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UNIVERSITY OF JOENSUU Savonlinnan department of teacher education
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LEARNING OBJECT DESIGN
LEARNING OBJECT
As learning objects we mean digital representa-tions about real phenomenon and tools for con-structing meaning about it. Representations refer directly or indirectly to existing objects and con-text where the objects is situated.
Representations allow perceiving the object from different perspectives. Physical and cognitive tools enhance the negotiation of meaning about them.
Individual Group
OBJECT
SUBJECT
TOOL
CONTEXT
Sound Picture Video Text Map Drawing Animation
Physical Cognitive
Jorma Enkenberg, Professor [email protected]
Anu Liljeström, [email protected]
Henriikka Vartiainen, Researcher [email protected]
UNIVERSITY OF JOENSUU, SAVONLINNA DEPARTMENT OF TEACHER EDUCATION
http://sokl.joensuu.fi/
FRAMEWORK PROCESS
GUIDELINES SCAFFOLDS
INFORMATION RECOURSES
GLOSSARYTAGS
DOMAIN PERSPECTIVES
REPRESENTA-TIONS
TOOLS
MODEL SIMULATION
CASE STUDIES
REALOBJECT
REALOBJECT
REALOBJECT
REALOBJECT
REALOBJECT
LEARNING OBJECT
Support for contextualization
Support for conceptualization
Support for choosing affordances
PHENOMENON
Con
stru
ctio
n
Learning
RECOGNITION THE PHENOMENONThe starting-point of the learning process may be a visit to the authentic environment and existing digital resources that represents the environ-ment.
CHOOSING THE DRIVING QUESTION RELATED TO THE PHENOMENON
CHOOSING THE REAL OBJECTS TO STUDYObjects in the nature and culture environment that mediate the phe-
nomenon and provide answers to the driving question.
DESIGNING THE STRUCTURE Choosing and preliminary designing the digital representation of the chosen object.
REAL VISIT - COLLECTION OF DATATaking photos, video clips, making interviews, observations, measure-ments etc.
CHOOSING, ORGANIZATION AND INTEGRATION THE COLLECTED DATA ABOUT REAL OBJECTS
DESIGNING AND IMPLEMENTATION THE SUPPORT FOR CONTEXTUALIZATION Description of agency, guidelines, scaffolds, information resources and
glossary for application of the developed learning object.
TECHNICAL INTEGRATION OF CONSTRUCTED DIGITAL RESOURCES FOR THE LEARNING OBJECTIntegration to the chosen environment (e.g. wiki).
SCAFFOLDS Social, conceptual and functional assistance offered to support learning, e.g. reflective questions and worked examples.
GUIDELINES Ideas how to use the object in practice.
AGENCY Description about social setting and the roles during the activity.
INFORMATION RECOURSES Possible domain experts, existing research data, literature, www-materials etc.
GLOSSARY, TAGSLanguage / keywords that refers to the phenomenon and objects.
DOMAIN PERSPECTIVESPoints of views and chosen expert cultures to study phenomenon and object in question.
REPRESENTATIONSVideos, pictures, drawings, text, sound, map, animations and their combinations.
TOOLSPhysical (e.g. hammer) and cognitive tools (e.g. tree structure) for the construction and in use of learning object.
CASE STUDIESResearch reports (case studies), own observations, measurements, interviews etc. related to the phenomenon.
MODEL, SIMULATIONDifferent conceptual creations e.g. scale models, diagrams, operation /action models etc.
REAL OBJECTExisting physical artefact or object in the nature, culture environment or elsewhere.
AGENCY