Beyond Learning Objects: From Tools in the World to Capacity in the Mind
Daniel Churchill, The University of Hong Kong, Hong Kong
EdMedia + Innovate Learning, in Montreal, Canada ISBN 978-1-880094-56-3 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This paper is an attempt to open discussion on learning objects as a useful technology-based educational resource within a context of learning activity that promotes individual reproduction of societal knowledge and skills and development of theoretical thinking. Learning objects are examined in two contexts: as an object of a learning activity, and as a psychological tool. In this presentation I focus on a particular kind of learning object: a conceptual model. A conceptual model is best described as an artifact that crystallizes and represents the knowledge and experience of a subject matter expert as representative of a culture. Certain capabilities of contemporary technology support design of conceptual models in historically unique formats: interactivity, information and data processing and dynamic visualization. If appropriately designed, a conceptual model in a learning activity might lead to internalization in the form of useful conceptual resources based on features of an activity involving a psychological tool.
Churchill, D. (2005). Beyond Learning Objects: From Tools in the World to Capacity in the Mind. In P. Kommers & G. Richards (Eds.), Proceedings of ED-MEDIA 2005--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2777-2783). Montreal, Canada: Association for the Advancement of Computing in Education (AACE).
© 2005 Association for the Advancement of Computing in Education (AACE)