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Full-Text Articles in Education
A Unified Design Framework For Learning Objects And Educational Discourse, David Wiley, Sandie Waters
A Unified Design Framework For Learning Objects And Educational Discourse, David Wiley, Sandie Waters
Faculty Publications
Instructional design is largely a matter of scope and sequence, and designing instruction with learning objections is no exception. Traditionally, learning objects are considered atomic units of educational content, and designing instruction with learning objects means scoping instructional messages and determining sequences for delivering the messages. We argue that instructional methods that rely heavily on social interaction can be implemented with learning objects when these are understood to be reusable scaffolds for scoping and sequencing what learners say to each other during instructional interactions.
Overcoming The Limitations Of Learning Objects, David Wiley, Matthew Barclay, Deonne Dawson, Brent Lambert, Laurie Nelson, David Wade, Sandie Waters
Overcoming The Limitations Of Learning Objects, David Wiley, Matthew Barclay, Deonne Dawson, Brent Lambert, Laurie Nelson, David Wade, Sandie Waters
Faculty Publications
Note: this is not the final version of the article. There are a number of issues facing those who wish to employ learning objects in the facilitation of learning. There are a number of issues facing those who wish to employ learning objects to facilitate learning. These issues are not, however, inherent in the component-based paradigm. The first section of this paper describes some of the most difficult issues to be resolved. In the second section, we present a model of the use of learning objects that is grounded in a object-based paradigm. In the third section, we describe the …
A Non-Authoritative Educational Metadata Ontology For Filtering And Recommending Learning Objects, David Wiley, Mimi M. Recker
A Non-Authoritative Educational Metadata Ontology For Filtering And Recommending Learning Objects, David Wiley, Mimi M. Recker
Faculty Publications
Digital libraries populated with learning objects are becoming popular tools in the creation of instructional technologies. Many current efforts to create standard metadata structures that facilitate the discovery and instructional use of learning objects recommend a single, authoritative metadata record per version of the learning object. However, as we argue in this paper, a single metadata record -- particularly one with fields that emphasize knowledge management and technology, while evading instructional issues -- provides information insufficient to support instructional utilization decisions. To put learning objects to instructional use, users must examine the individual objects, forfeiting the supposed benefits of the …