Progressive Inquiry Learning Object Templates (PILOT)
Hans Põldoja, Teemu Leinonen, Media Lab, University of Art and Design Helsinki, Finland ; Terje Väljataga, Hypermedia Laboratory, Tampere University of Technology, Finland ; Antti Ellonen, Marjo Priha, Uusimaa Regional Environment Centre, Finland
International Journal on E-Learning Volume 5, Number 1, ISSN 1537-2456 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
In most cases digital learning objects are used for individual learning (reading, looking, playing, quizzes) or by teachers in their class-room or online teaching (presentations). In PILOT project we argue that learning objects should be designed and presented in a special way in order to promote truly social constructivist learning. The project is based on the concept of progressive inquiry learning object templates (PILOTs). These learning objects support progressive inquiry knowledge building process in computer and database supported Knowledge Building environments, found for instance in Fle3 and IVA virtual learning environments. Design research methods such as participatory design and scenario-based design are used in the project to generate distributable and reusable PILOTs. The developed learning objects will be tested and evaluated by schools, teachers, and their pupils.
Põldoja, H., Leinonen, T., Väljataga, T., Ellonen, A. & Priha, M. (2006). Progressive Inquiry Learning Object Templates (PILOT). International Journal on E-Learning, 5(1), 103-111. Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
© 2006 Association for the Advancement of Computing in Education (AACE)
ReferencesView References & Citations Map
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.Suggest Corrections to References
Cited ByView References & Citations Map
Robin Kay, Liesel Knaack & Bill Muirhead, University of Ontario Institute of Technology, Canada
Journal of Interactive Learning Research Vol. 20, No. 3 (July 2009) pp. 295–315
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.