Quick List

What am I suppose to do with ‘em?: Valuable Ways to use Learning Objects in Higher Education and Why

• — Use as an important new tool for instruction, one of many tools used by you to meet a specific learning goal of your course
• — The educator remains the pivotal component in education, the instructional decision maker

Learning Environment Strategies

• — distance learning
• Learning objects can become the total learning experience where the learning object or module of learning objects make up the entire course.
• — As a separate, independent activity from the classroom
• use as curriculum support at the student’s discretion
• use as supplemental education, as an extended learning environment for students desiring advanced training
• use as review materials for students desiring extra support in preparation for an exam
• use as pre-class instruction orientation materials, to assist the instructor by providing students a head start on new subjects being introduced into the classroom
• — integrated into the total course experience
• In the classroom
• integrate LOs into the course lecture, as part of the in-class instruction
• use as a tool in small groups
• use independently by students at their own pace
• Outside of the classroom
• use as a focus in a group project activity
• use independently as curriculum support, such as homework assignments

What to Do with ‘em

Use LO in any of the learning environment strategies to do the following:

• — as orientation materials
• introduce new content/topics/skills
• build background information concerning a new topic
• creating interest in unfamiliar subjects
• motivate student to learn complex concepts and skills
• Object example: a cd-rom version of the course textbook or a video clip on the new subject.
• — as reinforcement materials
• to reinforce existing knowledge, concepts, and skills
• Current research suggests that it takes 16 experiences with a concept before it becomes gained knowledge.
• an additional practice venue, where students can spend extended time with the material, until the memory process is completed
• to promote new concepts being committed to long term memory
• to extend learning beyond the classroom day
• Object examples: online quizzes, video reenactments of a procedure or skill, and memory games of key words or principles to learn.
• — as supplemental text
• to enhance curriculum and provide enrichment activities for highly motivated students
• to build background knowledge on subjects
• advanced students can enhance their knowledge by moving on to more complicated material/skills
• further learning by devising new experiences for the students and adding to their knowledge bank
• a way to present the material in alternate ways, addressing different learning styles to help with comprehension
• Object examples: a cd-rom that accompanies current course materials, simulations of scientific experiments such as chemical reactions, and virtual field trips to a location being studied.
• — as instructional aide
• to illustrate complex concepts
• in skill training
• use where pictures can communicate more than words
• A multisensory approach to help with comprehending complex concepts and explain abstract ideas more clearly than through traditional teaching methods.
• audio/visual reinforcements on a subject can give students additional confidence with the material
• Object examples: graphics, simulations, demonstrations, and interactive such as an interactive timeline.
• — as review materials
• to reduce anxiety and provide focus to key concepts and skills
• provide a venue to help students prepare for exams so they go into the test with more confidence and reduced test anxiety
• a place to revisit concepts not fully acquired in order to gain those skills
• Students have the opportunity to practice a skill repeatedly, until it is committed to long-term memory.
• Object examples: interactives, review games and practice quizzes.
• — as alternative materials
• as a new and creative way of presenting the same old material
• provides students with a positive and engaging learning environment
• to support new types of learning opportunities for people with different learning styles.
• Learning styles are not the same for everyone and learning objects can provide additional paths through a course to reach those students who are not connecting through traditional methods.
• a multisensory approach (text, colors, graphics, sound, interactions) to instruction can increase the likelihood of students processing the information and gaining a deeper understanding of the material.
• Students who learn best in independent environments can work at their own pace with the material
• students who prefer group settings are provided with a great opportunity for group discussion and a more dynamic learning experience.
• Object examples: sound instruction/demonstration as an mp3 file, video clips, mobile applications, interactive diagrams, and group dynamic games.

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