Creating Reusable Learning Objects by Joseph Frantiska Jr. Ed.D.

By Joseph Frantiska Jr. Ed.D.

This short examines and explores the reuse of studying items to reinforce scholars' studying stories. the writer information the problems of reusing studying items, or the Reusability Paradox, and the way to create extra versatile studying gadgets. The short additionally proposes a technique to lessen boundaries and for that reason maximize a studying object's software throughout a few fields.

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Example text

For example, let’s say that a teacher develops training on how hurricanes form. Analysis First, analysis has been conducted and results have identified that the target audience’s learning level varies widely. ) employing variant levels of the chosen taxonomy(s). The basic content that describes the hurricane formation at the lowest learning level will probably be used across all levels of instruction regardless of the taxonomy. In this way, the objects will have a high probability of re-use throughout most or all levels of learning.

Step 3—Combining the Atomic Portions to Optimize the Reuse of the Learning Objects Based upon the information from step 1 and the analysis of step 2, we now need to decide how to accurately combine the portions at the atomic level so that they constructed so that they represent the new domain. Assuming that the tornado learning object is complete, to re-use it for purposes of demonstrating fire whirl formation, we need to do the following: 1. Delete the portions devoted to the raising of the horizontal rotating cylinder to a vertical position as the fire whirl only exists in a vertical position.

The categories are hierarchical in nature as the more basic level must be mastered before the next level’s activities can begin (Bloom 1956). However, Bloom noted a weakness of the cognitive taxonomy in that there was a basic distinction between the category that he designated as “knowledge” and the five other categories of his model. Specifically, the five other categories were concerned with the intellectual aptitudes and skills that people use when they interact with various types of knowledge.

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