1. Framework for designing learning objects Jorma Enkenberg & Henriikka Vartiainen This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

2. LEARNING OBJECT – our definition As learning objects we mean digital representations about real objects that represent phenomenon in question and tools for constructing meaning about it. Representations refer directly or indirectly to real objects and context where the objects are situated. Representations allow perceiving the objects from different perspectives. Physical and cognitive tools enhance the negotiation of meaning about them. 2

3. 3 Structure of learning object described in activity theoretical framework

4. What are our challenges in Case Forest? a) Development of digital representations about real objects and their integration into design resources for later use (model needed - described in the following) b) Applying existing and developed objects and other design resources for studying and finding answers to formulated question (earlier described Lusto method) 4

5. 5 Model for developing digital objects

6. Descriptions of the used concepts  SCAFFOLDS Social, conceptual and functional assistance offered to support learning, e.g. reflective questions and worked examples.  GUIDELINES Ideas how to use the object in practice. AGENCY Description about social setting and the roles during the activity.  INFORMATION RECOURSES Possible domain experts, existing research data, literature, www-materials etc.  GLOSSARY, TAGS Language / keywords that refers to the phenomenon and objects.  DOMAIN PERSPECTIVES Points of views and chosen expert cultures to study phenomenon and object in question.  REPRESENTATIONS Videos, pictures, drawings, text, sound, map, animations and their combinations.  TOOLS Physical (e.g. hammer) and cognitive tools (e.g. tree structure) for the construction and in use of learning object.  CASE STUDIES Research reports (case studies), own observations, measurements, interviews etc. related to the phenomenon.  MODEL, SIMULATION Different conceptual creations e.g. scale models, diagrams, operation /action models etc.  REAL OBJECT Existing physical artefact or object in the nature, culture environment or elsewhere. 6

7. RECOGNITION THE PHENOMENON The starting-point of the learning process may be a visit to the authentic environment and existing digital resources that represents the environment. CHOOSING THE DRIVING QUESTION RELATED TO THE PHENOMENON CHOOSING THE REAL OBJECTS TO STUDY Objects in the nature and culture environment that mediate the phenomenon and provide answers to the driving question. DESIGNING THE STRUCTURE Choosing and preliminary designing the digital representation of the chosen object. REAL VISIT - COLLECTION OF DATA Taking photos, video clips, making interviews, observations, measurements etc. CHOOSING, ORGANIZATION AND INTEGRATION THE COLLECTED DATA ABOUT REAL OBJECTS DESIGNING AND IMPLEMENTATION THE SUPPORT FOR CONTEXTUALIZATION Description of agency, guidelines, scaffolds, information resources and glossary for application of the developed learning object. TECHNICAL INTEGRATION OF CONSTRUCTED DIGITAL RESOURCES FOR THE LEARNING OBJECT Integration to the chosen environment (e.g. wiki). 7

8. Phases in the construction process 8 Choosing the objects Preliminary analysis of the objects for construction of the design for digital representations Collection design resources (in nature or museum) Organizing and elaboration design resources Contextualization Technical implementation

9. Examples of (research)learning objects  Biologis´t perspective  http://www.edu.joensuu.fi/kuvagalleriasokl/ Kohteet/album/Biologi/index.html http://www.edu.joensuu.fi/kuvagalleriasokl/ Kohteet/album/Biologi/index.html  Engineer´s perspective  http://www.edu.joensuu.fi/kuvagalleriasokl/ Kohteet/album/Insinoori/index.html http://www.edu.joensuu.fi/kuvagalleriasokl/ Kohteet/album/Insinoori/index.html  Economis´t perspective  http://www.edu.joensuu.fi/kuvagalleriasokl/ Kohteet/album/Ekonomi/index.html http://www.edu.joensuu.fi/kuvagalleriasokl/ Kohteet/album/Ekonomi/index.html  Antropologis´t perspective  http://www.edu.joensuu.fi/kuvagalleriasokl/ Kohteet/album/Antropologi/index.html http://www.edu.joensuu.fi/kuvagalleriasokl/ Kohteet/album/Antropologi/index.html