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Instructional Design
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What are "learning objects?"
Learning objects are a digital library of useful materials
cataloged for efficient access.
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| Learning objects are a digital library of useful materials
cataloged for efficient access. |
Learning objects promise answers
to pressing problems such as maintaining content currency,
distributing updates, and replacing "one size fits
all" training with tailored content and experiences.
Objects come in many forms, from finished learning modules to
the raw materials used to build them, such as text, photographs,
job aids, tests, and video presentations, digitized and ready to
be combined in new forms.
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| Read more in David Wiley’s chapter Learning
Objects Need Instructional Design Theory, Wayne Hodgins’ chapter Learnativity:
Into the Future, and Richard Clark’s
chapter Putting Learning Standards into Practice: A Primer. |
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Why are learning objects of interest to instructional designers?
Learning
objects enable instructional designers to do things they've always
wanted to do, such as personalizing learning, enhancing portability,
increasing choices, and reducing the size and rigidity of learning
and support experiences. With a rich library into which to dip,
developers and others can put energy into the design of the
experience and its authenticity, rather than worrying about building
the most basic elements. And instructional designers aren't the only
ones excited about learning objects. Many executives see the
possibilities; they recognize the potential to reduce costs and
spread standard messages.
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| Read
more in David Wiley's chapter Learning Objects Need
Instructional Design Theory. |
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What might instructional design be like in the future?
John W. Jacobs and John V. Dempsey (2002) present 3 emerging
influences that will represent the future of instructional
design:
- Object-oriented distributed learning environments
Objects permits the reuse of code and materials, saving time and
resources needed by programmers, and expanding compatibility
with Internet applications.
- Artificial intelligence (AI)
The development and integration of artificial intelligence will
permit control over instructional environments and activities,
improving course management, a key aspect of instructional
design.
- Cognitive science and neuroscience
Advances here will encourage more accurate monitoring of brain activity and the
targeting of experiences based on individual activity.
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| Read more in John W. Jacobs and
John V. Dempsey's chapter Emerging Instructional Technologies:
The Near Future and Allison Rossett and Kendra Sheldon's book Beyond the
Podium (http://www.pfeiffer.com/go/BTP). |
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| Rob Foshay |
What advice do you have for someone wanting to transfer
content to the Internet for instruction?
"The basic question to ask is what do you want learners to
do that will demonstrate to them and to you that they’ve mastered
the material. You must
build in frequent opportunities to do that thing and to receive
feedback. What’s
missing from most distance-systems is the opportunity for learners
to do anything. The most
common way to demonstrate learning is through a scenario-based,
problem-based model. Students should be able to work through a
problem, talk to each other and to instructors."
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| Read more of Rob's interview
and find out more about this handbook contributor. |
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