Prague Photostory

Another photostory - the Forbidden City

BLOGS - On-line Activity for Session 7

A Vision of K-12 Students Today

BLOGS - On-line Activity for Session 7

Storyboard for LO - Helen, Jiang Hui & Stella

Storyboard for LO

Publish at Scribd or explore others: Academic Work math Storyboard

Storyboard for development of a learning object

Blue Jean - Playing with Scratch

Learn more about this project

Story Telling - Cosmos Flower Show in Hong Kong

Assignment - PhotoStory

Scratch assignment

Assignment - SCRATCH

Scratch program 1
"Mobile technology" by Stella



Scratch program 2
"Four seasons" by Stella

Comment on Jenny's Water Cycle

comment on Math-Man game

This learning object is too distracting for children to focus on their original target - learning math. It is developed from a typical PC game which is fun and time consuming, but already deviated from the object of learning. Even though it integrates math calculation questions in this game, the time spent in playing the game is much more than what the kids can learn from this object.

What subjects to explain with the help of learning objects is always a challenge for teachers and schools. When integrating learning objects into teaching and learning, developing learning objects practical and useful is more important than catering for the learners' learning style.

Illumination Maths LO's

Review of the learning object - the Water Cycle

Thirstin’s Water Cycle, which is a colorful, kid friendly learning object, gives simple descriptions and animations of each step of the water cycle. This interactive tool is a visual and auditory introduction to the water cycle.

As an interactive learning object for novice students, it well explains basic concepts and caters for the learning interests of students via its interactive and vivid animations. It can be concluded that it is very useful for students. However, it's also a critical issue that only a part of teachers seems to introduce this kind of learning materials in the classrooms while few students have extensively used these materials out of classroom. More introductions and better integration of learning objects is needed to encourage students to use them more frequently as a normal part of study activities. The teaching with the help of learning objects is surely useful if it can be well organized and integrated into students' life and school syllabus.

A Learning Object - the Water Cycle

Helen's Tag Cloud from RISAL

Learning object about learning objects - Stella's tag cloud from RISAL

A learning object is best described as a technology-based psychological tool. It mediates a learning activity through perception, consciousness and psyhcological processes. It provide an interactive and visual representation as a tool for a learning activity. (Churchill, 2005)

Six unique types of learning objects are propsoed as presentation, practice, simulation, conceptual models, information and contextual representation objects.
Churchill, 2006)


According to Wiley, learning objects are generally understood to be digital and deliveable over the Internet, meaning that any number of people can access and use them simultaneously.

Instructional designers can build small (relative to the size of an entire course) instructional components that can be reused in different learning contexts. (Rossett, 2002)

Learning objects (LOs) enable and facilitate the use of educational content online. Internationally accepted specifications and standards make them interoperable and reusable by different applications and in diverse learning environments. The metadata that describes them facilitates searching and renders them accessible. (McGreal, 2004)


Learning Objects are divided into two approaches in pedagogy. There are teacher-oriented resources (Learning design LOs) and student-oriented materials (Structured LOs and Functional LOs). (Alvino, 2007)

It is important for teachers to choosing, using and accessing the learning objects. The results and benefits of students from LOs are important.

Choose LOs for students
1. Is it easy to use / resuse and learn?
2. Is the interactive and graphical component making those abstract concepts more real?
3. Is it adaptive which allows users to have certain degree of control over their learning environments?

Use of LOs for students
1. Context and culture - the Grade / Age / Capaticity and Subjects / learning orientation
2. Design learning activities depend on the Scope / Size of LOs

Access LOs for students
1. Is there any benefits from the LOs by surveys of students?
2. Do they like those materials or interfaces?
3. Do they have enough facilities to save or access the LOs in or out of school?
4. How big LOs should be? (consideration of granularity)

Benefits to students
1. student-centered
2. enhancing the student learning environment
3. allow experiences in problem-solving and exploration
4. allow universal access to online instructional materials

Benefits to teachers
1. Use/Reuse the learning objects to save time and place from traditional teaching
2. Support student-centred learning environments
3. Enhance the face-to-face time spent among teachers and stduents


References:-
Alvino, S. (2007). "Describing learning features of reusable resources : a proposal." International Journal of Social Sciences 1(3).

Churchill, D. (2005). "Learning objects: an interactive representation and a mediating tool in a learning activity." Educational Media International 42(4): 333-349.

Churchill, D. (2007). "Towards a useful classification of learning objects." Education Tech Research dev 55: 479-497.

De Salas, K., Ellis, Leonie (2006). "The Development and Implementation of Learning Objects in a Higher Education Setting." Interdisciplinary Journal of Knowledge and Learning Objects 2.

McGrea, R. (2004). "Learning objects : a practical definition." International Journal of Instructional Technology & Distance Learning


Rossett, A. (2002). The ASTD e-learning handbook. New York, N.Y. , McGraw-Hill.

Stella's tag cloud:-

Stella's Tags Cloud

tag of Jenny, Jiang Hui

Stella - Creative Commons

Creative Commons Licence

Mind map

Describe your previous experiences of either using technology for teaching or for learning

Task: Describe your previous experiences of either using technology for teaching or for learning

Helen:
I teach in the primary school with Year 1 students(5yrs). We use digital cameras to record learning along with voice recorders which at age 5 are a lot easier than writing what students think down.
Digital cameras and voice recorders are part of our daily life. We use them to record events and present a weekly news for parents of what students have been learning this week. The photos are uploaded into hyperstudio with the sound attached to the buttons. The main problem is that the students are more savvy than the parents and parents don't use the news as their first source of information yet.

We also use hyperstudio to animate the children's stories, by creating a background and a character which they move progressively across the cards making a basic animation with a voice recording of their story attached. Last year we did a similar thing using 'digital blue' and this year we're going to experiment with 'frames'
Assessment and planning are still challenging and I regularly feel limited by my physical class surroundings and timetabling.

We had a go at blogging last year but it was too hard for us all(me and students) at the time.

In planning I use google docs and we use this for team meetings. I see the potential with IT in education and am looking forward to learning more about how I can integrate into the class and continue to updating my teaching practice.

Jenny:
Before joining HKU for the full-time programme of MSc in LIM, I had worked as a financial analyst in a US fortune 500 company for 3 years. By that token, I had been an internal trainer of SAP system for the Finance department. Normally, I use ppt as a main document type to deliver the traninig material and apply the technology of projector in showing the process skills on class. After training sessions, Lotus note is the main method for sharing information and distributing digital training documents.

I once had online training sessions via net-meeting by which the host can share either the computer screen or the programmes with the participants online and delegate the participants to use the programmes online.


Stella:

Stella:

I have used a blog to share learning, handed my assignment and group project with my group members. I also used an online powerpoint software called "Slideshare" to do my assignment and group project.

I have also used googledoc to do group projects with group members. Moblie phone has been used to record the process of interviews during project research. I have also participated in an online meeting held by Google among students in Beijing and Hong Kong to discuss the use of technology and design the user interface.

I always learn and use various kinds of technologies including software, hardware and programming during my routine job duty. It helps me to perform my work efficient and effective and can enhance my productivities.

I have shared my knowledge of using softwares techniques with my team members and colleagues. For example, OCLC installation, AnzioWin installation and settings, expect programming and Microsoft Office, etc. It is very relax to share the knowledge of mobile phone settings with my friends in daily lives. It is my rewards to see their smiley faces after they knew the solutions.

I always eager to learn more about latest technology to broaden my knowledge and share with my relatives, friends and colleagues.

Welcome to our digital portfolio