Learning Objects in 9 weeks

Faculty of education University Ottawa IT

Liesel Knaack and Robert Lee

Project based learning – used FLASH and Instructional Design with a focus on simplicity whilst having a strong pedagogical focus as well.

All students were provided with appropriate and licenced resources – 9 weeks equating to a total of 36 hours. Student were to develop as part of their Teacher Education training and they developed math and science LO’s. The end products were very impressive. A key to the final product quality was that each student had considerable subject expertise in regard to the LO they were required to develop.

All participants were ready in that they understood the process of building web sites. This was a case of have capable student captive for a worthy project. I believe the outcomes have contributed to the CLOE LO collection.

See slide for development process. The slides should be up on Merlot in the next 2 weeks.

The two presenters were responsible for teaching and mentoring the students.

The model for teaching them to use Flash was;

• Provide each student with a Flash text book with the need for them to complete 5 tutorials from the text book before the face to face workshops
• Students were introduced cooperative problem solving exercises which provided economies of scale to complete the project in such a short time once the students were confident in using cooperative problem solving. The students presented as well and stated that this was a very empowering experience.
• Teacher led instruction was also incorporated at pertinent times in the program
• Flash performance tests were used then to verify technical compliance.

The students were required to complete a project scope by the end of week 2. hey were then required to produced a flow chart for a graphical overview of their individual project. A flow chart was used for this which allowed both the student and staff to look critically at the sequencing and to index the content outline. Students then produced a story board in .ppt which they could test before developing in FLASH. The staff believed this process also contributed to scales of economies for both students and staff.

See beta examples that have been tested with students studying in the applicable areas.

Future courses will probably include a greater focus on LO’s and there is a need to provide a template/s so the student can focus on Instructional Design.

http://education.uoit.ca/learningobjects