This unit provided a wealth of information about instruction
using learning objects to enhance the learning experience and its
environment. I have become a big fan of
the resources or materials that one can access to deliver engaging, dynamic,
relevant, and significant course instruction.
The writers defined learning objects as discrete chunks of
reusable learning materials or activities to communicate with other learning
objects to build a learning environment.
In the Koppi, et al, Rannan-Ritland, et al and Boyle articles, this
definition formed the basis of their information. Boyle (2010) suggests that learning objects
are clearly about learning and the activity component is crucial to ensure the
learning goals and objectives are achieved.
Each article revealed many similarities and some slight
differences in the approach; however for the most part, each provided a deeper
understanding of how learning objects can contribute to self-directed learning
if the learning environment is designed to promote metacognition and empowers
the learner.
My initial reaction to the idea of using learning objects to
create an efficient, flexible, engaging, and active learning environment was
enlightenment. The more I thought about
the endless possibilities in which to incorporate them into my world of work,
my excitement level increased. The
benefits of learning objects are countless.
For example, I used the authors recommended sites for exploration. I joined Curriki, Encyclopedia of Life (EOL),
the National Museum of African American History and Culture (NMAAHC), and
installed the App for Google Earth to visit the Museum of Online Museums
(MoOM). This App is awesome. Aside from the above portals identified in
the article, “Portals of the People,” I took the time to visit the other sites
identified as well.
The last assignment on the Plantation Letters prompted
further research that took me to the NMAAHC portal. Because I extremely disappointed
in myself for having forgotten this part of history, it behooved me to stay on
this path of learning. I found a
plethora of information, in particular, a section on “Slavery and the Making of
America.” Following is a snippet of what
I read:
“’Inspire
a Negro with perfect confidence in you and learn him to look to you for support
and he is your slave’ were the words of one plantation owner. The documented brutality of slave owners,
beyond the mere fact of enslavement, demonstrated that planters were short on
adherence to their own doctrine. The
diary of Bennett H. Barrow, a Louisiana slave owner, documents almost daily
beatings and torturing of slaves, accompanied enigmatically by extensive moral
explanations as to why such punishments were necessary. Paternalism was thus more a justification,
than an orientation for slavery.’”
The information from learning objects is not only relevant,
but necessary for learning to occur, as it relates to the desired learning
objectives and outcomes. I also
found this learning object to be a great resource for my students as well.
Two possible barriers for learning objects were identified
throughout the literature and visiting the sites. First, Koppi, et al suggests that “to think
about teaching materials in terms of learning objects requires changes in
thinking and in practice. Secondly, some
of the links provided error messages that the page could not be found. In order for the learning objects to be used
efficiently and effectively, someone has to consistently manage the broken
links to ensure the information is readily available. After all, learning objects are supposed to
be reusable.
If the learning environment is designed properly, learning
objects are wonderful resources to use to stimulate learning. I would not hesitate to incorporate the ideas
and recommendations identified throughout the literature for use with my
students. For example, I am presently
serving as the coach for the Honda Campus All-Star Challenge at my university
and would like to design a system for the students to use in preparation for
the regional and national tournament. If
time permits, I intend to use the available portals identified in the articles,
as well as others I know to exist.
Many tools and resources were identified throughout
the literature to leverage the use of learning objects such as MERLOT, MoOM,
NMAAHC, The British Library, Turning the Page, ECHO, PLOS, CAREO, CONNEXIONS, and
Curriki. The iPad is another tool I
believe to be useful as well. Since most students are using iPads, ITunes
University has much to offer learners and can be accessed using the iPad. Many Apps are free and provide quality imagery,
audio, and podcasts to enhance the learning environment.
