Learning Objects: The Next Wave Ellen D. Wagner Director, Global Higher Education Macromedia, Inc.

Technology Infrastructure: Anytime/Anywhere Browsers, Connectivity, Devices, Databases, Legos™ and more – Flexible, Modular Digital Content Standards and Specifications Managing Knowledge, Learning, Information, Performance LEARNING OBJECTS: THE FIRST WAVE

A BRIEF LEARNING OBJECT REVIEW LOs emerged over the past 10 years as scattered, spontaneous explorations of content modularity and personalized learning Accelerated by the ability to transport content cheaply and easily Encouraged by business’s quest to create new value from learning Sparked by new learning theory research Enabled through standardized metadata

THE LEARNING OBJECT VALUE PROPOSITION The right content at the right time delivered in the right way on the right devices to the right people. Wayne Hodgins

LEARNING OBJECTS: THE NEXT WAVE Evaluating the Learning in Learning Objects Making Content Count More than Metadata About Ecosystems Bridging Value Gaps

TRANSFORMING THE LEARNER-CENTERED EXPERIENCE Ownership Engagement Social Contextual Active DEEPER LEARNING REQUIRES IS ENCOURAGES

THE ABSOLUTE VALUE PROPOSITION Simple Complex Deeper Learning offers a theoretical, conceptual and operational framework … maximizing the quality and results of a transformative learning program… focused on the needs and interests of the learner. LEARNING TASK Quality of Learning Experience Low High DEEPER LEARNING

THE SITUATIONAL VALUE PROPOSITION Simple Complex The more complex a learning task, and the higher the expectation of subject mastery and performance quality, the greater the value of Deeper Learning. LEARNING TASK Quality of Learning Experience Low High DEEPER LEARNING

On the Journey toward DEEPER LEARNING… Competency-Based Learning (“Just enough”) Personalized Learning (“Just for me”) Decision Support (“Just because”) Performance Support (“Just in time”)

BRIDGING LEARNING GAPS Simple Complex LEARNING TASK Quality of Learning Experience Low High DEEPER LEARNING DECISION SUPPORT PERFORMANCE SUPPORT COMPETENCY BASED LEARNING MASTERY LEARNING

MAKING CONTENT COUNT: Drowning in a sea of content A recent (2001) University of California study estimated that approximately 250 MB of digital content is produced per person per year on a global basis. IDC (2002) estimates that digital content assets double every months. The average corporate database holds 100 terabytes of digital content (the same space required to archive all pages posted to the WWW between )

MAKING CONTENT COUNT: Content as commodity Organizations are re-evaluating the strategic value of their content for learning and performance improvement. They want to leverage organizational intellectual property in support of improved learning and performing across the entire enterprise.

IN THE LEARNING WORLD, ATTENTION IS TURNING TO CONTENT Bob Boiko, (2002) Content Management Bible. New York: Wiley. xxxv. Content is information that retains its human meaning and context Content is information put to use Content is information plus data

A LEARNING CONTENT REFERENCE MODEL Content Asset Information Object Learning Object Learning Content Aggregations* Learning Environment C o n t e x t R e u s a b i I I t y L e a r n i n g C o n t e n t E c o s y s t e m Fact Concept Principle Process Procedure Objective Practice Assess Components Databases Communications Web Services Communities Revised, Wagner, Learnativity, doc.wav.swf.fla.jpeg.mpeg Chapter Lesson Unit Course Collaboration

DOIs provide information about the OBJECT. It tell you about the content metadata PLUS it tells you where the object is located, who owns it, how to get it MORE THAN METADATA: DIGITAL OBECT IDENTIDIERS Metadata provide information about the CONTENT Objectively describe attributes of content in an object Subjectively describe the learning content’s relative perceived value

DIGITAL OBJECT IDENTIFIERS (DOIs) Courtesy Robin Wilson, The Stationery Office DOIs capture information about a specific, registered content file DOIs make digital content transactional, salable, exchangeable

What is a DOI ? Owner Account Date Create Type : D,A, or P URL Location Creator It’s simply a Digital Pointer Unique, Global, Persistent & Resolvable An Identifier: Unique, Global, Persistent & Resolvable DOIs make intangible information assets tangible System Metadata /HSY6KS82DJS7 Courtesy Robin Wilson, The Stationery Office

ABOUT ECOSYSTEMS An ecosystem is a complex of living organisms, their physical environment and all their inter-relationships in a particular unit of space

LEARNING OBJECT ECOSYSTEMS TECHNOLOGY CONTENT LEARNING

LEARNING ECOSYSTEM PEDAGOGY (Teaching Design) PRACTICE Learning Content Learning Theories Instructional Theories EPISTOMOLOGIES ONTOLOGIES TAXONOMIES ASSESS EVALUATION DISTRIBUTION Maintenance MANAGEMENT The Learning Experience METADATA Learning Design DEVELOPMENT DESIGN ENGAGE EXCHANGE Authoring tools Content creation Management Platform

LCMS and/or REPOSITORY LEARNING CONTENT LIFECYCLE Existing Content Learning Content Authoring Tools Learning Content Authoring Tools Chunk Create Repurpose Assemble Learnin g Catalog Learnin g Catalog LMS Import Find Track Deliver © Eduworks Corporation, 2002Eduworks Corporation

LEARNING TECHNOLOGY ECOSYSTEM  Design of Content, Platform; Devices, Systems  Development of Content, Platform; Devices, Systems  Storage of Metadata, Content,  Digital Rights Management  Distribution Management  Content/Learning Management  Infrastructure Management  Metadata and DOIs

BRIDGING VALUE GAPS Between and among business, government and academe Between and among disciplines and ecosystems Between and among learning object team members

STRATEGIES FOR BRIDGING THE GAP Encourage more multi-disciplinary discussions “It’s the epistemology, stupid” Identify and foster our common interests, and work toward achieving mutual benefit Wagner, 2002, Will learning survive our good intentions? In Transforming Culture: An Executive Briefing on the Power of Learning

BRIDGING THE GAP, CONT’D Seek out the intersections of interest, purpose and intent between and among stakeholders Be willing to listen and learn Remember that change is a process, not an event Wagner, 2002, Will learning survive our good intentions? In Transforming Culture: An Executive Briefing on the Power of Learning