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The Design of Learning Objects for Pedagogical Impact

The Design of Learning Objects for Pedagogical Impact

Tom Boyle
ISBN13: 9781599048611|ISBN10: 1599048612|EISBN13: 9781599048628
DOI: 10.4018/978-1-59904-861-1.ch019
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MLA

Boyle, Tom. "The Design of Learning Objects for Pedagogical Impact." Handbook of Research on Learning Design and Learning Objects: Issues, Applications, and Technologies, edited by Lori Lockyer, et al., IGI Global, 2009, pp. 391-407. https://doi.org/10.4018/978-1-59904-861-1.ch019

APA

Boyle, T. (2009). The Design of Learning Objects for Pedagogical Impact. In L. Lockyer, S. Bennett, S. Agostinho, & B. Harper (Eds.), Handbook of Research on Learning Design and Learning Objects: Issues, Applications, and Technologies (pp. 391-407). IGI Global. https://doi.org/10.4018/978-1-59904-861-1.ch019

Chicago

Boyle, Tom. "The Design of Learning Objects for Pedagogical Impact." In Handbook of Research on Learning Design and Learning Objects: Issues, Applications, and Technologies, edited by Lori Lockyer, et al., 391-407. Hershey, PA: IGI Global, 2009. https://doi.org/10.4018/978-1-59904-861-1.ch019

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Abstract

This chapter argues that good design has to be at the heart of developing effective learning objects. It briefly outlines the “knowledge engineering” approach to learning objects based on metadata and packaging. The knowledge engineering approach, however, ignores the issue of how to design and develop pedagogically effective learning objects. The chapter concentrates on the central issue of the design and development of learning objects. The first part of the chapter outlines and illustrates key design principles. The middle part of the chapter examines how these can be embedded in an “agile” development methodology for developing learning objects. The following section shows how effective designs can be captured and made available in a tool to support the authoring and repurposing of learning objects. Finally, the chapter examines the wider picture linking learning objects and learning designs and points to the challenge of “layered learning design.”

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