Session 14: Learning Objects

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.