Scoping and Sequencing Educational Resources and Speech Acts: A Unified Design Framework for Learning Objects and Educational Discourse
David Wiley, Sandie Waters, Utah State University, United States
IJELLO Volume 1, Number 1, ISSN 1552-2237 Publisher: Informing Science Institute
Instructional design is largely a matter of scope and sequence, and designing instruction with learning objections is no exception. Traditionally, learning objects are considered atomic units of educational content, and designing instruction with learning objects means scoping instructional messages and determining sequences for delivering the messages. We argue that instructional methods that rely heavily on social interaction can be implemented with learning objects when these are understood to be reusable scaffolds for scoping and sequencing what learners say to each other during instructional interactions.
Wiley, D. & Waters, S. (2005). Scoping and Sequencing Educational Resources and Speech Acts: A Unified Design Framework for Learning Objects and Educational Discourse. Interdisciplinary Journal of E-Learning and Learning Objects, 1(1), 143-150. 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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