Learning Objects: What's all the Hype?
Contributed by Dave Diedriech, Coordinator of Technical Training, and Emily Frame, FITS Graduate Intern

Did you know that there are many online repositories of free, interactive learning modules out there for you and your students to use?  These reusable tools, typically referred to as learning objects, are often created by fellow scholars and instructional technologists and are available online for peer use and review.  They are also categorized by discipline so that you might find what you need more quickly.  Some of the most popular repositories include MERLOT (Multimedia Educational Resource for Learning and Online Teaching), Wisc-Online Learning Object Project, and LOLA (Learning Objects, Learning Activities).

Learning objects have been around for awhile.  Some may feel this is an old topic while others may have created one or two without realizing such a buzz term existed.  So what exactly is a learning object?  In the context of IT, the definition has never been agreed upon.  The ambiguity of the term is prevalent when visiting some of these online repositories as the projects and their quality varies greatly.    In her article “Learning Objects: A Rose by Any Other Name…,”  Susan Metros, CIO, Executive Director for eLearning, and Professor of Design Technology at Ohio State University warns us not to be confused between digital resources and learning objects.  As opposed to a simple map, graph, simulation, or quiz, a learning object “must include or link to (1) a learning objective, (2) a practice activity, and (3) an assessment.”

So what’s the hype?
Learning objects have been around long enough that we are starting to see some trends in how they are being used and pinpointing what works well for both teachers and learners.  Some of the most successful resources are those that provide a new perspective on the subject matter that is not easily demonstrated through traditional teaching methods or materials.  Using animation software, for example, one could show users how something changes over a timeline, enhancing the static graphs or descriptions found in text books.  Perhaps next to the timeline is an audio clip or text describing the animation on the screen and reinforce its relevance.  Learning objects often draw on several forms of media in order to create the most effective tool.

As one might guess, it often takes a wide skill set to develop resources such as these.  More and more learning objects are being produced by a development team which shares the workload as well as the expertise in the necessary areas of pedagogy, instructional and visual design, animation, or whatever the project requires.   It is not uncommon of teams to consist of 3-6 people, often including the teacher, instructional technologists, multimedia specialists and sometimes students.  The mainstreaming of user-friendly imaging, web designing, and animation software has made it all the more possible for these teams to collaborate and develop new tools for teaching concepts that may have been difficult in the past. 

The article below examines a learning object developed at DePauw by Professor Chiba as a practice tool for students learning Japanese verb conjugations. If you have any further questions on learning objects or wish to discuss your ideas, please contact FITS.

More Resources:
 
NITLE’s blog: http://apps.nitle.org/blog/index.php?cat=38

The Orpheus Alliance’s learning object page:  http://www.colleges.org/techcenter/music/modules/LOindex.html 

REALIA:  http://realiaproject.org/

Over the past two semesters, a new team of Student Directors have been a guiding force behind enhancements in Instrustional Learning Services (I.L.S.) student programming. The Student Director team is composed of four senior Student Directors and one junior and one sophomore Student Director in training. The team members include: Chad Arnold, Jim Gehring, Kari Kieper, Michael Knight, Aleka McAdams and Stephanie Yoder. While the team’s focus has been primarily student programming, several ongoing projects affect the FITS department specifically and the faculty as a whole.

Junior Jim Gehring, a Student Director in training, has worked to facilitate reading discussions with all ILS student-staff and ILS staff members alongside senior Michael Knight. Jim has also worked with Patricia Seller’s (Assistant Professor of Education) education classes on their web page project in an attempt to more clearly understand a writing center tutor’s point of view. This web-based research project also helps students correctly reference resources when working with this and other projects.

Senior Chad Arnold, the Special Project’s Team Student Director, has worked all across the University. He has worked to enhance the Computer Science Department’s website, designed and implemented a new DePauw-weekly newsletter for the University and even created a new dynamic appointment system for the Wellness Center. Senior Stephanie Yoder coordinated training sessions with faculty and students as a part of the “Core Training Program.” These team members are exemplary of the contribution that Student Directors have made to the University.
           
While the team focuses on student programming, their influence clearly impacts the quality of faculty consulting provided by student workers. In addition, this team has directly worked to ensure the completion of a number of faculty-based Instructional technology projects. The above short listing of accomplishments does not even begin to exemplify how the Student Directors have shaped this school year for Instrustional and Learning Services. The Student Directors will celebrate all the I.L.S. accomplishments by hosting a cookout for all I.L.S. student and full-time staff members on May 14th from 6:00 – 8:00 PM.