Learning that sees learners constructing their own knowledge, and in so doing exercising their agency.
Published in Chapter:
A European Evaluation of the Promises of LOs
Robert McCormick (The Open University, UK), Tomi Jaakkola (University of Turku, Finland), and Sami Nurmi (University of Turku, Finland)
Copyright: © 2009
|Pages: 17
DOI: 10.4018/978-1-59904-861-1.ch025
Abstract
Most studies on reusable digital learning materials, Learning Objects (LOs), relate to their use in universities. Few empirical studies exist to explore the impact of LOs on pedagogy, especially in schools. This chapter provides evidence from an evaluation of the use of LOs in schools. The evidence is from an EU-funded project Context E-Learning with Broadband Technologies, involving 500 schools in six countries across Europe, to examine the impact of LOs on pedagogy. It brought together producers and users to try out technically and pedagogically sound ways of producing, making available through a portal, and using LOs. This chapter reports data from both quantitative and qualitative studies conducted during 2004, including: online surveys (of all the teachers involved), routine data from the portal, semistructured interviews in 40 schools in all six countries, experimental studies in one of these countries, and 13 classroom case studies in four of the countries.