Learning Objects in 9 Weeks: An Instructional Design Course Model

Learning Objects in 9 Weeks: An Instructional Design Course Model

Learning Objects in 9 Weeks! An Instructional Design Course Model Faculty of Education University of Ontario Institute of Technology Liesel Knaack, Robert Lee, Barb Murphy, Matt Osborn, Andrea Fiebig + Brett Clayton MERLOT Conference, August 10, 2006. Agenda

Learning Objects (LOs) as Projects in Instructional Design (ID) Course Components + the ID Process Teacher Graduate Demonstrations of LOs Other Sample Learning Objects Future Steps New Model August 10, 2006 MERLOT Conference

LOs as Projects in ID Project-Based Learning Apply ID theory and process to a useful project for teacher candidates LOs can nicely integrate ID steps Intertwine use of laptops, software and ability to access technology 24/7 to building a learning object in Flash August 10, 2006 MERLOT

Conference Instructional Design Course 9 week, 36 hour course Elective for Teacher Candidates training to be teachers Math + Science subjects only All laptop university Access to software on laptop: Photoshop Elements, Flash, etc

Project-based Learning Objects August 10, 2006 MERLOT Conference Course Components and ID Process Scope Learner Analysis/

Persona Sharing Collaboration Beta Version Learning Flash Software

Alpha Version August 10, 2006 MERLOT Conference Content Outline / Storyboard

Collaboration Flow chart Flash Instruction Flash textbook with hands-on-training tutorials Cooperative problem solving exercises Teacher-led instruction in class Flash performance test

August 10, 2006 MERLOT Conference Scope Sample This learning object is directed towards students in grade 11 chemistry as an introduction to ionic bonding. Through animation and written information, students will distinguish between metals and non-metals, discover their preference towards electron loss or gain

and watch as the ions combine to form ionic bonds. Animation will show the movement of electrons as well as the charge distribution of the molecule. A quiz follows the learning object, which assesses student understanding in the topic through an interactive question and answer session. August 10, 2006 MERLOT Conference

Persona Sample August 10, 2006 MERLOT Conference Sample Flowchart August 10, 2006 MERLOT Conference

Sample Content Outline August 10, 2006 MERLOT Conference Sample Storyboard August 10, 2006 MERLOT

Conference Electroscope August 10, 2006 MERLOT Conference (Barb) Active Transport

August 10, 2006 MERLOT Conference (Matt) Transpiration Pull August 10, 2006 MERLOT

Conference (Andrea) Sodium / Potassium Pump (Brett) August 10, 2006 MERLOT Conference

Ionic Bonding August 10, 2006 MERLOT Conference Zinc-Copper Cell August 10, 2006 MERLOT Conference

Water Cycle August 10, 2006 MERLOT Conference Next Steps Lessons learned this year applied to modify next years course Add a greater focus on learning objects

Provide a Flash template to provide students with more time to design content and increase LO interactivity August 10, 2006 MERLOT Conference Contact URL of Learning Objects http://education.uoit.ca/learningobjects

Robert Lee [email protected] Liesel Knaack [email protected] 905.721.3111 ext. 2662 All of these learning objects are able to be seen in Connections Room during breaks. August 10, 2006 MERLOT Conference

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