A holistic pedagogical view of learning objects: future directions for reuse.

Autor/inn/en	Merriënboer, Jeroen J. G. van; Boot, Eddy
Titel	A holistic pedagogical view of learning objects: future directions for reuse.
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. 43-64Verfügbarkeit
Beigaben	grafische Darstellungen
Sprache	englisch
Dokumenttyp	gedruckt; Sammelwerksbeitrag
ISBN	0-415-64856-4; 978-0-415-64856-1
Schlagwörter	Pädagogik; Lernen; Pädagogik; Unterricht; Lernsoftware; Computerunterstütztes Verfahren; Ganzheitlicher Unterricht; Instruktion; Lernen; Ganzheitlicher Unterricht; Unterrichtsentwicklung; Unterrichtsgestaltung; Lernmittel; Lernplattform; Lernsoftware; Unterricht; Automatisierung; Computerunterstütztes Verfahren; Technologische Entwicklung; Instruktion; Objekt
Abstract	A holistic pedagogical view, with a focus on authentic learning tasks as the driving force for learning, currently replaces the analytic view to allow for complex learning. Such a holistic pedagogical view is not sufficiently sustained by the current technological approach to learning objects because it causes additional problems that are very hard to solve. These fundamental problems pertain to the fact that learning objects cannot fully be isolated from their context, are always associated with a particular pedagogical function, and may need corresponding objects to reach one and the same (integrated) learning goals. Consequently, a major rethinking of the nature of reusable learning objects is required. Four future directions were discussed: (a) Focus on reediting instead of on plain reuse of learning objects; (b) emphasize the reuse of intermediate instead of final design products; (c) use templates instead of instantiations as learning objects; and (d) technically automate those aspects of reuse that can be automated. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2014/4