Week 10: Learning Objects and Constructivism

Learning objects are an interesting approach by instructional designers to create flexible development environments for the creation of course materials. Using learning objects, the content for a course is made up of small pieces that can be reused, split apart into yet smaller pieces, put together into other larger pieces, and generally reorganized in any way that is needed for course creation. Teaching has shown me that students learn best when they are actively engaged in the learning process. When looking at learning objects, I wonder how they can be used to create a constructivist learning environment. According to Bannan-Ritland, Dabbagh, & Murphy (2001), in order for learning objects to support a constructivist learning environment, they must support the storing of learner-created content and allow for this content to be organized in a way that it can be searched for later use. Availablity of learner-created content allows learners to be involved in the creative process of learning.

Washabaugh (2003) tells us that learning can be divided into two general areas, that of knowledge development where the learner accumulates facts and information, and the area of understanding where the knowledge learned is used in ways that lead to an understanding of a problem and the issues involved in solving that problem. Learning objects seem to focus on the knowledge area and not on the understanding area. In order to support a constructivist learning environment, Washabaugh suggests learning objects engage the learner, provide interactivity, be student-centered, and be socially interactive providing collaboration and team work. Washabaugh sees these learning objects as being like computer games where learners make decisions and see the ramifications of their decisions.

Despite the flexible nature of small pieces that can be reorganzied, it seems that current learning objects provide a structure that is too rigid for student centered learning, focusing more on a teacher-led or computer-led approach based on a fixed plan. There is hope for a change to this with the focus moving to the creation and storing of learner content (which could be learning objects themselves), interactivity which includes team processes and collaboration, and the concept of games and decision processing.

References

Bannan-Ritland, B., Dabbagh, N., & Murphy, K. (2001). Learning object systems as constructivist learning environments: Related assumptions, theories and applications. In D. Wiley (Ed.), The Instructional Use of Learning Objects. Association of Educational Communications and Technology.

Washabaugh, M. (2003). Learning objects in a constructivist curriculum. Teaching With Technology Today, 9(6). Retrieved on November 16, 2008, from http://www.uwsa.edu/ttt/articles/washabaugh.htm