Abstract

Learning object design currently leads the instructional technologist towards more effective instructional design, development and delivery of learning content. There is a considerable amount of literature discussing about the potential use of learning object in e-learning. However, most of the works were mainly focused on the standard forms of metadata and technical-related issues leaving behind the importance of pedagogical factors. This paper comprises two parts. In the first part, the authors examine the attributes of learning objects in providing a customized, individualized and flexible learning environment with an approach that is grounded in generative learning principles of learner-centered and learner-controlled learning environment. The cognitive and pedagogical relationships between generative learning and higher order thinking skills (HOTs) are briefly reviewed. The second part proposes a design and development framework of Generative Learning Object Organizer and Thinking Task (or simply called GLOOTT), a pedagogically-enriched web-based learning environment designed to improve HOTs.

Citation

Tan, W.C., Aris, B. & Abu, M.S. (2006). GLOOTT Model: A Pedagogically-Enriched Design Framework of Learning Environment to Improve Higher Order Thinking Skills. AACE Review (formerly AACE Journal), 14(2), 139-153. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 1, 2022 from https://www.learntechlib.org/primary/p/6198/.

© 2006 Association for the Advancement of Computing in Education (AACE)

Keywords

• constructivism
• design
• e-learning
• Educational Technology
• eLearning
• Information Sciences
• information technology
• Instructional Design
• interactive multimedia systems
• Learning Objects
• learning theory
• web-based learning