Learning objects in public and higher education.

Autor/in	Wiley, David A.
Titel	Learning objects in public and higher education.
Quelle	Aus: Spector, J. Michael (Hrsg.); Ohrazda, Celestia (Hrsg.); Van Schaack, Andrew (Hrsg.); Wiley, David A. (Hrsg.): Innovations in instructional technology. Essays in honor of M. David Merrill. New York, NY u.a.: Psychology Press (2012) S. 1-9Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	0-415-64856-4; 978-0-415-64856-1
Schlagwörter	Öffentliche Erziehung; Lernerfolg; Lernen; Unterrichtsentwicklung; Unterrichtsgestaltung; Lehrmittel; Unterrichtsmedien; Unterrichtstechnologie; Unterricht; Hochschulbildung; Instruktion; Materialsammlung; Objekt; Online
Abstract	Learning objects are educationally useful, completely self-contained chunks of content. The three-fold operationalization of this definition contains an educational objective, instructional materials that teach the objective and an assessment of student mastery of the objective. Stored and catalogued in a digital library for example, learning objects make educational resources more reusable. The author identifies some problems with the conventional view of learning objectives in public and higher education and pleads for a change of this view. Educational usefulness for example, as one premise for learning objects, is always in the eyes of the beholder. Therefore, teachers need to evaluate the quality of learning objects like they would do with traditionally used resources in instruction (e.g. textbooks). It is important to encourage and support instructors in the use of digital resources and in a next step, make these resources accessible online to change the size of the pool for reusable objects. (DIPF/ms).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2014/4