Developing Learning Objects for Secondary School Students: A Multi-Component Model
Robin Kay, Liesel Knaack, Development, evaluation, secondary school, learning object, Canada
IJELLO Volume 1, Number 1, ISSN 1552-2237 Publisher: Informing Science Institute
Previous research on the development of learning objects have three notable characteristics: a focus on either technical or learning features, but not both, a target audience consisting exclu- sively of higher education students, and the absence of formal evaluation. This study provides a detailed description and formal evaluation of a multi-component model used to develop five learning objects for secondary school students. Overall, two thirds of the students reported that the learning objects were beneficial, citing a motivating theme, interactivity, and visual qualities as the most important features. However, almost 60% of all students were critical about the learning object quality. Clarity of instructions, help functions and organization/layout presented the most problems. While the development model used in the study emphasized both technical and learning components, the latter was far more important to teachers and students. Key steps that appeared to be beneficial in the development process included a collaborative team approach, understanding the learner, a focus on clear instruction and organization, and using a comprehensive, theoretically supported evaluation metric to examine the quality and benefits of learning objects.
Kay, R. & Knaack, L. (2005). Developing Learning Objects for Secondary School Students: A Multi-Component Model. Interdisciplinary Journal of E-Learning and Learning Objects, 1(1), 229-254. Informing Science Institute.
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A multi-component model for assessing learning objects: The learning object evaluation metric (LOEM)
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Acceptance and Use of Web-based Learning Environments/E-learning Environments in Higher Education: West African learners experience.
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Exploring the impact of learning objects in middle school mathematics and science classrooms: A formative analysis
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Journal of Computers in Mathematics and Science Teaching Vol. 26, No. 4 (October 2007) pp. 261–289
Nipan Maniar, University of Portsmouth, United Kingdom; William Garrison, StreamLearn, United States; Chris Simms & Emily Bennett, University of Portsmouth, United Kingdom
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