Teaching, Designing, and Sharing: A Context for Learning Objects
Mimi Recker, Jim Dorward, Deonne Dawson, Xin Mao, Ye Liu, Bart Palmer, Sam Halioris, Jaeyang Park, Utah State University, United States
IJELLO Volume 1, Number 1, ISSN 1552-2237 Publisher: Informing Science Institute
This article describes a professional development model and a set of tools intended to increase teachers’ capacity for the design of instructional activities using learning objects. It then reports preliminary findings from studies involving teachers (n=41) who participated in the professional development workshops based on the model. Findings suggest that participants saw many potential benefits of using online resources in support of teaching, including their convenience and currency. In terms of creating learning activities for their students, the most common use mentioned was for enrichment purposes. Analyses also showed that participants seemed to prefer to use small granularity resources. However, despite this enthusiasm, post-workshop usage was generally low. Participants also identified barriers in using online resources. These included lack of technology access and literacy, and difficulties in managing the overabundance of resources and their varying quality. Participants also mentioned the importance of accessing online resources for research purposes.
Recker, M., Dorward, J., Dawson, D., Mao, X., Liu, Y., Palmer, B., Halioris, S. & Park, J. (2005). Teaching, Designing, and Sharing: A Context for Learning Objects. Interdisciplinary Journal of E-Learning and Learning Objects, 1(1), 197-216. Informing Science Institute.
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Eli Cohen, Informing Science Institute, United States; Malgorzata Nycz, Wroclaw University of Economics, Poland
Interdisciplinary Journal of E-Learning and Learning Objects Vol. 2, No. 1 (Jan 01, 2006) pp. 23–34
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