What I already know
I’ve learnt about learning objects when I studied “e-Learning Strategies and Management” (MITE 6311). Learning objects are desgined to be accessable, reusable and interoperable. However there are many different definitions of learning objects.
What do I want to know
To create an effective visual, it requires lots of preparations. From drafting out the layout, finding authentic information, searching for appropriate images, sounds, videos, to thinking of the best way to present it and adding of interactives … quite time consuming. I understand that we need to learn from experience, trial and error, but is there a systematic approach to plan and create effective visuals?
What have I learnt
Being able to appreciate each others’ works was very fruitful, as we can learn from each other. I believe it would be more effective if each of us can post our work at least one day before the lesson, so that we can have a chance to look through each other’s work before the session.
I’ve learnt about the learning objects can be classified into information objects, conceptual models, contextual representations, stimulation objects, practice objects and presentation objects (Churchill, 2006). The classification provides a clear direction for us when designing a learning object to achieve the learning goals.
Reflections:
How can visual and interactive material engage student learning in your discipline?
As the ICT teacher of the lower junor year groups, experience told me that interactive visuals, particularly with sound, can be used as a tool to promote self-movitiated learning, arouse children’s interest in learning, keep them focus and concentrate on the task and encourage explorations.
Can you think of a learning object in your own curriculum?
I can think of developing a learning object for learning history, perhaps regarding “Ancent Egypt” or “Ancent Greek” for primary 3 and 4 students, as visuals help the children to understand the facts and arouse their interest in these topics.
Reference:
Churchill, D. (2006). Towards a useful classification of learning objects. Educational Technology Research and Development.
Task – Shape of Raindrops
I worked together with Oscar on this task. We did the research separately and together we exchanged our findings, discussed and decided the texts as well as the overall presentation. Here is our schedule and the draft on the presentation. Finally, we developed the visual on the Shape of Raindrops using PowerPoint. Hope you all enjoy it. Your comments are most welcome.
4 responses so far ↓
1
Ryan
// Mar 12, 2007 at 12:56 pm
Yes, I agree with you that visual representation can motivate students to learn.
And I also think that the proper use of visual representation can also make students easier to understand what they are trying to learn.
Ryan Yue
2
Jaco Cheung
// Mar 20, 2007 at 1:19 pm
I like your raindrop presentation very much. I like your idea of using a frog as the main character for your presentation and this brings more fun. Instead of just clicking the mouse to the next slide, interaction is enhanced as readers are requested to answer questions before they go on to explore further. Suitable feedback is provided as well. However, some texts in the slide go too fast. It would be better if the texts go a bit slowly.
3
daniel
// Mar 22, 2007 at 11:56 am
Your find this reflection model apprpriate? I was thinking to ask students to useit for making reflection. Anyhow, you reflections are useful and provide us with access to soem on your ideas an dthinking.
You are right to say that there ar emany definitions of leanring object. This is problematic and I think that a learnign object should be something digital desinged for learning.
4
Martin Lau
// Mar 26, 2007 at 1:00 am
Hi Theresa and Oscar,
Your presentation about the raindrop shapes is more than a visual presentation. It is a small courseware for teaching the topic. I have the same view as Jaco that setting a main character and asking the audience questions before showing them the information make the presentation more interesting and provide chances for the audience to think by their own, rather than feeding them with knowledge at the very beginning. I think these approaches especially work for small children.
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