The purpose of this chapter is to introduce an instructional technology concept known commonly as the “learning object.” First a review of the literature is presented as groundwork for a working definition of the term “learning object.” A brief discussion of instructional design theory is followed by an attempt to connect the learning objects approach to existing instructional design theory, and the general lack of such connective efforts is contrasted with the financial and technical activity generated by the learning objects notion.
Rhizomatic Education : Community as Curriculum » Dave's Educational Blog - 2 views
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True, this reminds me of the recent discussion about the role of academic publishers... http://www.guardian.co.uk/commentisfree/2011/aug/29/academic-publishers-murdoch-socialist
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1.1. Connecting learning objects to instructional design theory: A definition, a metaph... - 9 views
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What is a learning object?
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An instructional technology called “learning objects” (LTSC, 2000a) currently leads other candidates for the position of technology of choice in the next generation of instructional design, development, and delivery, due to its potential for reusability, generativity, adaptability, and scalability (Hodgins, 2000; Urdan & Weggen, 2000; Gibbons, Nelson, & Richards, 2000).
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Why Learning Should Be Messy | MindShift - 2 views
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“If you were to hike the Appalachian trail, which would take you months and months, and you reflect upon it, you do not divide the experience into the historic, scientific, mathematic, and English aspects of it. You would look at it holistically.”
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In practice, this means the elimination of English, mathematics, history, and science class.
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The Ed Techie: Give me an M! - 8 views
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Open courses don’t need to be massive,
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one of the potential benefits of MOOCs is a form of liberation of the curriculum
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support
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Systemic Changes in Higher Education | in education - 9 views
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When control over information shifts from organizations to individuals, considerations of new models in universities is required, as evidenced by historical transitions of information-based institutions. As an industry fundamentally concerned with “creating and communicating information” (Carey, 2009,
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Recognition of only formal learning is a needlessly limiting mindset currently held by higher education.
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Many of the assumptions that inform higher education today – such as classrooms, textbooks, physical space, co-location of educators and learners, pairing of research and teaching, bounded curriculum – are called into question by emerging learning theories and technologies.
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a very important article - as someone commented (either about this article of another of George's), those who most need to read it probably won't. I'm going to see what I can do about changing that
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Education, as knowledge presentation, assessment and learning is not the only concern about the modern university system. We must also concern our selves with helping student acheive their goals, or as mentors, helping them to discover what they want to contribute to society. While part of this is job placement, a great deal of it is helping the learning see the possibilities out there and providing them with the tools to acheive those possibilities (such as knowing what types of credentials, certificates, degrees, etc.. they may need). It is also about helping them develop their abilities to filter material, think of material in new or different ways. One problem is the rigid, ego centric hold provided by discipline specific education.
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