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L4 design document Presentation Transcript

  • 1. Developing Standards-based Learning Objects by Using Design Document MID 7133 Lecturer : Azmawati Binti Mohd Lazim : azmawati.mohd.lazim@gmail.com : Azmawati Mohd Lazim : 21A4FE60 : wawacrv : wawacrv
  • 2. 1. Learning Object Development2. Exploring Learning Objects3. Storyboarding for RLOs and RIOs4. Storyboarding Guidelines & Tips5. Mini-Project6. Authoring Tools for Creating Learning Objects7. Practical Implementations & Deployment of Learning Objects8. RoundupContents 2
  • 3.  "The Course" vs. "The Learning Object" ◦ "The course" --The unit of learning best understood by traditional educators ◦ Internet has emerged as a powerful change agent for both business and education ◦ Internet has encouraged educators and trainers to reexamine ways in which they create and deliver educational materials ◦ Outcome is a shift towards deconstructing the "course" into small pieces of instruction  the "Learning Object"What is a learning object? 3
  • 4. Learning ObjectOrganizational Structure 4
  • 5. 5Design by Azmawati Mohd Lazim for masters of E-Learning Students Class of 2012, Multimedia University, Cyberjaya, Malaysia
  • 6. Learning Object Model 6
  • 7. Clearly defined, specific andmeasurable learning outcome(performance objective)Learning content that preparelearners to master /gaincompetence of the learningobjective stated.Interactive exercise (s)that provide learnersa chance to practice theskill / knowledge learned.Assessment or test item toevaluate if learning outcomeis achieved. 7
  • 8. What are learning objects?Smaller units of learning Typically from 2 and 15 minutes of learning (7+ 2 RIO/ frames)Self contained Can be used independently of other learning objectsReusable Same learning object can be used in multiple contexts for multiple purposesCan be aggregated LOs can be grouped into larger collections of content to create more substantial learning units (lesson, module, course)Tagged with metadata All LOs are tagged with metadata that describes the LO and allows it to be easily retrieved in a search. 8
  • 9. Example of Learning Object 9
  • 10. Example of Learning Object 10
  • 11. Lo deployed in the LMS 11
  • 12. Learning Object DevelopmentDr David Merrill’s Component Display Theory 12 Design by Azmawati Mohd Lazim for masters of E-Learning Students Class of 2012, Multimedia University, Cyberjaya, Malaysia
  • 13. Learning Object Hierarchy 13
  • 14. Structure of learning object 14
  • 15.  Each RIO has: ◦ Pretest item(s) ◦ Content items ◦ Practice items ◦ Quiz itemsRIO Structure 15
  • 16. Guidelines on Number of Content ItemsRIO Type No. of Content Items Required areas IntroductionConcept 4 - 10 Definition Example (at least 1) Practice Question(s) IntroductionFact 4-9 Any combination of: Facts - Graphic Facts - List Facts - Table Practice Question(s) IntroductionProcedure 3-6 Any one table: Procedure Table Decision Table Combined Table Practice Question(s) IntroductionProcess 3-5 Any one table: Staged Table Block Table Cycle Chart Practice Question(s) IntroductionPrinciple 5 - 11 Principle Statement Guidelines Example(s) 16 Practice Question(s)
  • 17.  RLO Title: RIO Title: RIO Objective: After completing this topic, you will be able to … RIO Type: (Concept, Fact, Procedure, Principle, Process)RIO Packet Cover Sheet 17
  • 18. Process RIO Example - 2Facts – only list the facts that are needed to explain the process. Example:Those involved in QAThe QA process involves the following staff: • Development team member • QA Manager • QA Reviewer • Performance Solutions Group member 18 Design by Azmawati Mohd Lazim for masters of E-Learning Students Class of 2012, Multimedia University, Cyberjaya, Malaysia
  • 19. Pros ConsProduction LOs can be Retooling & retraining maintained & updated requiredcosts separatelyFlexibility More LOs – more Restricts learner’s scope flexible for designersPedagogy Fits in with ISD Can restrict pedagogical theories. More approaches. Can’t apply to discipline for IDs lengthy materialsEnd-user Lower costs & Significant conversion increased choice costscostsPros & Cons of LOs 19
  • 20.  2 important issues in learning objects: ◦ Interoperability ◦ Reusability  Single most difficult characteristic is granularity – no accepted definition – best one is between 2 and 15 minutes for learning (topic level)  Single most important characteristic is the learning objective in the learning object itselfIssues with Learning Objects 20
  • 21. Anatomy of a Learning Object  Centred around a learning objective  Content / information supports the objective and promotes the achievement of the learning outcome  Practice / Feedback ensures mastery Objective Practice Instructional and Content Feedback 21
  • 22.  http://www.kineo.com/demos/mcd_artic_ demo/mcd_demo/player.html http://www.kineo.com/case_studies/fit- for-the-future/main.html http://www.kineo.com/demos/nikon_d500 0/main.htmlMore examples 22