Learning Objects / Digital Content
A definition or overview of educational purposes of this application
Devised to aid learning, learning objects such as those developed by The Le@rning Federation are interactive multimedia resources intended to be used as learning supports in all Australian contexts. Learning objects (LOs) are designed as stand-alone interactive learning activities, often integrating a variety of media such as text, sound, animation, and graphics. LOs are designed to be reusable in multiple settings and for multiple purposes; and are potentially recruitable into classroom units of work. They are designed to be engaging and are intended to encourage active and authentic learning. See “Using Digital Learning Objects in Schools” at http://www.education.vic.gov.au/studentlearning/teachingresources/ict/le...
Some examples:
- See sample unit plans that have been developed to demonstrate how learning objects and Kahootz can be integrated into curriculum programs
- Unit Plan: Fishy Business (PDF - 579KB)
- Unit Plan: The Good Life (PDF - 131KB)
- Unit Plan: People Power (PDF - 318KB)
- See “Teachers Favourites” at The Le@rning Federation website:
- The Le@rning Federation (in more detail)
A site owned by all federal and state education departments in Australia and New Zealand, across all sectors. The Le@rning Federation develops free online curriculum content for all Australian and New Zealand schools and delivers it to educational jurisdictions. The project is a collaborative initiative of all Australian and New Zealand education ministers. Select ‘For Teachers’.
Some readings
[We have focused on articles that are readily available at RMIT, usually via the Library’s databases and e-journals]
- Coghill, G. (2006). TLF learning objects in science classrooms. Teaching science, 52 (4), 42-44
[A great place to start, this article is short and introductory] - Freebody, P., McRae, D.,&Freebody, K. (2006). The Le@rning Federation’s online initiative: Lessons from teachers on change, technologies, and learning about English and literacy. English in Australia, 41(1), 48-56.
[A longer article, but still a highly accessible overview of the role that LOs can potentially play in literacy and in classrooms more generally] - Kay, R. & Knaack, L. (2008). An examination of the impact of learning objects in secondary school. Journal of Computer Assisted Learning, 24, p447-461
[A formal research paper, but with useful conclusions as to the implementation of LOs in secondary classrooms] - Nurmi, A. & Jaakkola, T. (2006). Promises and pitfalls of learning objects. Learning, Media and Technology, 31 (3), p269-285
[Provides a critical view of LOs, particularly highlighting the reductionist views of teaching and learning that underpin the LO model] - Schibeci, R., Lake, D., Phillips, R. Lowe, K., Cummings, R., Miller, E. (2008). Evaluating the use of learning objects in Australian and New Zealand schools. Computers & Education, 50, p271-283
[Again, a formal research paper, but with useful conclusions] - See The Le@rning Federation Website for research papers and commentary, for example:
- Muspratt, S. & Freebody, P. (2007). Students’ evaluations of Learning Objects: Challenge, graduated difficulty, and interactivity. Report to the Le@rning Federation
- Muspratt, S. & Freebody, P. (2007). The Le@rning Federation’s digital resources: A preliminary study of access, use and value.