner’s Experience: Graphic Design Guidelines 3. Designing the Learner’s Experience: Usability Guidelines 4. Designing for Accessibility 5. Designing for Reusability 6. Designing for Interoperability: Adding Metadata 7. Choosing a Technology and Development Tools 8. Care and Feeding of Your Learning Objects

1. Designing to enable learning Keep your educational goal in focus Include only assets (images, videos etc) that support your educational goal and avoid unrelated activities Address common preconceptions learners may have about the content Where possible use examples drawn from real world data and case studies Provide complex scenarios that invite a range of opinion and provoke thought Build on learners’ existing knowledge Keep the content focused on how the learner may use the new knowledge in his or her own life

1. Designing to enable learning (contd.) Select the structure of the activity as it will have a profound effect on the learning process of the learner. Offer multiple paths for learners to explore rather than force your way Invite access to content via multiple modalities of learning (visual, auditory etc) Use your imagination to invent interesting activities Provide constructive feedback that prompts learners to take actions to correct errors Consider assessment issues

2. Designing the Learner’s Experience: graphic Design Guidelines Each page or screen should be visually balanced – a large light colored element is balance by small dark colored element Use physical placement on the screen or page to establish and strengthen visual relationships between items – more items should be larger, darker and vice versa Select one or two visual elements and use them throughout the piece to create a sense of rhythm – repeat an element from a logo or other motif throughout the various pages or screens If elements in your design are not the same, make them very different (not just slightly different) to create contrast –choose different fonts in such a manner that their difference is apparent All elements should work together to create a harmonious whole – Avoid strong patterns, except in very small areas

3. Designing the Learner’s Experience: Usability Guidelines Be consistent in the use of design elements, language, formatting, appearance, and functionality – Keep all the navigational elements in a consistent location Allow learners to control their interactions; give them the freedom to choose how to complete tasks – Allow users the ability to undo actions wherever possible Follow established standards of design and use conventions that are familiar to learners – Place main navigation elements either horizontally along the top or vertically down the left side Simplify the design wherever possible, and stick to basic principles of aesthetics – Minimize the amount of text on each screen or page; only include necessary text

4. Designing for Accessibility Design for device independence – Users should be able to use the LO with a variety of input devices Provide alternative formats for visual and auditory content – Include a text description or transcript Allow learners to control moving content – Learners should be able to start, stop pause and control the pace of video

5. Designing for Reusability Make sure your learning object is self- contained and can stand on its own - break large resources into smaller sections to be used as independent resource Design your learning object so it may be used by a diverse audience – platform independent LO or content in multiple language

6. Designing for Interoperability: Adding Metadata Include appropriate metadata in learning objects you author. When you add learning objects to a collection or library, provide requested metadata information.

7. Choosing a Technology and Development Tools Choose a technology and a tool your primary developer is comfortable using (or learning). Choose a technology that supports the features you want to include in your learning object. Choose a tool that is supported by your institution’s instructional technology staff, if applicable. Choose a tool you can afford.

8. Care and Feeding of Your Learning Objects Provide contact information, copyright and use licenses, technical requirements, and version information. Keep these current. Provide sample assignments, usage tips, links to related resources, and other support material.

Links m/index.html m/index.html idea/examples.php idea/examples.php cetl.ac.uk:8080/intralibrary/open_virtual_file_ path/i1967n5604t/index.html cetl.ac.uk:8080/intralibrary/open_virtual_file_ path/i1967n5604t/index.html cetl.ac.uk:8080/intralibrary/open_virtual_file_ path/i562n6162t/index.html cetl.ac.uk:8080/intralibrary/open_virtual_file_ path/i562n6162t/index.html

Source Rachel S. Smith : Guidelines for authors of Learning Objects