eLearning Reality, ID Processes and Pedagogical Objects
Karin Lundgren-Cayrol, Diane Ruelland, Ileana de la Teja Angeles, France Henri, Marc Couture, LICEF /CIRTA Research Centre, Télé-université,, Canada
EdMedia + Innovate Learning, in Montreal, Canada ISBN 978-1-880094-56-3 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Given the increased importance of learning objects for designing, producing and delivering online courses, concerns arise about reusability and more specifically how practitioners could effectively use them to facilitate the design process. To shed some light on practitioners' use of existing learning resources and how these may potentially affect their ID processes, transcripts of six interviews with practitioners were analyzed from this point of view. Key results from this study provide a list of potential learning objects and how their use might facilitate the ID process. Further, five main tendencies could be discerned from these transcripts. These are discussed in light of general recommendations that can be made in terms of ID processes using pedagogical objects in innovative eLearning contexts. This paper presents a brief conceptual framework, research objectives, the method, followed by results, ideas for future research perspectives and a general conclusion.
Lundgren-Cayrol, K., Ruelland, D., de la Teja Angeles, I., Henri, F. & Couture, M. (2005). eLearning Reality, ID Processes and Pedagogical Objects. In P. Kommers & G. Richards (Eds.), Proceedings of ED-MEDIA 2005--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 4485-4491). Montreal, Canada: Association for the Advancement of Computing in Education (AACE).
© 2005 Association for the Advancement of Computing in Education (AACE)