1. Welcome to MDexpLORe.us
Module 1: Exploring Learning Objects

2. Overview
A statewide partnership of local education agencies is working in collaboration with MSDE to create and pilot a Learning Object Repository (LOR) called Mdk12expLORe.us.
Educators from across the state are adding pre-vetted content aligned to the Maryland State Curriculum for each content area and the Common Core Standards. 

3. Overview
Module 1 serves as the introduction to a series of modules on using learning objects (LOs) to enhance PK-12 instruction in the state of Maryland.
Learning objects can be used to add interactivity, differentiate instruction, increase rigor and relevance, and foster engagement in the teaching and learning experience.

4. Overview and navigation tips
Use Slide 1 from the original Module 1: Coming to Terms
Add information about how you must complete the quizzes and/or use the refresh button to escape.

5. Pre-assessment
Prior to beginning the module, it is important to assess what you already know about using learning objects and other digital resources.
1. On a scale of 1 to 5, how often do you use learning objects?
I do not know what a LO is.
Never
Rarely
Sometimes
Almost always 1 2 3 4 5

6. Pre-assessment
2. On a scale of 1 to 5, how frequently do you use other digital resources, like interactive websites? 1 2 3 4 5
I do not know what an interactive website is.
Never
Rarely
Sometimes
Almost always

7. Pre-assessment
If you do not use learning objects or other digital resources, please check as many reasons why you do not as apply:
__ lack of access to the Internet
__ lack of access to computer(s)
__ lack of access to a projector
__ lack of time
__ lack of knowledge about how to efficiently locate resources
__ other

8. Pre-assessment
4. Which factors might influence you to use learning objects (LOs) and digital resources more frequently? Check all that apply.
__ if high-quality digital resources and LOs were aligned to my content
__ if high-quality digital resources and LOs were easier to find
__ if digital resources and LOs could be saved for reuse
__ if digital resources and LOs were more engaging and interactive
__ if I had more professional development on how to use digital resources and LOs effectively in the classroom

9. Pre-assessment
5. What do you see as the benefit(s) of using digital resources and LOs? Check all that apply.
__ increases student engagement
__ provides more opportunities to differentiate instruction
__ offers different kinds of learning experiences to match the styles of learners
__ increases student achievement
__ affords multiple opportunities for remediation and extension
__ other

10. Objectives After you complete Module 1, you will be able to:
Define a learning object.
Compare and contrast a learning object with an asset.
Identify Maryland’s repository for learning objects.
Cite at least three reasons for using learning objects.
Describe at least two ways that using learning objects help students learn and teachers teach.

11. What is Mdk12expLORe.us? Mdk12expLORe.us
It is Maryland’s learning object repository or LOR for educators, students, and community members to explore, share resources, and interact with others like you who want to enrich their teaching and learning experiences with technology.
Mdk12expLORe.us

12. Mdk12expLORe.us
Mdk12expLORe.us is not only the name of the resource, but also its address.
In your browser’s address bar, simply type in Mdk12expLORe.us to explore Maryland’s K–12 Learning Object Repository (LOR).

13. Mdk12expLORe.us
Its purpose is to help you find online teaching and learning materials quickly and easily.
The LOR makes searching for teacher-evaluated digital resources, like videos, images, maps, and websites easy.
It also contains a large collection of learning objects which can be used in a variety of ways to enhance teaching and learning.

14. What’s a learning object?
A learning object as defined by the IEEE Learning Technology Standards Committee (LTSC) is any entity, digital or non-digital, which can be used, re-used or referenced during technology-supported learning.

15. Definitions of learning objects
Chiappe defined learning objects as “A digital self-contained and reusable entity, with a clear educational purpose, with at least three internal and editable components: content, learning activities and elements of context.
The learning objects must have an external structure of information to facilitate their identification, storage, and retrieval: the metadata.”

16. Are there other definitions?
David Wiley (2000) suggests that we think of a learning object as “any digital resource that can be reused to support learning.”
Module by David Lane. Accessed from

17. MDepLORe.us definition
A learning object is a web-based interactive object which is designed to teach a learning objective.
The object might be an e-book, simulation, PowerPoint, video, Flash animation, Java applet, etc.,.

18. Characteristics of LOs
All learning objects contain:
an objective.
a learning activity designed to teach the objective.
an assessment to measure the learner’s achievement of the objective.
metadata added to aid in search and retrieval.

19. Additional characteristics of LOs
The learning object may also be:
portable.
reusable.
self-contained.
downloadable.
aggregated into a larger collection or unit.

20. What is the purpose of meta-tagging?
All LOs must be meta-tagged so that the user can search for it by subject, state standards, keywords, date, and age range.
You will learn much more about meta-tagging in Modules 3 and 4 where you will learn how to contribute to the LOR.

21. Analogy of the library card
Just like library cards once allowed library users to search for materials, metatags allow the user to search for information by title, author, subject headings, date, interest level, age range, and keywords.

22. Are LOs a new development?
Learning objects represent the next generation of instructional design, development, and delivery.
The fundamental idea behind learning objects is that instructional designers can build small instructional components that can be reused a number of times in different learning contexts. (Wiley, 2000)
For example, the same LO might be used in f2f instruction by one teacher and used in online instruction by another; another teacher might use the LO for remediation while yet another might use it as a homework assignment.

23. How are LOs similar to websites?

24. How are LOs different from websites?
Both are:
Online
Technology-enriched
Accessible 24/7 from any internet-connected device
Learning objects have:
an objective
a learning activity
an assessment
metadata
Websites may or may not:
be designed to teach specific learning objective(s)
have a learning activity
contain an assessment
tagged with metadata

25. Map from Illinois Department of Public Health at http://www. idph
What is an asset?
An asset is a digital resource that can be used in instruction.
Examples of assets:
Websites
Ebooks
Videos
Images
Maps
Sounds
Screen shot of news item from National Geographic at

26. How is an asset different from a LO?
An asset might be one part of a lesson, but it could not be the entire lesson because it most likely will not:
be tied to a learning objective.
contain a learning activity designed to help learners achieve the objective.
include an assessment tool or performance measure.

27. How is an asset similar to a LO?
Assets are the building blocks of learning objects.
Both can be used to create effective technology-enriched instruction.
Both can be aggregated into larger units of instruction.
Video from National Geographic at

28. Can LOs and assets be found at Mdk12expLORe.us?
Yes. You can search from the LOR dashboard for assets, LOs, or both with the same search.
You will learn more about searching the LOR in Module 2.

29. Examples of assets and LOs
digital copy of The Constitution of the United States
drag and drop timeline of events in world history
online demonstration of solving an equation
recorded mini-lecture on stem cells
video on symbiotic relations in nature
LOs
art appreciation lesson with feedback to student responses on identification questions
online course in geology
online tutorial on planning a healthy meal with interactive and an assessment
reading accompanied by an interactive game that assesses the learner’s understanding

30. Check your understanding
Download the graphic organizer for this activity. Think about the definitions of assets and learning objects as you review and analyze the following examples. Submit your completed graphic organizer to your facilitator as directed.
Declaration of Independence
Typical animal cell
How does gravity work?
DNA from the beginning
Conspiracy code
Field note book of Wm. Luce, Eng. of Capt. J.W. Albert's party of U.S. Top. Engineers

31. Check for understanding
A learning object contains:
an objective
a learning activity
an assessment
all of the above
none of the above

32. Check for understanding
2. An asset always contains:
an objective
a learning activity
an assessment
all of the above
none of the above

33. Check for understanding
3. A(n) ___________ can be used in f2f or online instruction to teach a concept and assess the learner’s understanding.
asset
video
website
learning object
none of the above

34. Check for understanding
The best way to find learning objects in Maryland is to search:
Google
NetTrekker
Mdk12expLORe.us
the IECC
all of the above

35. Check for understanding
5. Metadata helps the learner:
locate and find LOs efficiently and quickly.
share and tag LOs across districts.
create LOs and assets.
all of the above
none of the above

36. Check for understanding
6. In the box below, briefly explain the similarities and differences between learning objects and assets and then, explain how each can be used for instruction.

37. Who uses LOs?
Teachers use learning objects to introduce a basic concept, apply concepts in “real world” applications, check and test mastery, provide simulations, or to remediate instruction.
Students use learning objects to learn more about a basic concept, apply new learning in “real world” situations, extend their knowledge, or to relearn a concept in a different way.
Families use learning objects to help themselves understand topics and concepts so that they can help their children learn.

38. Most important factors for students are that LOs are:
interactive
engaging
available at school and home
mobile
digital

39. In addition . . . Students comment that using learning objects:
makes challenging content understandable.
allows them to control the pace and place for learning.

40. Important factors for families are that:
Engagement in their child’s learning is increased.
Difficult content is explained using animations, videos, etc.
Resources are available at anytime anywhere.
Facilitates them in helping their child set and achieve learning goals.

41. Most important factors for teachers are that LOs are:
aligned to state and local standards.
an effective use of time.
accurate, authoritative, and timely.
engaging, rigorous, and relevant.
accessible to all students.

42. Provide a brief introduction to learning object. (58%)
Just as they do for other resources, teachers use the following strategies to prepare students to use LOs:
Provide a brief introduction to learning object. (58%)
Allow students to explore object on their own. (46%)
Prepare a handout for students to guide use. (40%)
Facilitate a class discussion about the object. (38%)
Offer a formal demonstration before use. (16%)
Provided a brief introduction to learning object (58%)
Let students explore object on their own (46%)
Prepared a handout for students to guide use (40%)
Facilitated a class discussion about the object (38%)
Offered a formal demonstration before use (16%) 42

43. Best practices in using LOs
Lessons using learning objects should have a clear focus, such as introducing a new concept, or reviewing previous learning concepts.
Supporting handouts with guided questions should improve student performance. This kind of support focuses students on the key concepts at hand, and results in increased understanding of tested items. Make sure that students are given adequate directions so that they’re able to engage successfully with the learning objects.
Provided a brief introduction to learning object (58%)
Let students explore object on their own (46%)
Prepared a handout for students to guide use (40%)
Facilitated a class discussion about the object (38%)
Offered a formal demonstration before use (16%) 43

44. Keep in mind that the effect of learning objects may vary greatly within the same classroom. You may need to accommodate students of different ability and interest level.
As you integrate learning objects into your classroom, you’ll learn which ones resonate with your students, and how to best meet your students’ learning styles.
On the next slide is a chart that outlines different types of learning objects and the corresponding learning styles.
Keep in mind that the effect of learning objects may vary greatly within the same classroom. You may need to accommodate students of different ability and interest level.
As you integrate learning objects into your classroom, you’ll learn which ones resonate with your students, and how to best meet your students’ learning styles. On the next slide we’ve included a chart that outlines different types of learning objects and the learning styles that they correspond to. 44

45. LOs and assets matched to learning styles
Content/Activity
Visual
graphics, video, drawing
Aural
narrative, audio lectures
Read/Write
lists, glossaries, tests, written assignments, logical
Kinesthetic
manipulations, case studies, labs, simulations, games 45

46. In order for learning objects to be effective, you may need to alter them slightly to take into account:
previous student knowledge
language
access
culture
Make sure that you go beyond static textbook presentations. Use an array of animations, graphics, video, and text materials. 
Finally, students may prefer to explore learning objects on their own, a strategy that often results in increased student performance. 46

47. How do most teachers use LOs?
review a previous concept (54%)
another way to look at a concept (48%)
motivate students (38%)
introduce a concept before a formal lesson (30%)
teach a new concept (6%)
homework (4%)
Review a previous concept (54%)
Another way to look at a concept (48%)
Motivate students (38%)
Introduce a concept before a formal lesson (30%)
Teach a new concept (6%)
Homework (4%)
As you can see, most teachers don’t use learning objects entirely on their own – they’re meant to supplement what you’re doing, adding more information, and enriching the learning process. 47

48. How to begin using LOs in the classroom
The goal is that learning objects will enrich your course materials, while at the same time be easy to find, and easy to integrate into your lessons.
You might just add one or two learning objects into your current course materials, or, as mentioned before, you may integrate several learning objects in order to create a lesson from scratch to achieve your teaching goals.
The goal is that learning objects will enrich your course materials, while at the same time be easy to find, and easy to integrate into your lessons.
You might just add one or two learning objects into your current course materials, or as we mentioned before, you may cobble together several learning objects in order to create a lesson from scratch to get your teaching goals across. 48

49. The type of objects that you choose/use should be determined in part by your goals and approach.
Step
Achieved by
Gain attention
Animation, question
State objectives
Rationale, expectation
Stimulate recall
Metaphor, narrative
Present content
Explanation, then demonstration
Provide guidance
Examples, contexts
Elicit performance
Practice
Provide feedback
Assessment, results
The type of objects that you choose/use should be determined in part by your goals and approach.
I have a comment – Paula 49

50. Check for understanding
1. Use this rubric as you complete the procedures in the Online Accessibility Learning Object to assess how well the LO:
gains attention
states objectives
stimulates recall
presents content
provides guidance
elicits performance
provides feedback
Submit your completed rubric to your facilitator.

51. Check for understanding
2. What do you see as the benefit(s) of using digital resources and LOs? Check all that apply.
__ increases student engagement
__ provides more opportunities to differentiate instruction
__ offers different kinds of learning experiences to match the styles of learners
__ increases student achievement
__ affords multiple opportunities for remediation and extension
__ other

52. Check for understanding
3. Now that you have learned about learning objects and assets, how often do you plan to use these resources in your classroom?
Never
Rarely
Sometimes
Often
Almost always 1 2 3 4 5

53. Check for understanding
Rank the following benefits of using a learning object according to how valuable it is to your instruction. (1 = most valuable to 5 = least valuable)
__ LOs contain an objective, learning activity, and assessment.
__ LOs are easy to use.
__ LOs help differentiate instruction.
__ LOs are pre-made lessons.
__ LOs are technology-rich learning experiences.

54. Check for understanding
5. All of the following are valid instructional purposes for using LOs except:
to review a previous concept
to provide another way to look at a concept
to motivate students
to create a substitute plan
to teach a new concept
to assign as reinforcement for homework

55. End of Module 1
Thank you for completing Module 1: Exploring Learning Objects. We hope that you feel more confident about what learning objects are and how to use them in the classroom. In Module 2, you will learn how to search Mdk12expLORe.us to efficiently and effectively find learning objects and assets to enhance teaching and learning.

56. Maryland Teacher Standards
The following Maryland State Standards were met by this module:
Maryland Professional Development Standards:
Content Knowledge & Quality Teaching
Collaboration
Maryland Teacher Technology Standards:
I. Information Access, Evaluation, Processing