The KnowledgeBank at OSU
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Knowledge Bank contains collections of presentations, publications and reports related to Ohio State University.
Mostrando recursos 1 - 10 de 10
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Project Management of your learning community - Gynn, Catherine
From the first ideas to the final evaluation, undertaking an innovative project is a complex, challenging business. Initial chaos somehow has to develop into a defined project, and the project has to produce results that answer a given need in a way that others can adapt and emulate. This paper details a methodology for achieving these goals
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Universal Design for Learning - Izzo, Margo
Universal design for learning offers a model to make educational materials accessble to students with disabilities and of maximum value to all learners representing the array of different learning styles.
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The coming collision between automated instruction and social constructivism - Wiley, David
There are currently two groups of individuals in instructional technology research which are pursuing a research agenda aimed at making education scale to very large numbers of students and improve in effectiveness.
These two groups are walking down diverging paths, the first toward driving humans out of the instructional loop, and the second toward adding more humans to the instructional loop. This chapter explores these research paths in more depth and proposes a manner in which they may be reconciled.
4.
Darwin_Scientist - Damle, Amod
This image is one in a series used in a learning object. It is an original oil painting by Amod Damle inspired by a video biography on Darwin.
5.
The Disease Triangle as a Reusable Learning Object - Curtis, Charles R.; Blevins, Derek; O'Hanlon, Nancy; Green, Cable T.
The disease triangle is a widely used, practical conceptual model for teaching basic plant pathology. The concept is often used as a springboard to introduce students to advanced concepts on how diseases develop and the significance of plant diseases in the environment. This article describes development and recommended usage of an interactive learning object entitled "The Disease Triangle." This object provides three levels of instruction on the disease triangle concept, along with appropriate user activities, including concept mapping, and assessments. Research skills instruction to enhance further application of the concept is also recommended.
6.
Learning Objects for Library Instruction - Diaz, Karen R.; O'Hanlon, Nancy
This presentation was given at the Spring Workshop of the Academic Library Association of Ohio (ALAO) Instruction Interest Group on April 23, 2004. It discusses theory of learning objects and provides examples of learning object repositories. Techniques and software useful for building interactive learning objects, such as simulations, games, guided tasks (action mazes and Web Quests) are described. Evaluation of learning objects and use of the National Learning Infrastructure Initiative (NLII) observation tool are also covered. A workshop activity and a resource list are included.
7.
Beyond the LOM: A New Generation of Specifications - Halm, Michael J.
This paper seeks to provide a vision how current and future direction for specifications and standards will influence the design and delivery of learning objects. It first provides a brief introduction to the factor leading to the development and standardization of learning object technologies and a discussion of some of the shortcoming of these early technologies. Second, it will discuss the recent specification development activities and what these activities will mean to the design and deliver of learning objects.
8.
The Challenges of Collaborative Knowledge - Anderson, James A.
Knowledge is not transcendental but rather locally produced and that knowledge is not forever but rather sustained in a community of practitioners (that may be world-wide in its distribution). These communities are ideological structures held together and marked apart by certain core beliefs about the world, about the character of our knowledge of the world, and about the nature of the evidence of that knowledge. Inside one of these communities, truth is often certain and knowledge one. Members face “culture shock” when they cross the town boundaries to discover that there are real people with power who don’t believe as...
9.
Using Metadata Standards to Support Interoperability - Lightle, Kimberly S.
How can you describe a digital learning object so that it can be found, managed, reused, and preserved? Descriptive information can be used to facilitate resource discovery and identification. The information can also be administrative in nature. These data support resource management within a collection. Metadata can also be structural. Structural metadata describe how the components of complex learning objects are bound together.
Of the three, descriptive metadata for digital objects has received the most attention and is the focus of this paper.
10.
Is the Academy Ready for Learning Objects? - Acker, Stephen R.; Pearl, Dennis K.; Rissing, Steven W.
Are the instructional infrastructure and academic culture of higher education ready to deliver and embrace learning objects? The answer is “yes,” but not at a level that suggests massive institutional transformation-- yet. The promise remains too tenuous, the risk-reward ratio too high, and the sense of urgency too low for the majority of faculty to change their current practices. Nonetheless, learning objects-- right-sized content that may be re-used, re-contextualized, and re-purposed—bring with them small seeds of change that likely will grow vigorously in the future.
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