Mark Bullen LALCO 2008 Aguascalientes, México

Introduction Not a learning objects expert Expertise in DE, e-learning Sophisticated user Perspectives of an outsider

Not a learning objects expert

Expertise in DE, e-learning

Sophisticated user

Perspectives of an outsider

Premise Learning objects emerged from the WWW Social software and Web 2.0 are also products of the Internet Neither began with an educational purpose Both are technologies in search of educational purpose

Learning objects emerged from the WWW

Social software and Web 2.0 are also products of the Internet

Neither began with an educational purpose

Both are technologies in search of educational purpose

Premise Underlying ideology is learner-centered and, in many ways, anti-institutional Driven by a non-formal view of learning Opposed to the prevailing content, teacher and institution-centered notions of education

Underlying ideology is learner-centered and, in many ways, anti-institutional

Driven by a non-formal view of learning

Opposed to the prevailing content, teacher and institution-centered notions of education

Premise Need to approach these technologies critically and skeptically

Need to approach these technologies critically and skeptically

Learning Objects: Beyond Technology More than creating reusable digital learning resources About creating a truly learner-centered educational system More than a technological innovation: a pedagogical innovation

More than creating reusable digital learning resources

About creating a truly learner-centered educational system

More than a technological innovation: a pedagogical innovation

The Reality of Institutional Education An idealistic view of education Two problems: Formal education is credential-driven Depends on widespread development and sharing of objects

An idealistic view of education

Two problems:

Formal education is credential-driven

Depends on widespread development and sharing of objects

Our Educational System Primarily formal Driven by credentials Learners tend to be instrumental

Primarily formal

Driven by credentials

Learners tend to be instrumental

Development and Sharing Who is developing learning objects? Who is sharing learning objects Who is using learning objects? Examples UBC: Master of Educational Technology UBC: German Reading course BCIT: Faculty collective agreement

Who is developing learning objects?

Who is sharing learning objects

Who is using learning objects?

Examples

UBC: Master of Educational Technology

UBC: German Reading course

BCIT: Faculty collective agreement

Development & Sharing Open access Opening Up Education – Iiyoshi & Kumar The jury is still out on the sustainability of OEC (C. Mackie) Faculty lose revenue, career rewards Content requires refinement Copyright clearance No tangible benefit to creator or creator’s institution

Open access

Opening Up Education – Iiyoshi & Kumar

The jury is still out on the sustainability of OEC (C. Mackie)

Faculty lose revenue, career rewards

Content requires refinement

Copyright clearance

No tangible benefit to creator or creator’s institution

Learning Objects: Beyond Technology A technology in search of educational purpose Pedagogical innovation ignores reality Significant barriers to a learning objects pedagogy

A technology in search of educational purpose

Pedagogical innovation ignores reality

Significant barriers to a learning objects pedagogy

A Functionalist Approach to Learning Objects Technical benefits of sharing can be harnessed without subscribing to the new pedagogy Reusability can be applied on an institutional or program level Trades and vocational training In other words we can have the technical innovation without the pedagogical innovation Global sharing, OEC approach is unrealistic

Technical benefits of sharing can be harnessed without subscribing to the new pedagogy

Reusability can be applied on an institutional or program level

Trades and vocational training

In other words we can have the technical innovation without the pedagogical innovation

Global sharing, OEC approach is unrealistic

Web 2.0: From Transmission to Participation From learning objects to Web 2.0 Similar story Learning objects about exploiting the distributive capability of the Internet Web 2.0 about exploiting the networking and collaborative capabilitie

From learning objects to Web 2.0

Similar story

Learning objects about exploiting the distributive capability of the Internet

Web 2.0 about exploiting the networking and collaborative capabilitie

Web 2.0: From Transmission to Participation User-generated content The power (or wisdom) of the crowd Data on an epic scale Architecture of participation Network effects Openness

User-generated content

The power (or wisdom) of the crowd

Data on an epic scale

Architecture of participation

Network effects

Openness

Web 2.0: From Transmission to Participation Web 2.0 not educational Collaborative, social and networked nature attract educators Wikis, blogs, RSS, social networking sites allow for easy generation and sharing of content But too often technology is driving the pedagogy

Web 2.0 not educational

Collaborative, social and networked nature attract educators

Wikis, blogs, RSS, social networking sites allow for easy generation and sharing of content

But too often technology is driving the pedagogy

Web 2.0: From Transmission to Participation Need to separate experimentation from sound instructional planning Web 2.0 favors collaboration but there are times when transmission is necessary Wisdom of the crowd is given equal status to wisdom of the wise

Need to separate experimentation from sound instructional planning

Web 2.0 favors collaboration but there are times when transmission is necessary

Wisdom of the crowd is given equal status to wisdom of the wise

Web 2.0: From Transmission to Participation Disintermediation of information is seen as a victory for the individual

Disintermediation of information is seen as a victory for the individual

The Net Generation Myth Web 2.0 use in education driven by net generation hype Research-based evidence is lacking In fact research tends to show the opposite: that current generation is not technologically savvy

Web 2.0 use in education driven by net generation hype

Research-based evidence is lacking

In fact research tends to show the opposite: that current generation is not technologically savvy

Conclusion Pedagogy before technology Educational change must be driven by need Need must be clearly identified Change should not be driven by the technology

Pedagogy before technology

Educational change must be driven by need

Need must be clearly identified

Change should not be driven by the technology