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.
Learning Objects in 9 Weeks! An Instructional Design Course Model Faculty of Education University of Ontario Institute of Technology Liesel Knaack, Robert.
Dec 24, 2015
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Learning Objects in 9 Weeks! An Instructional Design Course Model
Faculty of EducationUniversity of Ontario Institute of TechnologyLiesel Knaack, Robert Lee, Barb Murphy, Matt Osborn, Andrea Fiebig + Brett Clayton
MERLOT Conference, August 10, 2006.
August 10, 2006MERLOT Conference
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, 2006MERLOT 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, 2006MERLOT 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, 2006MERLOT Conference
Course Components andID Process
Sharing
Beta Version
AlphaVersion
ContentOutline /
Storyboard
Flowchart
Learner Analysis/Persona
Scope
LearningFlash
Software
CollaborationCollaboration
August 10, 2006MERLOT Conference
Flash Instruction• Flash textbook with hands-on-training
tutorials• Cooperative problem solving exercises• Teacher-led instruction in class • Flash performance test
August 10, 2006MERLOT 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, 2006MERLOT Conference
Persona Sample
August 10, 2006MERLOT Conference
Sample Flowchart
August 10, 2006MERLOT Conference
Sample Content Outline
August 10, 2006MERLOT Conference
Sample Storyboard
August 10, 2006MERLOT Conference
Electroscope (Barb)
August 10, 2006MERLOT Conference
Active Transport (Matt)
August 10, 2006MERLOT Conference
Transpiration Pull (Andrea)
August 10, 2006MERLOT Conference
Sodium / Potassium Pump (Brett)
August 10, 2006MERLOT Conference
Ionic Bonding
August 10, 2006MERLOT Conference
Zinc-Copper Cell
August 10, 2006MERLOT Conference
Water Cycle
August 10, 2006MERLOT Conference
Next Steps
• Lessons learned this year applied to modify
next year’s 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, 2006MERLOT 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.
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