A case study: Developing learning objects with an explicit learning design

Abstract

In learning object design an emphasis on visual attractiveness and high technological impact has seemed to persist while content frequently reflects a lack of clear pedagogical basis for the application of learning objects for online learning. Most apparent is the absence of supportive scaffolding for the student user; interactivity built on an ‘exploratory’ approach can fall short of achieving its learning objective if support and guidance are missing for the student user who fails to grasp the learning point being offered. Research into developing an effective learning design for learning objects, undertaken by a research and development group in Modern Languages at the University of Southampton, has evolved an explicit pedagogic design for learning objects in English for Academic Purposes and study skills for international students and English native speaker students. These separable learning objects can be aggregated into resource sets or ‘toolkits’ with multiple usage options for students and teachers. Moreover, this approach to designing effective online language learning materials is based in a defined pedagogy, which also has applicability in developing discipline-specific learning objects. It seeks to draw on key elements and processes identified in Laurillard’s ‘Conversational Framework’ for teaching and learning (Laurillard, 2002). This paper will present a case study of the development of a toolkit of learning objects with an explicit learning design. It will present the pedagogic basis for the development of these learning objects; outlining how they operate both as micro learning contexts and as components within the wider teaching and learning framework of a face-to-face or online course. It will also describe research findings showing how learning objects have been received by students and tutors.