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Effective Use of Learning Objects in Class Environments

Effective Use of Learning Objects in Class Environments

David Lake, Kate Lowe, Rob Phillips, Rick Cummings, Renato Schibeci
Copyright: © 2009 |Pages: 22
ISBN13: 9781599048611|ISBN10: 1599048612|EISBN13: 9781599048628
DOI: 10.4018/978-1-59904-861-1.ch024
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MLA

Lake, David, et al. "Effective Use of Learning Objects in Class Environments." Handbook of Research on Learning Design and Learning Objects: Issues, Applications, and Technologies, edited by Lori Lockyer, et al., IGI Global, 2009, pp. 493-514. https://doi.org/10.4018/978-1-59904-861-1.ch024

APA

Lake, D., Lowe, K., Phillips, R., Cummings, R., & Schibeci, R. (2009). Effective Use of Learning Objects in Class Environments. In L. Lockyer, S. Bennett, S. Agostinho, & B. Harper (Eds.), Handbook of Research on Learning Design and Learning Objects: Issues, Applications, and Technologies (pp. 493-514). IGI Global. https://doi.org/10.4018/978-1-59904-861-1.ch024

Chicago

Lake, David, et al. "Effective Use of Learning Objects in Class Environments." In Handbook of Research on Learning Design and Learning Objects: Issues, Applications, and Technologies, edited by Lori Lockyer, et al., 493-514. Hershey, PA: IGI Global, 2009. https://doi.org/10.4018/978-1-59904-861-1.ch024

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Abstract

This chapter provides a model to analyse the effectiveness and efficiency of Learning Objects being used in primary and secondary schools by considering their place within that educational environment, paying particular attention to the manner in which they, like any resource, can aid or occlude productive interactions between teachers and students. It draws from a study of Australian and New Zealand schools that piloted the first release of Learning Objects from the Le@rning Federation. The chapter considers the place of Learning Objects within the overall systemic school environment, and in this environment, examines the individual classroom as the combination of tensions between the teacher’s needs, the students’ needs, and the potential available within the existing infrastructure. Within this framework, the chapter discusses the ways in which these three components interact during teacher selection of Learning Objects, students’ accession of Learning Objects in the classroom, and the use of the Learning Objects by students. It concludes by suggesting how students’ construction of knowledge can be enhanced through merging the capabilities of the resource with the needs of students and teachers.

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