Verfügbarkeit: Handbook of research on learning design and learning objects

Handbook of research on learning design and learning objects: issues, applications and technologies

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Format:	Buch
Sprache:	Undetermined
Veröffentlicht:	Hershey, PA [u.a.] Information Science Reference
Schlagworte:	Lehr-Lern-Forschung Lernumwelt Aufsatzsammlung
Online-Zugang:	Inhaltsverzeichnis Inhaltsverzeichnis
ISBN:	9781599048611

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Datensatz im Suchindex

_version_	1804137916300001280
adam_text	Table of Contents Foreword ...........................................................................................................................................xxx Preface .............................................................................................................................................xxxii Acknowledgment ...........................................................................................................................xxxix Section I Learning Design Chapter I Learning Design Representations to Document, Model, and Share Teaching Practice .........................1 Shirley Agostinho, University ofWollongong, Australia Chapter Π Representing Models of Practice ..........................................................................................................20 Isabel Falconer, Glasgow Caledonian University, Scotland Allison Littlejohn, Glasgow Caledonian University, Scotland Chapter III Using the IMS LD Standard to Describe Learning Designs .................................................................41 Rob Koper, Open University of The Netherlands, The Netherlands YongwuMiao, Open University of The Netherlands, The Netherlands Chapter IV Opportunities, Achievements, and Prospects for Use of IMS LD ........................................................87 David Griffiths, The University of Bolton, UK Oleg Liber, The University of Bolton, UK Chapter V A Critical Perspective on Design Patterns for E-Learning .................................................................113 Franca Garzotto, Politécnico dì Milano, Italy Symeon Retalis, University of Piraeus, Greece Chapter VI Using Design Patterns to Support Е -Learning Design .......................................................................144 Sherri S. Frizell, Prairie View A&M University, USA Roland Hübscher, Bentley College, USA Chapter VII Patterns and Pattern Languages in Educational Design ......................................................................167 Peter Goodyear, University of Sydney, Australia Dai Fei Yang, University of Sydney, Australia Chapter VIII The Role of Mediating Artefacts in Learning Design .........................................................................188 Granine Conole, The Open University, UK Chapter IX Activity Theory and the Design of Pedagogic Planning Tools ...........................................................209 Elizabeth Masterman, University of Oxford, UK Chapter X Developing a Taxonomy for Learning Designs ..................................................................................228 Barry Harper, University of Wollongong, Australia Ron Oliver, Edith Cowan University, Australia Chapter XI Using Expert Reviews to Enhance Learning Designs ........................................................................243 Carmel McNaught, The Chinese University of Hong Kong, Hong Kong Paul Lam, The Chinese University of Hong Kong, Hong Kong Кіп -Fai Cheng, The Chinese University of Hong Kong, Hong Kong Chapter XII Investigating Prospective Teachers as Learning Design Authors .......................................................263 Matthew Kearney, University of Technology, Sydney (UTS), Australia Anne Prescott, University of Technology, Sydney (UTS), Australia Kirsty Young, University of Technology, Sydney (UTS), Australia Chapter XIII Using IMS Learning Design in Educational Situations ......................................................................282 Paul Hazlewood, Liverpool Hope University, UK Amanda Oddie, Liverpool Hope University, UK Mark Barrett-Baxendale, Liverpool Hope University, UK Chapter XIV Online Role-Based Learning Designs for Teaching Complex Decision Making ...............................295 Robert McLaughlan, University of Technology, Sydney, Australia Denise Kirkpatrick, The Open University, UK Chapter XV Facilitating Learner-Generated Animations with Slowmation ...........................................................312 Garry Hohan, University ofWollongong, Australia Chapter XVI Representation of Coordination Mechanisms in IMS LD ..................................................................330 Yongwu Miao, Open University of The Netherlands, The Netherlands Daniel Burgos, Open University of The Netherlands, The Netherlands David Griffiths, The University of Bolton, UK Rob Koper, Open University of The Netherlands, The Netherlands Chapter XVII Modeling Learning Units by Capturing Context with IMS LD ..........................................................352 Johannes Strobel, Purdue University, USA Gretchen Lowerison, Concordia University, Canada Roger Côté, Concordia University, Canada Philip С Abramì, CSLP, Concordia University, Canada Edward С Bethel, Concordia University, Canada Chapter XVIII Design Guidelines for Collaboration and Participation with Examples from the LN4LD (Learning Network for Learning Design) .............................................................................373 Daniel Burgos, Open University of The Netherlands, lbe Netherlands Hans G. K. Hummel, Open University of The Netherlands, The Netherlands Colin Tattersall, Open University of The Netherlands, The Netherlands Francis Brouns, Open University of The Netherlands, The Netherlands Rob Koper, Open University of The Netherlands, The Netherlands Section II Learning Objects Chapter XIX The Design of Learning Objects for Pedagogical Impact ...................................................................391 Tom Boyle, London Metropolitan University, UK Chapter XX Visual Meaning Management for Networked Learning .....................................................................408 Margaret Turner, University of the Sunshine Coast, Australia Chapter XXI Modification of Learning Objects for NESB Students .......................................................................428 Christina Gitsaki, The University of Queensland, Australia Chapter XXII Learning Objects, Learning Tasks, and Handhelds .............................................................................451 Daniel Churchill, The University of Hong Kong, Hong Kong John Gordon Hedberg, Macquarie University, Australia Chapter XXIII Technology, Curriculum, and Pedagogy in the Evaluation of an Online Content Program in Australasia ........................................................................................................................470 Peter Freebody, The University of Sydney, Australia Sandy Muspratt, Griffith University, Australia DavidMcRae, Educational Consultant, Melbourne, Australia Chapter XXIV Effective Use of Learning Objects in Class Environments .................................................................493 David Lake, James Cook University, Australia Kate Lowe, Murdoch University , Australia Rob Phillips, Murdoch University, Australia Rick Cummings, Murdoch University, Australia Renato Schibeci, Murdoch University, Australia Chapter XXV A European Evaluation of the Promises of LOs .................................................................................515 Robert McCormick, The Open University, UK Tomi Jaakkola, University of Turku, Finland Sami Nurmi, University of Turku, Finland Chapter XXVI Instructional Effectiveness of Learning Objects .................................................................................532 Tomi Jaakkola, University of Turku, Finland Sami Nurmi, University of Turku, Finland Chapter XXVn Evaluating Large-Scale European LO Production, Distribution, and Use .........................................553 Robert McCormick, The Open University, UK Chapter XXVIII Collaborative Argumentation in Learning Resource Evaluation ........................................................574 John C. Nesbit, Simon Fraser University, Canada TraceyL. Leacock, Simon Fraser University, Canada Chapter XXK For the Ultimate Accessibility and Reusability ..................................................................................589 Philippe Martin, Griffith University, Australia Michel Eboueya, University of La Rochelle, France Chapter XXX A Needs Analysis Framework for the Design of Digital Repositories in Higher Education ..............607 Sue Bennett, University ofWollongong, Australia Dominique Parrish, University ofWollongong, Australia Geraldine Lefoe, University ofWollongong, Australia Meg O Reilly, Southern Cross University, Australia Mike Keppell, Charles Sturi University, Australia Robyn Philip, University of Sydney, Australia Chapter XXXI Costs and Sustainability of Learning Object Repositories .................................................................629 William Bramble, University of New Mexico, USA Mariya Pachman, University of New Mexico, USA Section Ш Integration Chapter XXXII A Learning Design to Teach Scientific Inquiry ...................................................................................652 Kristine Elliott, The University of Melbourne, Australia Kevin Sweeney, The University of Melbourne, Australia Helen Irving, Monash University, Australia Chapter XXXIII Adapting Problem-Based Learning to an Online Learning Environment ..........................................676 Lisa Lobry de Bruyn, University of New England, Australia Chapter XXXIV Learning Objects and Generative Learning for Higher Order Thinking ............,...............................702 Tan Wee Chuen, Centre for Innovative in Teaching & Learning Southern College, Malaysia Baharuddin Aris, Universiti Teknologi Malaysia, Malaysia Mohd Salleh Abu, Universiti Teknologi Malaysia, Malaysia Chapter XXXV Applying Learning Object Libraries in K-i 2 Settings ...........................................................,..:.........723 Sebastian Foti, University of North Florida, USA Chapter XXXVI Guidelines for Developing Learning Object Repositories...,, .............................................................744 L. K. Curda, University of West Florida, USA Melissa A. Kełfy, Ułih>ersiiy of Illinois at Chicago, USA Chapter XXXVII Reusability of Online Role Play as Learning Objects or Learning Designs .......................................761 Sandra Wills, University of Wollongong, Australia Anne McDougall, University of Melbourne, Australia Chapter XXXVni An Analysis of Learning Designs that Integrate Patient Cases in Health Professions Education .........................................................................................................................777 Lori Lockyer, University of Wollongong, Australia Lisa Kosta, University of Wollongong, Australia Sue Bennett, University of Wollongong, Australia Chapter XXXIX Reconceptualisation of Learning Objects as Meta-Schemas ..............................................................792 Mohan Chinnappan, University of Wollongong, Australia Chapter XL Designing Learning Objects for Generic Web Sites ...........................................................................808 Henk Huijser, University of Southern Queensland, Australia Chapter XLI Standards for Learning Objects and Learning Designs ......................................................................827 Morag Munro, Dublin City University, Ireland Claire Kenny, Dublin City University, Ireland Chapter XLII Supporting Decision Making in Using Design Languages for Learning Designs and Learning Objects .................................................................................................................................851 Eddy Boot, TNO Defence, Security and Safety, The Netherlands Luca Botturi, Università della Svizzera italianavia, Switzerland Andrew S. Gibbons, Brigham Young University, USA Todd Stubbs, Brigham Young University, USA Chapter XLIII Principled Construction and Reuse of Learning Designs ...................................................................869 Gilbert Ρ aquette, Télé-université, Canada Olga Marino, Télé-université, Canada Karin Lundgren-Cayrol, Télé-université, Canada Michel Léonard, Télé-université, Canada TABLE OF CONTENTS FOREWORD XXX PREFACE XXXII ACKNOWLEDGMENT XKXIX SEETION I LEARNING DESIGN CHAPTERI LEAMING DESIGN REPRESENTATIONS TO DOCUMENT, MODEL, AND SHARE TEACHING PRACTICE 1 SHIR/EY AGOSTINHO, UNIVERSITY O/WOLLONGONG, AUSTRA/IA CHAPTERII REPRESENTING MODELS OF PRACTICE 20 ISOBE/ FA/CONER, G/ASGOW CA/EDONIAN UNIVERSITY, SCOT/AND A//ISON LITT/EJOHN, G/ASGOW CA/EDONIAN UNIVERSITY, SCOT/AND CHAPTERIII USING THE IMS LD STANDARD TO DESCRIBE LEAMING DESIGNS 41 ROB KOPER, OPEN UNIVERSITY O/THE NETHER/ANDS, THE NETHER/ANDS YONGWU MIAO, OPEN UNIVERSITY O/THE NETHER/ANDS, THE NETHER/ANDS CHAPTERIV OPPORTUNITIES, ACHIEVEMENTS, AND PROSPECTS FOR USE OFIMS LD 87 DAVID GRIFFITHS, THE UNIVERSITY 0/ BO/TON, UK O/EG LIBER, THE UNIVERSITY 0/ BO/TON, UK CHAPTERV A CRITICAL PERSPECTIVE ON DESIGN PATTERNS FOR E-LEARNING 113 FRANCA GARZOTTO, PO/ITECNICO DI MI/ANO, ITA/Y SYMEON RETALIS, UNIVERSITY 0/ PIRAEUS, GREECE CHAPTERVI USING DESIGN PATTERNS TO SUPPORT E-LEARNING DESIGN 144 SHERRI S. FRIZELL, PRAIRIE VIEW A&M UNIVERSITY, USA ROLAND HUEBSEHER, BENTLEY COLLEGE, USA CHAPTERVLL PATTERNS AND PATTERN LANGUAGES IN EDUCATIONAL DESIGN 167 PETER GOODYEAR, UNIVERSITY OFSYDNEY, AUSTRALIA DAI FEI YANG, UNIVERSITY OFSYDNEY, AUSTRALIA CHAPTERVLLI THE ROLE OFMEDIATINGARTEFACTS IN LEARNING DESIGN 188 GRAINNE CONOLE, THE OPEN UNIVERSITY, UK CHAPTERIX ACTIVITY THEORY AND THE DESIGN OF PEDAGOGIC PLANNING TOOLS 209 ELIZABETH MASTERMAN, UNIVERSITY OF OXFORD, UK CHAPTERX DEVELOPING A TAXONOMY FOR LEARNING DESIGNS 228 BARRY HARPER, UNIVERSITY OFWOLLONGONG, AUSTRALIA RON OLIVER, EDITH COWAN UNIVERSITY, AUSTRALIA CHAPTERXI USING EXPERT REVIEWS TO ENHANCE LEARNING DESIGNS 243 CARMEL MENAUGHT, THE CHINESE UNIVERSITY OF HONG KONG, HONG KONG PAUL LAM, THE CHINESE UNIVERSITY OF HONG KONG, HONG KONG KIN-FAI CHENG, THE CHINESE UNIVERSITY OF HONG KONG, HONG KONG CHAPTERXII INVESTIGATING PROSPECTIVE TEACHERS AS LEARNING DESIGN AUTHORS 263 MATTHEW KEARNEY, UNIVERSITY OFTEEHNOLOGY, SYDNEY (UTS), AUSTRALIA ANNE PRESEOTT, UNIVERSITY OFTEEHNOLOGY, SYDNEY (UTS), AUSTRALIA KIRSTY YOUNG, UNIVERSITY OFTEEHNOLOGY, SYDNEY (UTS), AUSTRALIA CHAPTER XIII USING IMS LEAMING DESIGN IN EDUCATIONAL SITUATIONS 282 PAUL HAZLEWOOD, LIVERPOOL HOPE UNIVERSITY, UK AMANDA ODDIE, LIVERPOOL HOPE UNIVERSITY, UK MARK BARRETT-BAXENDALE, LIVERPOOL HOPE UNIVERSITY, UK CHAPTERXIV ONLINE ROLE-BASED LEARNING DESIGNS FOR TEACHING COMPLEX DECISION MAKING 295 ROBERT MELAUGHLAN, UNIVERSITY OFTEEHNOLOGY, SYDNEY, AUSTRALIA DENISE KIRKPATRIEK, THE OPEN UNIVERSITY, UK CHAPTERXV FACILITATING LEARNER-GENERATED ANIMATIONS WITH SIOWMATION 312 GARRY HOBAN, UNIVERSITY 0/ WOLLONGONG, AUSTRALIA CHAPTERXVI REPRESENTATION OFCOORDINATION MECHANISMS IN IMS LD 330 YONGWU MIAO, OPEN UNIVERSITY O/THE NETHERLANDS, THE NETHERLANDS DANIEL BURGOS, OPEN UNIVERSITY 0/ THE NETHERLANDS, THE NETHERLANDS DAVID GRIFFITHS, THE UNIVERSITY 0/ BOLTON, UK ROB KOPER, OPEN UNIVERSITY O/THE NETHERLANDS, THE NETHERLANDS CHAPTER XVII MODELING LEARNING UNITS BY CAPTURING CONTEXT WITH IMS LD 352 JOHANNES STROBEL, PURDUE UNIVERSITY, USA GRETCHEN LOWERISON, CONCORDIA UNIVERSITY, CANADA ROGER COTE, CONCORDIA UNIVERSITY, CANADA PHILIP C. ABRAMI, CSLP CONCORDIA UNIVERSITY, CANADA EDWARD C. BETHEL, CONCORDIA UNIVERSITY, CANADA CHAPTER XVIII DESIGN GUIDELINES FOR COLLABORATION AND PARTICIPATION WITH EXAMPLES FROM THE LN4LD (LEARNING NETWORK FOR LEARNING DESIGN) 373 DANIEL BURGOS, OPEN UNIVERSITY 0/ THE NETHERLANDS, THE NETHERLANDS HANS G. K. HUMMEL, OPEN UNIVERSITY O/THE NETHERLANDS, THE NETHERLANDS COLIN TATTERSALL, OPEN UNIVERSITY O/THE NETHERLANDS, THE NETHERLANDS FRANCIS BROUNS, OPEN UNIVERSITY O/THE NETHERLANDS, THE NETHERLANDS ROB KOPER, OPEN UNIVERSITY O/THE NETHERLANDS, THE NETHERLANDS SECTION 11 LEARNING OBJECTS CHAPTERXIX THE DESIGN OFLEARNING OBJECTS FOR PEDAGOGICALLMPACT... 391 TOM BOYLE, LONDON METROPOLITAN UNIVERSITY, UK CHAPTERXX VISUAL MEANING MANAGEMENT FOR NETWORKED LEARNING 408 MARGARET TURNER, UNIVERSITY O/THE SUNSHINE COAST, AUSTRALIA CHAPTERXXI MODIFICATION OF LEARNING OBJECTS FOR NESB STUDENTS 428 CHRISTINA GITSAKI, THE UNIVERSITY 0/ QUEENSLAND, AUSTRALIA CHAPTER XXII LEARNING OBJECTS, LEARNING TASKS, AND HANDHELDS 451 DANIEL CHURCHILL, THE UNIVERSITY OF HONG KONG, HONG KONG JOHN GORDON HEDBERG, MACQUARIE UNIVERSITY, AUSTRALIA CHAPTER XXIII TECHNOLOGY, CURRICULUM, AND PEDAGOGY IN THE EVALUATION OF AN ONLINE CONTENT PROGRAM IN AUSTRALASIA 470 PETER FREEBODY, THE UNIVERSITY OF SYDNEY, AUSTRALIA SANDY MUSPRATT, GRIFFITH UNIVERSITY, AUSTRALIA DAVID MCRAE, EDUCATIONAL CONSULTANT, MELBOURNE, AUSTRALIA CHAPTER XXIV EFFECTIVE USE OFLEARNING OBJECTS IN CLASS ENVIRONMENTS 493 DAVID LAKE, JAMES COOK UNIVERSITY, AUSTRALIA KATE LOWE, MURDOCH UNIVERSITY, AUSTRALIA ROB PHILLIPS, MURDOCH UNIVERSITY, AUSTRALIA RICK CUMMINGS, MURDOCH UNIVERSITY, AUSTRALIA RENATO SCHIBECI, MURDOCH UNIVERSITY, AUSTRALIA CHAPTERXXV A EUROPEAN EVALUATION OFTHE PROMISES OF LOS 515 ROBERT MCCORMICK, THE OPEN UNIVERSITY, UK TOMI JAAKKOLA, UNIVERSITY OFTURKU, FINLAND SAMI NURMI, UNIVERSITY OFTURKU, FINLAND CHAPTER XXVI INSTRUCTIONAL EFFECTIVENESS OF LEAMING OBJECTS 532 TOMI JAAKKOLA, UNIVERSITY OFTURKU, FINLAND SAMI NURMI, UNIVERSITY OFTURKU, FINLAND CHAPTER XXVII EVALUATING LARGE-SCALE EUROPEAN LO PRODUCTION, DISTRIBUTION, AND USE 553 ROBERT MCCORMICK, THE OPEN UNIVERSITY, UK CHAPTER XXVIII COLLABORATIVE ARGUMENTATION IN LEAMING RESOURCE EVALUATION 574 JOHN C. NESBIT, SIMON FRASER UNIVERSITY, CANADA TRACEY L. LEACOCK, SIMON FRASER UNIVERSITY, CANADA CHAPTER XXIX FOR THE ULTIMATE ACCESSIBILITY AND REUSABILITY 589 PHILIPPE MARTIN, GRIFFITH UNIVERSITY, AUSTRALIA MICHEL EBOUEYA, UNIVERSITY OF LA ROCHELLE, FRANCE CHAPTERXXX A NEEDS ANALYSIS FRAMEWORK FOR THE DESIGN OFDIGITAL REPOSITORIES IN HIGHER EDUCATION 607 SUE BENNETT, UNIVERSITY OFWOLLONGONG, AUSTRALIA DOMINIQUE PARRISH, UNIVERSITY OFWOLLONGONG, AUSTRALIA GERALDINE LEFOE, UNIVERSITY OFWOLLONGONG, AUSTRALIA MEG O REILLY, SOUTHERN CROSS UNIVERSITY, AUSTRALIA MIKE KEPPELL, CHARLES STURT UNIVERSITY, AUSTRALIA ROBYN PHI/IP, UNIVERSITY OFSYDNEY, AUSTRALIA CHAPTER XXXI COSTS AND SUSTAINABILITY OF LEARNING OBJECT REPOSITORIES 629 WILLIAM BRAMBLE, UNIVERSITY OF NEW MEXICO, USA MARIYA PACHMAN, UNIVERSITY OF NEW MEXICO, USA SECTION M INTEGRATION CHAPTER XXXII A LEARNING DESIGN TO TEACH SCIENTIFIC INQUIRY 652 KRISTINE ELLIOTT, THE UNIVERSITY OF MELBOURNE, AUSTRALIA KEVIN SWEENEY, THE UNIVERSITY OF MELBOURNE, AUSTRALIA HELEN IRVING, MONASH UNIVERSITY, AUSTRALIA CHAPTER XXXIII ADAPTING PROBLEM-BASED LEARNING TO AN ONLINE LEARNING ENVIRONMENT 676 LISA LOBRY DE BRUYN, UNIVERSITY OFNEW ENGLAND, AUSTRALIA CHAPTER XXXIV LEARNING OBJECTS AND GENERATIVE LEARNING FOR HIGHER ORDER THINKING 702 TAN WEE CHUEN, CENTRE FOR INNOVATIVE IN TEACHING & LEARNING SOUTHERN COLLEGE, MALAYSIA BAHARUDDIN ARIS, UNIVERSITI TEKNOLOGI MALAYSIA, MALAYSIA MOHD SALLEH ABU, UNIVERSITI TEKNOLOGI MALAYSIA, MALAYSIA CHAPTER XXXV APPLYING LEARNING OBJECT LIBRARIES IN K-12 SETTINGS 723 SEBASTIAN FOTI, UNIVERSITY OFNORTH FLORIDA, USA CHAPTER XXXVI GUIDELINES FOR DEVELOPING LEARNING OBJECT REPOSITORIES 744 L. K. CURDA, UNIVERSITY OFWEST FLORIDA, USA MELISSA A. KELLY, UNIVERSITY OF ILLINOIS AT CHICAGO, USA CHAPTER XXXVII REUSABILITY OFONLINE ROLE PLAYAS LEAMING OBJECTS OR LEAMING DESIGNS 761 SANDRA WILLS, UNIVERSITY OFWOLLONGONG, AUSTRALIA ANNE MCDOUGALL, UNIVERSITY OF MELBOURNE, AUSTRALIA CHAPTER XXXVIII AN ANALYSIS OF LEAMING DESIGNS THAT INTEGRATE PATIENT CASES IN HEALTH PROFESSIONS EDUCATION 777 LORI LOCKYER, UNIVERSITY OFWOLLONGONG, AUSTRALIA LISA KOSTA, UNIVERSITY OF WOLLONGONG, AUSTRALIA SUE BENNETT, UNIVERSITY OFWOLLONGONG, AUSTRALIA CHAPTER XXXIX RECONCEPTUALISATION OFLEAMING OBJECTS AS META-SCHEMAS 792 MOHAN CHINNAPPAN, UNIVERSITY OFWOLLONGONG, AUSTRALIA CHAPTERXL DESIGNING LEAMING OBJECTS FOR GENERIC WEB SITES 808 HENK HUIJSER, UNIVERSITY OFSOUTHERN QUEENSLAND, AUSTRALIA CHAPTERXLI STANDARDS FOR LEAMING OBJECTS AND LEAMING DESIGNS 827 MORAG MUNRO, DUBLIN CITY UNIVERSITY, IRELAND CLAIRE KENNY, DUBLIN CITY UNIVERSITY, IRELAND CHAPTER XLII SUPPORTING DECISION MAKING IN USING DESIGN LANGUAGES FOR LEAMING DESIGNS AND LEAMING OBJECTS 851 EDDY BOOT, TNO DEFENCE, SECURITY AND SAFETY, THE NETHERLANDS LUCA BOTTURI, UNIVERSITA DELLA SVIZZERA ITALIANAVIA, SWITZERLAND ANDREW S. GIBBONS, BRIGHAM YOUNG UNIVERSITY, USA TODD STUBBS, BRIGHAM YOUNG UNIVERSITY, USA CHAPTER XLIII PRINCIPLED CONSTRUCTION AND REUSE OFLEAMING DESIGNS 869 GILBERT PAQUETTE, TELE-UNIVERSITE, CANADA OLGA MARIIIO, TELE-UNIVERSITE, CANADA KARIN LUNDGREN-CAYROL, TELE-UNIVERSITE, CANADA MICHEL LEONARD, TELE-UNIVERSITE, CANADA DETAILED TABLE OF CONTENTS FOREWORD XXX PREFACE XXXII ACKNOWLEDGMENT , XXXIX SECTION I LEARNING DESIGN CHAPTERI LEAMING DESIGN REPRESENTATIONS TO DOCUMENT, MODEL, AND SHARE TEACHING PRACTICE 1 SHIR/EY AGOSTINHO, UNIVERSITY 0/ WO//ONGONG, AUSTRA/IA THE TERM LEAMING DESIGN IS GAINING MOMENTUM IN THE E-LEAMING LITERATURE AS A CONCEPT FOR SUPPORTING ACADEMICS TO MODEL AND SHARE TEACHING PRACTICE. ITS DEFINITION AND COMPOSITION IS EVOLVING AND AS SUCH THERE IS CURRENTLY NO STANDARD MODE OF REPRESENTATION FOR LEAMING DESIGNS IN EDUCATION. INSTEAD THERE ARE SEVERAL EMERGING LEARNING DESIGN REPRESENTATIONS WITH DIFFERENT PERSPECTIVES ABOUT THEIR PURPOSE. TBIS CHAPTER EXPLORES THESE ISSUES AND PRESENTS A SUMMARY OF THE CURRENT DISCOURSE ABOUT LEAMING DESIGNS. THE AIM OFTHIS CHAPTER IS TO ADDRESS A GAP IN THE LITERATURE BY COMPARING AND CONTRASTING SIX LEAMING DESIGN REPRESENTATIONS. TBE CHAPTER DISCUSSES THE RESEARCH CONDUCTED TO DATE ABOUT LEAMING DESIGN REP- RESENTATIONS AND CONCLUDES BY PROPOSING A PATHWAY FOR FURTHER RESEARCH. CHAPTERII REPRESENTING MODELS OF PRACTICE 20 ISOBE/ FA/CONER, G/ASGOW CA/EDONIAN UNIVERSITY, SCOT/AND ALLISON LITT/EJOHN, G/ASGOW CA/EDONIAN UNIVERSITY, SCOT/AND PRACTICE MODELS ARE GENERIC APPROACHES TO THE STRUCTURING AND ORCHESTRATION OF LEAMING ACTIVITIES FOR PEDAGOGIC PURPOSES, INTENDED TO PROMOTE SHARING OF EFFECTIVE E-LEARNING PRACTICE. TBIS CHAPTER SURVEYS THE BACKGROUND TO THE IDEA OF PRACTICE MODELS, AND THEN EXAMINES THE ISSUES SURROUNDING THEIR REPRESENTATION THAT EMERGED FROM THE UK JOINT INFORMATION SYSTEMS COMMITTEE (JISC) FUNDED MOD4L PROJECT. THESE ISSUES ARE ONES OF PURPOSE, DESIGN AS A PROCESS, GRANULARITY, COMMUNITY, AND CHARACTERISATION. IT ANALYSES THE PURPOSE AND THE METAPHOR FOR DESIGN, COUPLED WITH CONSIDERATION OF THE AUDIENCE FOR PRACTICE MODELS, SUGGESTING THAT WHILE GENERIC MODELS ARE USEFUL FOR TECHNICAL DEVELOPERS THEY MAY NOT BE AN EFFECTIVE WAY OF SHARING TEACHING PRACTICE. THE POSSIBILITY THAT A RICH DOMAIN MAP COUPLED WITH COMMUNITY BUILDING ACTIVITIES AND RICHLY CONTEXTUALISED EXEMPLARS MIGHT BE MORE EFFECTIVE IS BRIEFLY DISCUSSED. THE COMPLEX INTERACTIONS OF CHARACTERISTICS OF A DESIGN REPRESENTATION UNDERPIN THE NECESSITY FOR DIFFERENT REPRESENTATIONS TO FULFIL DIFFERENT USER NEEDS. CHAPTER IRR USING THE IMS LD STANDARD TO DESCRIBE LEAMING DESIGNS 41 ROB KOPER, OPEN UNIVERSITY 0/ THE NETHERLANDS, THE NETHERLANDS YONGWU MIAO, OPEN UNIVERSITY O/THE NETHERLANDS, THE NETHERLANDS IMS LEAMING DESIGN (IMSLD) IS AN OPEN STANDARD THAT CAN BE USED TO SPECIFY A WIDE RANGE OF PEDAGOGI- CAI STRATEGIES IN COMPUTER-INTERPRETABLE MODELS. SUCH MODELS THEN CAN BE PLAYED IN ANY LD COMPATIBLE EXECUTION ENVIRONMENT TO SUPPORT TEACHERS AND STUDENTS TO CONDUCT ONLINE TEACHING-LEAMING. THIS CHAPTER INTRODUCES THE BASIC KNOWLEDGE REQUIRED TO EFFECTIVELY USE LD. FIRST OF A11,WE PRESENT FUNDAMENTAL PRIN- CIPLES BEHIND LD. THEN, WE INTRODUCE MAIN CONCEPTS AND THEIR RELATIONS IN LD AND DISCUSS SOME TECHNICAL ISSUES ABOUT HOW TO MAKE A LEAMING DESIGN EXECUTABLE IN A COMPUTER-BASED ENVIRONMENT. FINALLY, HOW TO MODELLEAMING DESIGNS USING LD IS EXPLAINED THROUGH DEMONSTRATING THE WHOLE PROCEDURE TO MODEL A USE CASE IN EXTENSIBLE MARKUP LANGUAGE (XML). WE EXPECT THAT THE READERS OFTHIS CHAPTER CAN APPLY LD TO CREATE SIMPLE LEAMING DESIGNS AND UNDERSTAND LEAMING DESIGNS WITH SOPHISTICATED FEATURES. CHAPTERIV OPPORTUNITIES, ACHIEVEMENTS, AND PROSPECTS FOR USE OFLMS LD 87 DAVID GRIFFITHS, THE UNIVERSITY 0/ BOLTON, UK OLEG LIBER, THE UNIVERSITY 0/ BOLTON, UK THE IMS LD SPECIFICATION IS INTEMA11YCOMPLEXANDHASBEENUSEDINANUMBEROFDIFFERENTWAYS.AS A RESULT, USERS WHO HAVE ABASIE UNDERSTANDING OF THE ROLE OF THE SPECIFICATION IN INTEROPERABILITY MAY NEVERTHELESS FIND IT DIFFICULT TO GET AN OVERVIEW OF THE POTENTIAL OF THE SPECIFICATION, OR TO ASSESS WHAT HAS BEEN ACHIEVED THROUGH ITS USE. THIS CHAPTER SEEKS TO MAKE THE TASK SIMPLER BY ARTICULATING THE MODES OF USE OF THE SPECIFICATION, AND ANALYSING THE WORK CARRIED OUT IN EACH. THE IMS LD SPECIFICATION IS BRIEFLY INTRODUCED. FOUR ASPECTS OFTHE IMS LEAMING DESIGN SPECIFICATION ARE IDENTIFIED AND DESCRIBED: MODELLING LANGUAGE, INTEROPERABILITY SPECIFICATION, MODELLING AND METHODOLOGY, AND INFRASTRUCTURE. THE DIFFERENT OPPORTUNITIES PROVIDED BY EACH MODE OF USE ARE EXPLORED AND THE ACHIEVEMENTS OF WORK SO FAR CARRIED OUT ARE ASSESSED. A NUMBER OF VALUABLE CONTRIBUTIONS ARE IDENTIFIED, BUT THE PRACTICAL AND WIDESPREAD USE OF THE SPECIFICATION TO EXCHANGE LEAMING ACTIVITIES HAS NOT SO FAR BEEN ACHIEVED. THE CHANGING TECHNOLOGICAL AND ORGANISATIONAL ENVIRONMENT IN WHICH IMS LD OPERATES IS DISCUSSED, AND ITS IMPLICATIONS EXPLORED. CONCLUSIONS ARE OFFERED WHICH SUMMARISE ACHIEVEMENTS WITH IMS LD TO DATE, WITH COMMENTS ON PROSPECTS FOR THE FUTURE. CHAPTERV A CRITICAL PERSPECTIVE ON DESIGN PATTERNS FOR E-LEARNING 113 FRANCA GARZOTTO, POLITECNICO DI MILANO, ITALY SYMEON RETALIS, UNIVERSITY OF PIRAEUS, GREECE A DESIGN PATTERN DESCRIBES A PROBLEM WHICH OCCURS OVER AND OVER AGAIN IN OUR ENVIRONMENT, AND THEN DESCRIBES THE CORE OF THE SOLUTION TO THAT PROBLEM, IN SUCH A WAY THAT YOU CAN USE THIS SOLUTION A MILLION TIMES OVER, WITHOUT EVER DOING IT THE SAME WAY TWICE (ALEXANDER ET AL., 1977). IN THE FIELD OF E-LEARNING, DESIGN PATTERNS ARE FREQUENTLY ADVOCATED AS A POWERFUL WAY OF PROVIDING STRUCTURED, TEACHER-FRIENDLY, TEXTUAL REPRESENTATIONS OF LEARNING DESIGNS, OR OF EXPRESSING THE DESIGN RATIONALE UNDERLYING LEARNING . OBJECTS. THE PURPOSE OFTHIS CHAPTER IS TO LOOK AT E-IEAMING DESIGN PATTERNS FROM A CRITICAL PERSPECTIVE. WE PROVIDE A HISTORICAL, MULTIDISCIPLINARY EXCURSUS OF THE NOTION OF DESIGN PATTERNS. WE PROPOSE A TAXONOMY OF E-IEAMING DESIGN PATTERNS, PROVIDING EXAMPLES IN THE VARIOUS CATEGORIES. FINALLY, WE DISCUSS BOTH THE BENEFITS OF DESIGN PATTERNS FOR E-LEARNING PROFESSIONALS (PARTICULARLY, NOVICE ONES) AND THEIR DRAWBACKS, AND INVESTIGATE HOW SUCH PROS AND CONS MAY AFFECT THE ROLE OF PATTERNS FOR LEARNING DESIGNS. CHAPTERVI USING DESIGN PATTERNS TO SUPPORT E-LEARNING DESIGN 144 SHERRI S. FRIZELL, PRAIRIE VIEW A&M UNIVERSITY, USA ROLAND HUEBSCHER, BENTLEY COLLEGE, USA DESIGN PATTERNS HAVE RECEIVED CONSIDERABLE ATTENTION FOR THEIR POTENTIAL AS A MEANS OF CAPTURING AND . SHARING DESIGN KNOWLEDGE. THIS CHAPTER PROVIDES A REVIEW OF DESIGN PATTERN RESEARCH AND USAGE WITHIN EDUCATION AND OTHER DISCIPLINES, SUMMARIZES THE REPORTED BENEFITS OF THE APPROACH, AND EXAMINES DE- SIGN PATTERNS IN RELATION TO OTHER APPROACHES TO SUPPORTING DESIGN. BUILDING UPON THIS WORK, IT ARGUES THAT DESIGN PATTERNS CAN CAPTURE LEARNING DESIGN KNOWLEDGE FROM THEORIES AND BEST PRACTICES TO SUPPORT NOVICES IN EFFECTIVE E-IEARNING DESIGN. THIS CHAPTER DESCRIBES THE AUTHORS WORK ON THE DEVELOPMENT OF DESIGNS PATTERNS FOR E-IEAMING. IT CONCLUDES WITH A DISCUSSION OF FUTURE RESEARCH FOR EDUCATIONAL USES OF DESIGN PATTERNS. CHAPTERVN PATTERNS AND PATTERN LANGUAGES IN EDUCATIONAL DESIGN 167 PETER GOODYEAR, UNIVERSITY OFSYDNEY, AUSTRALIA DAI FEI YANG, UNIVERSITYOFSYDNEY, AUSTRALIA THIS CHAPTER PROVIDES AN OVERVIEW OF RECENT RESEARCH AND DEVELOPMENT (R&D) ACTIVITY IN THE AREA OF EDUCATIONAL DESIGN PATTERNS AND PATTERN LANGUAGES. IT PROVIDES A CONTEXT FOR EVALUATING THIS LINE OFR&D BY SKETCHING AN ACCOUNT OF THE PRACTICE OF EDUCATIONAL DESIGN, HIGHLIGHTING SOME OF ITS DIFFICULTIES AND THE WAYS IN WHICH DESIGN PATTERNS AND OTHER AIDS TO DESIGN MIGHT PLAYA ROLE. IT FOREGROUNDS A TENSION BETWEEN OPTIMISING DESIGN PERFORMANCE AND SUPPORTING THE EVOLUTION OF DESIGN EXPERTISE. THE CHAPTER PROVIDES EXAMPLES OFRECENT RESEARCH BY THE AUTHORS ON DESIGN PATTERNS FORNETWORKED LEARNING, AS WEIL AS POINTERS TO COMPLEMENTARY RESEARCH BY OTHERS. CONNECTIONS ARE MADE WITH R&D WORK ON LEAMING DESIGN AND OTHER APPROACHES TO SUPPORTING DESIGN ACTIVITY. CHAPTER VIII THE ROLE OF MEDIATING ARTEFACTS IN LEARNING DESIGN 188 GRAINNE CONOLE, THE OPEN UNIVERSITY, UK THE CHAPTER PROVIDES A THEORETICAL FRAMEWORK FOR UNDERSTANDING LEARNING ACTIVITIES: CENTERING ON TWO KEY ASPECTS: (I) THE CAPTURE AND REPRESENTATION OF ACTIVITIES AND (2) MECHANISMS FOR SCAFFOLDING THE DESIGN PROCESS, WHICH IS INTRODUCED HERE AS A FONNAL METHODOLOGY FOR LEARNING DESIGN. THE CHAPTER BEGINS BY DESCRIBING HOW INFONNATION CAN BE ABSTRACTED FROM LEARNING ACTIVITIES VIA A RANGE OF DIFFERENT FONNS OF REPRESENTATION (MODELS, ICONIC DIAGRAMS, TEXTUAL CASE STUDIES, ETC.), WHICH ARE DEFINED HERE AS MEDIATING ARTEFACTS. LT DISCUSSES HOW DIFFERENT MEDIATING ARTEFACTS CAN BE USED TO INFONN THE PROCESS OF DESIGNING A NEW LEARNING ACTIVITY. LT AUGMENTS AND PROVIDES AN ILLUSTRATION OF THE THEORETICAL ARGUMENTS DEVELOPED IN THE CHAPTER BY SUMMARIZING SOME OF THE FINDINGS FROM RELEVANT RESEARCH ON LEARNING DESIGN AND USES THE DIALOGPLUS TOOLKIT AS A CASE STUDY AND AN EXAMPLE OF A MEDIATING ARTEFACT THAT CAN BE USED TO SUPPORT THE DESIGN OF A LEARNING ACTIVITY. THE TOOLKIT INCLUDES EXAMPLES OF LEARNING ACTIVITIES (I.E., REPRESENTA- TIONS OF ACTIVITIES AS OUTLINE IN I) AS WEIL AS GUIDELINES AND SUPPORT (LE., MECHANISMS FOR SCAFFOLDING THE DESIGN PROCESS AS OUTLINED IN 2). THE CHAPTER ARGUES THAT THIS APPROACH TO LEARNING DESIGN, WHICH CENTRES ON THE CONCEPT OF MEDIATING ARTEFACTS, AND THEIR ROLE IN THE DESIGN PROCESS, CAN BE USED AS A DESCRIPTIVE FRAMEWORK FOR DESCRIBING THE DYNAMICS, PROCESSES, AND DIFFERENT ASPECTS INVOLVED IN LEARNING DESIGN. CHAPTERIX ACTIVITY THEORY AND THE DESIGN OFPEDAGOGIC PLANNING TOOLS 209 ELIZABETH MASTERMAN, UNIVERSITY 0/ OXFORD, UK THIS CHAPTER USES ACTIVITY THEORY TO CONSTRUCT A FRAMEWORK FOR THE DESIGN AND DEPLOYMENT OF PEDAGOGIC PLANNING TOOLS. IT STARTS BY NOTING THE IMPACT OF DIGITAL TECHNOLOGY ON TEACHERS PRACTICE, PARTICULARLY THE ROLE OF PLANNING IN THE CREATION OF EFFECTIVE TECHNOLOGY-MEDIATED LEARNING. LT ESPOUSES THE RECONCEPTUAL- IZATION OF PLANNING AS DESIGN FOR LEARNING AND IDENTIFIES A KEY ROLE FOR THE EMERGENT GENRE OF PEDAGOGIC PLANNING TOOLS IN STIMULATING PRACTITIONERS ENGAGEMENT IN THIS RECONCEPTUALIZED PRACTICE. DRAWING ON ACTIVITY THEORY, THE CHAPTER THEN CHARACTERIZES THE PRINCIPAL ELEMENTS AND RELATIONSHIPS IN DESIGN FOR LEARNING. FROM THE INSIGHTS GAINED, IT ANALYZES RESEARCH DATA FROM TWO PROJECTS TO PINPOINT THE ENABLING FACTORS AND TENSIONS IN CURRENT PRACTICE THAT MIGHT BE CONDUCIVE TO (OR, CONVERSELY, IMPEDE) THE EFFECTIVE DESIGN AND DEPLOYMENT OF PEDAGOGIC PLANNING TOOLS. IT THEN SYNTHESIZES THESE INTO A FRAMEWORK IN WHICH SOFTWARE DEVELOPERS AND POLICY-MAKERS CAN EXPLORE THEIR OWN CONTEXTS FOR IMPLEMENTING SUCH TOOLS. CHAPTERX DEVELOPING A TAXONOMY FOR LEARNING DESIGNS 228 BARRY HARPER, UNIVERSITY O/WOLLONGONG, AUSTRALIA RON OLIVER, EDITH COWAN UNIVERSITY, AUSTRALIA THIS CHAPTER DESCRIBES THE DEVELOPMENT OF A TAXONOMY OF LEARNING DESIGNS BASED ON A SURVEY OF 52 IN- NOVATIVE ICT-USING PROJECTS THAT FORMED THE BASIS OF A GROUNDED APPROACH TO CLASSIFYING HIGH QUALITY LEARNING DESIGNS. THE CONCEPT OF LEARNING DESIGNS HAS THE POTENTIAL TO SUPPORT ACADEMICS IN THE PROCESS OF OFFERING HIGH QUALITY ICT SUPPORTED LEAMING SETTINGS IN THE HIGHER EDUCATION SECTOR. THE TAXONOMY IS PROPOSED AS A MECHANISM TO EXPLORE WAYS IN WHICH LEARNING DESIGNS CAN BE MADE ACCESSIBLE TO ACADEMICS AND TO HELP WITH THE UNDERSTANDING OFTHE GOALS OFTHE LEARNING DESIGN MOVEMENT. THE DEVELOPMENT OF THE TAXONOMY IS DESCRIBED AND USER REVIEW OF THE REPRESENTATION OF LEARNING DESIGNS IN A WEB CONTEXT IS DISCUSSED. FINALLY, THE CURRENT GAP IN THE LITERATURE ABOUT ACCURATE AND EFFECTIVE TAXONOMIES DESCRIBING AND DISTINGUISHING BETWEEN VARIOUS FORMS OF LEARNING DESIGN IS DISCUSSED IN RELATION TO FUTURE RESEARCH AGENDAS. CHAPTERXI USING EXPERT REVIEWS TO ENHANCE LEARNING DESIGNS 243 CARMEL MENAUGHT, THE CHINESE UNIVERSITY OF HONG KONG, HONG KONG PAUL LAM, THE CHINESE UNIVERSITY OF HONG KONG, HONG KONG KIN-FAI CHENG, THE CHINESE UNIVERSITY OF HONG KONG, HONG KONG THE CHAPTER WILL DESCRIBE AN EXPERT REVIEW PROCESS USED AT THE CHINESE UNIVERSITY OF HONG KONG. THE MECHANISM USED INVOLVES A CAREFULLY DEVELOPED EVALUATION MATRIX WHICH IS USED WITH INDIVIDUAL TEACHERS. THIS MATRIX RECORDS: (I) THE WEB FUNCTIONS, AND THEIR USE AS E-IEARNING STRATEGIES, IN THE COURSE WEB SITE; (2) HOW COMPLETELY THESE FUNCTIONS ARE UTILIZED; AND (3) THE LEARNING DESIGN IMPLIED BY THE WAY THE FUNCTIONS SELECTED ARE USED, BY THE COURSE DOCUMENTATION, AND GAUGED FROM CONVERSATIONS WITH THE TEACHER. A STUDY OF 20 COURSE WEB SITES IN THE ACADEMIC YEARS 2005-06 AND 2006-07 SHOWS THAT THE MECHANISM IS PRACTICAL, BENEFICIAL TO INDIVIDUAL TEACHERS, AND PROVIDES DATA OF RELEVANCE TO INSTITUTIONAL PLANNING FOR E-IEARNING. CHAPTERXII LNVESTIGATING PROSPECTIVE TEACHERS AS LEARNING DESIGN AUTHORS 263 MATTHEW KEARNEY, UNIVERSITY OFTEEHNOLOGY, SYDNEY (UTS), AUSTRALIA ANNE PRESEOTT, UNIVERSITY OFTEEHNOLOGY, SYDNEY (UTS), AUSTRALIA KIRSTY YOUNG, UNIVERSITY OFTEEHNOLOGY, SYDNEY (UTS), AUSTRALIA THIS CHAPTER REPORTS ON FINDINGS FROM ARECENT PROJECT SITUATED IN THE AREA OF PRESERVICE TEACHER EDUCA- TION. THE PROJECT INVESTIGATED PROSPECTIVE TEACHERS AUTHORING AND USING THEIR OWN CONTEXTUALISED LEARN- ING DESIGNS. THE CHAPTER DESCRIBES HOW SEVENTEEN SECONDARY AND PRIMARY PRE-SERVICE TEACHERS ADAPTED EXISTING, WELL-RESEARCHED LEARNING STRATEGIES TO INFORM THE DESIGN OF THEIR OWN SPECIFIC ONIINE LEARNING TASKS AND HOW THEY IMPLEMENTED THESE TASKS IN THE CONTEXT OF THEIR TEACHING PRACTICUM. THE PROSPECTIVE TEACHERS USED AN ONLINE LEARNING DESIGN AUTHORING SYSTEM AS A TOOL AND FLEXIBLE TEST-BED FOR THEIR LEARN- ING DESIGNS AND IMPLEMENTATION. AN ACCOUNT OF THE WAYS IN WHICH THE PROSPECTIVE TEACHERS DEVELOPED SOPHISTICATED UNDERSTANDINGS OF THEIR CHOSEN LEARNING STRATEGY AND DEVELOPED FRESH INSIGHTS INTO ONLINE AND FACE-TO-FACE TEACHING ISSUES IS PRESENTED. CHAPTER XIII USING IMS LEARNING DESIGN IN EDUCATIONAL SITUATIONS 282 PAUL HAZLEWOOD, LIVERPOOL HOPE UNIVERSITY, UK AMANDA ODDIE, LIVERPOOL HOPE UNIVERSITY, UK MARK BARRETT-BAXENDALE, LIVERPOOL HOPE UNIVERSITY, UK IMS LEAMING DESIGN (IMS LD) IS A SPECIFICATION FOR DESCRIBING A RANGE OF PEDAGOGIC APPROACHES. IT ALLOWS THE LINKING OF PEDAGOGICAL STRUCTURE, CONTENT AND SERVICES, WHILST KEEPING THE THREE SEPARATE, THUS PROVIDING THE POTENTIAL FOR RE-USE AS WEIL AS FORMING THE BASIS FOR INTEROPERABILITY BETWEEN LEAM- ING ACTIVITIES AND SERVICES. AS SUCH, THIS SPECIFICATION PROMISES UNPRECEDENTED OPPORTUNITIES TO BUILD EFFECTIVE TUTOR SUPPORT AND PRESENCE INTO E-LEARNING SYSTEMS. THE TOOLS THAT IMPLEMENT THE SPECIFICATION HAVE PRIMARILY BEEN USED FOR RESEARCH PURPOSES AND HAVE NOT BEEN TARGETED AT TEACHING PRACTITIONERS OR LEAMERS WORKING IN TE~CHING AND LEAMING SITUATIONS. THERE IS A PERCEPTION AMONGST PRACTITIONERS AND TOOL DEVELOPERS THAT THE SPECIFICATION AND TOOLS ARE TOO TECHNICALOR DIFFICULT FOR PRACTITIONER USE. THIS CHAPTER EXAMINES PRACTITIONER USE OF CURRENT TOOLS FOR CREATING IMS LD AND THE USE OFIMS LD UNITS OF LEAMING (UOLS) WITH LEAMERS THROUGH PROJECTS BEING UNDERTAKEN AT LIVERPOOL HOPE UNIVERSITY (LHU). IT PRESENTS SOME OF THE EXPERIENCES AND FINDINGS GAINED FROM THESE PROJECTS. THE CHAPTER ALSO EXAMINES CURRENT TECHNOLOGIES AND TOOLS FOR CREATING AND RUNNING IMS LD UOLS, AND FINALLY DISCUSSES THE POTENTIAL AND FUTURE FOR IMS LD. CHAPTERXIV ONLINE ROLE-BASED LEAMING DESIGNS FOR TEACHING COMPLEX DECISION MAKING 295 ROBERT MELAUGHLAN, UNIVERSITY OFTEEHNOLOGY, SYDNEY, AUSTRALIA DENISE KIRKPATRIEK, THE OPEN UNIVERSITY, UK DECISION-MAKING PROCESSES IN RELATION TO COMPLEX NATURAL RESOURCE REQUIRE RECOGNITION AND ACCOMMODA- TION OF DIVERSE AND COMPETING PERSPECTIVES IN ADECISION CONTEXT THAT IS FREQUENTLY ILL DEFINED AND FRAUGHT WITH VALUE JUDGEMENTS. ONLINE ENVIRONMENTS CAN BE USED TO DEVELOP STUDENTS SKILLS AND UNDERSTAND- ING OF THESE ISSUES. THE FOCUS OF THIS CHAPTER IS THE LEAMING DESIGN OF AN ONLINE ROLEPLAY-SIMULATION (MEKONG E-SIM) WHICH WAS CREATED TO DEVELOP LEAMING EXPERIENCES ABOUT THESE TYPES OF ISSUES ACROSS MULTIPLE INSTITUTIONS WITH STUDENTS FROM THE DISCIPLINES OF ENGINEERING AND THE HUMANITIES. THE KEY STAGES OF INTERACTION WITHIN THE E-SIM ARE DESCRIBED AND LINKED TO STUDENT TASKS, RESOURCES AND SUPPORTS. THE EVOLUTION AND ADAPTATION OF THE LEAMING DESIGN USED IN THE MEKONG E-SIM HAS BEEN DESCRIBED. EIGHT KEY CHALLENGES IN THE DESIGN AND IMPLEMENTATION OF ONLINE ROLEPLAY-SIMULATIONS HAVE BEEN IDENTIFIED. IN THIS CHAPTER WE HAVE TRIED TO ADDRESS A GAP IN THE ONLINE ROLE-BASED COLLABORATIVE LEAMING LITERATURE ABOUT THE DESIGN OF THESE ACTIVITIES, LINKAGES BETWEEN PEDAGOGY AND INFORMATION AND COMMUNICATION TECHNOLOGY AND HOW TO EXPLOIT THESE LINKAGES FOR EFFECTIVE LEAMING. CHAPTERXV FACILITATING LEAMER-GENERATED ANIMATIONS WITH SLOWMATION 312 GARRY HOBAN, UNIVERSITY OFWOLLONGONG, AUSTRALIA DIGITAL ANIMATIONS ARE COMPLEX TO CREATE AND ARE USUALLY MADE BY EXPERTS FOR NOVICES TO DOWN LOAD FROM WEB SITES OR COPY FROM DVDS AND CDS TO USE AS LEAMING OBJECTS. A NEW TEACHING APPROACH, SLOWMA- TION (ABBREVIATED FROM SLOW MOTION ANIMATION ), SIMPLIFIES THE COMPLEX PROCESS OF MAKING ANIMA- TIONS SO THAT LEAMERS CAN CREATE THEIR OWN COMPREHENSIVE ANIMATIONS OF SCIENCE CONCEPTS. THIS CHAPTER PRESENTS THE LEAMING DESIGN THAT UNDERPINS THIS NEW TEACHING APPROACH TO FACILITATE THE RESPONSIBILITY FOR CREATING ANIMATIONS TO BE SHIFTED FROM EXPERTS TO LEAMERS. THE LEAMING DESIGN HAS FOUR PHASES WH ICH GUIDES INSTRUCTORS AND LEAMERS IN CREATING ANIMATIONS OF SCIENCE CONCEPTS: (L) PLANNING; (2) ANALYSIS; (3) CONSTRUCTION; AND (4) RECONSTRUCTION. THIS LEAMING DESIGN WILL BE ILLUSTRATED WITH TWO EXAMPLES CREATED BY PRESERVICE PRIMARY TEACHERS IN SCIENCE EDUCATION AS WEIL AS PROVIDING A DISCUSSION ABOUT POSSIBLE FUTURE DIRECTIONS FOR FURTHER RESEARCH. CHAPTERXVI REPRESENTATION OF COORDINATION MECHANISMS IN LMS LD 330 YONGWU MIAO, OPEN UNIVERSITY 0/ THE NETHERLANDS, THE NETHERLANDS DANIEL BURGOS, OPEN UNIVERSITY O/THE NETHERLANDS, THE NETHERLANDS DAVID GRIFFITHS, THE UNIVERSITY 0/ BOLTON, UK ROB KOPER, OPEN UNIVERSITY O/THE NETHERLANDS, THE NETHERLANDS GROUP INTERACTION HAS TO BE METICULOUSLY DESIGNED TO FOSTER EFFECTIVE AND EFFICIENT COLLABORATIVE LEAM- ING. THE IMS LEARNING DESIGN SPECIFICATION (IMS LD) CAN BE USED TO CREATE A FORMAL REPRESENTATION OF GROUP INTERACTION AND THE MODEL CAN THEN BE USED TO SCAFFOLD GROUP INTERACTION BY MEANS OF COORDINA- TION SUPPORT AT RUN-TIME. IN THIS CHAPTER, WE INVESTIGATE THE EXPRESSIVENESS OF IMS LD IN REPRESENTING COORDINATION MECHANISMS BY USING COORDINATION THEORY AS AN ANALYTICAL FRAMEWORK. WE HAVE FOUND THAT IMS LD CAN REPRESENT ALMOST ALL THE BASIC COORDINATION MECHANISMS. WE HAVE ALSO IDENTIFIED SOME HURDLES TO BE OVERCOME IN REPRESENTING CERTAIN COORDINATION MECHANISMS. ACCORDING TO COORDINATION THEORY, COMMON COORDINATION MECHANISMS CAN BE REUSED IN DIFFERENT SETTINGS. WE BRIEFLY EXPLORE THE FEASIBILITY OF REPRESENTING COORDINATION MECHANISMS AT A HIGH-LEVEL OF ABSTRACTION, WH ICH WILL BE EASIER FOR INSTRUCTION DESIGNERS AND TEACHERS TO UNDERSTAND AND USE. CHAPTER XVII MODELING LEAMING UNITS BY CAPTURING CONTEXT WITH IMS LD 352 JOHANNES STROBEL, PURDUE UNIVERSITY, USA GRETCHEN LOWERISON, CONCORDIA UNIVERSITY, CANADA ROGER COTE, CONCORDIA UNIVERSITY, CANADA PHI/IP C. ABRAMI, CSLP, CONCORDIA UNIVERSITY, CANADA EDWARD C. BETHEL, CONCORDIA UNIVERSITY, CANADA IN THIS CHAPTER, WE DESCRIBE THE PROCESS OF MODELING DIFFERENT THEORY-BASED, RESEARCH-BASED, AND BEST- PRACTICE-BASED LEAMING DESIGNS INTO IMS-LD, A STANDARDIZED MODELING LANGUAGE. WE REFLECT ON THE CONCEPTUAL AND PRACTICAL DIFFICULTIES THAT ARISE WHEN MODELING WITH IMS-LD, ESPECIALLY THE QUESTION OF GRANULARITY AND THE NECESSARY AND SUFFICIENT ELEMENTS OFLEAMING DESIGN. WE PROPOSE A FOUR-LAYER MODEL BOTH TO ENSURE THE QUALITY OFTHE MODELING PROCESS AND AS A NECESSARY STEP TOWARDS A HOLISTIC CONSIDER- ATION AND INTEGRATION OF THE DESIGN PROCESS. THESE DISCUSSIONS SPEAK TO THE CORE OF IMS-LD INTEGRATION, ADDRESS THE QUESTION OFUSABILITY AND END-USER FRIENDLINESS AND URGE THAT MORE RESEARCH AND DESIGN NEEDS TO BE CONDUCTED NOT ONLY TO MAINSTREAM (A) THE ~SE OF IMS-LD AND RELATED VISUAL INSTRUCTIONAL DESIGN LANGUAGES, BUT ALSO (B) THE DEBATE ON APPROPRIATE AND BEST INSTRUCTIONAL DESIGN PRACTICES. CHAPTER XVIII DESIGN GUIDELINES FOR COLLABORATION AND PARTICIPATION WITH EXAMPLES FROM THE LN4LD (LEARNING NETWORK FOR LEARNING DESIGN) 373 DANIEL BURGOS, OPEN UNIVERSITY OFTHE NETHERLANDS, THE NETHERLANDS HANS G. K. HUMMEL, OPEN UNIVERSITY OFTHE NETHERLANDS, THE NETHERLANDS COLIN TATTERSALL, OPEN UNIVERSITY OFTHE NETHERLANDS, THE NETHERLANDS FRANCIS BROUNS, OPEN UNIVERSITY OFTHE NETHERLANDS, THE NETHERLANDS ROH KOPER, OPEN UNIVERSITY OFTHE NETHERLANDS, THE NETHERLANDS THIS CHAPTER PRESENTS SOME DESIGN GUIDELINES FOR COLLABORATION AND PARTICIPATION IN BLENDED LEARNING NETWORKS. AS EXEMPLARY NETWORK WE DESCRIBE LN4LD (LEARNING NETWORK FOR LEARNING DESIGN), WHICH WAS DESIGNED TO PROMOTE LEARNING AND DISCUSSION ABOUT IMS-LEARNING DESIGN. LESSONS LEARNED FROM PILOT IMPLEMENTATIONS OFTHIS NETWORK OVER APERIOD OF 5 YEARS ARE PHRASED AS GUIDELINES FOR FUTURE LEARNING NETWORK IMPLEMENTATIONS. THE CHAPTER FOCUSES ON THE POSITIVE INFLUENCE OF INCENTIVE MECHANISMS AND FACE-TO-FACE MEETINGS ON ACTIVE PARTICIPATION. THESE SUCCESSFUL INTERVENTIONS ARE EXPLAINED FROM THEORIES ABOUT SELF-ORGANIZATION, SOCIAL EXCHANGE, AND SOCIAL AFFORDANCES. REPEATED MEASUREMENTS SHOW THE LEVELS OFBOTH PASSIVE (ACCESSING AND READING INFORMATION) AND ACTIVE PARTICIPATION (POSTING, REPLYING AND RATING) TO SIGNIFICANTLY INCREASE AS A RESULT OFBOTH INTERVENTIONS. BOTH THE USE OF INCENTIVE MECHANISMS AND FACE- TO-FACE MEETINGS CAN THEREFORE BE CONSIDERED AS VALUABLE ELEMENTS FOR FUTURE MODELS FOR COLLABORATION IN LEARNING NETWORKS, AND FOR ESTABLISHING AN INTERNATIONAL COMMUNITY OF LEARNING DESIGNERS. SEETION 11 LEARNING OBJECTS CHAPTERXIX THE DESIGN OFLEARNING OBJECTS FOR PEDAGOGICAL IMPACT... 391 TOM BOYLE, LONDON METROPOLITAN UNIVERSITY, UK THIS CHAPTER ARGUES THAT GOOD DESIGN HAS TO BE AT THE HEART OF DEVELOPING EFFECTIVE LEARNING OBJECTS. LT BRIEFLY OUTLINES THE KNOWLEDGE ENGINEERING APPROACH TO LEARNING OBJECTS BASED ON METADATA AND PACK- AGING. THE KNOWLEDGE ENGINEERING APPROACH, HOWEVER, IGNORES THE ISSUE OFHOW TO DESIGN AND DEVELOP PEDAGOGICALLY EFFECTIVE LEARNING OBJECTS. THE CHAPTERCONCENTRATES ON THE CENTRAL ISSUE OFTHE DESIGN AND DEVELOPMENT OF LEARNING OBJECTS. THE FIRST PART OF THE CHAPTER OUTLINES AND ILLUSTRATES KEY DESIGN PRIN- CIPLES. THE MIDDLE PART OFTHE CHAPTER EXAMINES HOW THESE CAN BE EMBEDDED IN AN AGILE DEVELOPMENT METHODOLOGY FOR DEVELOPING LEARNING OBJECTS. THE FOLLOWING SECTION SHOWS HOW EFFECTIVE DESIGNS CAN BE CAPTURED AND MADE AVAILABLE IN A TOOL TO SUPPORT THE AUTHORING AND REPURPOSING OF LEARNING OBJECTS. FINALLY, THE CHAPTER EXAMINES THE WIDER PICTURE LINKING LEARNING OBJECTS AND LEARNING DESIGNS AND POINTS TO THE CHALLENGE OF LAYERED LEARNING DESIGN. CHAPTERXX VISUAL MEANING MANAGEMENT FOR NETWORKED LEAMING 408 MARGARET TURNER, UNIVERSITY OLTHE SUNSHINE COAST, AUSTRALIA THIS CHAPTER INTRODUCES AN APPROACH TO WRITING CONTENT FOR ONLINE LEAMING OVER NETWORKED MEDIA. IT ARGUES THAT FEW RESOURCES CURRENTLY UTILISE THE FLUID AND MULTI-VOICED CAPACITY OFTHE INTEMET S NETWORKED NODAL STRUCTURE TO PROVIDE MULTIPLE PATHWAYS THROUGH CONTENT, OPPORTUNITIES FOR INDEPENDENT RESEARCH AND REFLECTION OR COLJABORATION WITH PEERS IN KNOWLEDGE BUILDING. LEAMING OBJECTS ARE ONE WAY TO CONCEPTUALISE CONTENT IDEAS AND LEAMING ACTIVITIES WITHIN THIS FLEXIBLE ENVIRONMENT. TO EFFECTIVELY USE THIS RESOURCE REQUIRES SOMETHING QUITE DIFFERENT TO TRADITIONAJ SEQUENTIAL WRITING. A MORE APPROPRIATE APPROACH IS TO USE NONLINEAR SOFTWARE THAT CAN MAP THE NODES OFTHE KNOWLEDGE DOMAIN AND MAKE VISIBLE THE INTERNAL RELATIONSHIPS, CONNECTIONS AND PATHS OF MEANING. THE PURPOSE OF THIS CHAPTER IS TO PROVIDE THE READER WITH A GUIDE TO DEVELOPING A BETTER UNDERSTANDING OF HOW MEANING IS MANAGED VISUALLY, AND PROPOSES TOOLS AND STRATEGIES FOR A NEW STRUCTURE OF WRITING FOR NETWORKED MEDIA. CHAPTERXXI MODIFICATION OFLEAMING OBJECTS FOR NESB STUDENTS 428 CHRISTINA GITSAKI, THE UNIVERSITY OLQUEENSLAND, AUSTRALIA DUE TO THE INCREASINGLY DIVERSE STUDENT POPULATION IN MULTICULTURAL NATIONS SUCH AS AUSTRALIA, THE V.S., CANADA, AND THE UK, EDUCATORS ARE FACED WITH THE CHALLENGE OF HOW TO BEST MEET THE NEEDS OF STUDENTS WITH LIMITED ENGLISH PROFICIENCY WITHOUT WATERING-DOWN THE CURRICULUM. THE USE OF EDUCATIONAL DIGITAL RESOURCES IS ONE WAY OF ENHANCING NON-ENGLISH SPEAKING BACKGROUND (NESB) STUDENTS ACADEMIC SKILLS AND UNDERSTANDINGS, BUT WITHOUT EXPLICIT ENGLISH AS A SECOND LANGUAGE (ESL) SUPPORT INTEGRATED INTO THESE RESOURCES THE BENEFITS FOR NESB STUDENTS ARE LIMITED. THIS CHAPTER DOCUMENTS A STUDY OFTHE CONTENT AND FORMAT OF A NUMBER OF LEAMING OBJECTS DESIGNED BY THE LE@AMING FEDERATION IN AN ATTEMPT TO EXPLORE HOW SPECIFIC LEAMING OBJECTS CAN BE MODIFIED TO ADDRESS THE LANGUAGE NEEDS OFNESB STUDENTS AND UNLOCK THE VALUE OFTHEIR CONTENT. DESIGN GUIDELINES FOR ESL ADAPTATION OF DIGITALLEAMING CONTENT ARE PROVIDED BASED ON CURRENT RESEARCH AND SECOND LANGUAGE ACQUISITION (SLA) PRINCIPLES. CHAPTER XXII LEAMING OBJECTS, LEAMING TASKS, AND HANDHELDS 451 DANIEL CHURCHILL, THE UNIVERSITY 01 HONG KONG, HONG KONG JOHN GORDON HEDBERG, MACQUARIE UNIVERSITY, AUSTRALIA THE MAIN IDEA BEHIND LEAMING OBJECTS IS THAT THEY ARE TO EXIST AS DIGITAL RESOURCES SEPARATED FROM THE LEAMING TASK IN WHICH IT IS USED.THIS ALLOWS A LEAMING OBJECT TO BE REUSED WITH DIFFERENT LEAMING TASKS. HOWEVER, NOT ALLIEARNING OBJECTS OPERATE IN SIMILAR WAYS, NEITHER ARE ALLIEARNING TASKS THE SAME, AND THIS EXPOSES THE PROBLEM THAT CURRENT RECOMMENDATIONS FROM LITERATURE FAH TO LINK LEARNING OBJECTS AND THEIR REUSE IN VARIED LEAMING TASKS. IN THIS CHAPTER, WE EXPLORE DEFINITIONS OF LEAMING OBJECTS AND LEAMING TASKS. WE ALSO SUGGEST THAT APPROPRIATE MATCHES WOULD LEAD TO MORE EFFECTIVE PEDAGOGICAL APPLICATIONS THAT CAN BE USED AS SET OF RECOMMENDATIONS FOR DESIGNERS OF LEARNING OBJECTS AND TEACHERS WHO PLAN LEARNING TASKS AND SELECT LEARNING OBJECTS FOR STUDENT LEAMING ACTIVITIES. IN ADDITION, WE DISCUSS APPLICA- TIONS OF LEARNING OBJECTS DELIVERED BY EMERGING TECHNOLOGIES WH ICH MAY CHANGE HOW DIGITAL RESOURCES ARE ACCESSED AND USED BY STUDENTS IN AND OUT OF CLASSROOMS. CHAPTER XXIII TECHNOLOGY, CURRICULUM, AND PEDAGOGY IN THE EVALUATION OF AN ONLINE CONTENT PROGRAM IN AUSTRALASIA 470 PETER FREEBODY, THE UNIVERSITY OF SYDNEY, AUSTRALIA SANDY MUSPRATT, GRIJJITH UNIVERSITY, AUSTRALIA DAVID MERAE, EDUEATIONAL CONSULTANT, MELBOURNE, AUSTRALIA THE QUESTION ADDRESSED IN THIS CHAPTER IS: WHAT IS THE EVIDENCE FOR THE EFFECTS OF ONLINE PROGRAMS OF LEAMING OBJECTS (HENCEFORTH LOS) ON MOTIVATION AND LEAMING? MUCH OFTHE RESEARCH AVAILABLE ON ICTS GENERALLY YIELDS SHORT-TERM OR AMBIGUOUS FINDINGS, WITH RECOMMENDATIONS. THAT CENTRE ON THE NEED FOR MORE ATTENTION TO THEORIZING AND DOCUMENTING: * HOW ICTS CAN BE LOCATED WITHIN SEQUENCES OF CURRICULAR LEAMING; * THE KINDS OFLEAMING THAT NEW ICTS OFFER (FACTUAL, CONCEPTUAL, APPLICATION, AND TRANSFER); AND * THE WAYS IN WHICH EXISTING PEDAGOGIES AND USES OFICTS BOTH ADAPT TO AND TRANSFORM ONE ANOTHER. THIS CHAPTER AIMS TO ADVANCE DISCUSSION OF THESE ISSUES BY SUMMARIZING ONGOING EVALUATIONS OF A LARGE-SCALE NATIONAL PROGRAM OF ONLINE LOS ACROSS KEY CURRICULUM AREAS, DRAWING ON SURVEY AND INTERVIEW DATA AND A FIELD EXPERIMENT IN WHICH THE EFFECTS OF EXPOSURE TO LOS ON LEAMING OUTCOMES IN MATHEMATICS ARE DOCUMENTED. CHAPTER XXIV EFFECTIVE USE OFLEAMING OBJECTS IN CLASS ENVIRONMENTS. 493 DAVID LAKE, JAMES COOK UNIVERSITY, AUSTRALIA KATE LOWE, MURDOEH UNIVERSITY, AUSTRALIA ROB PHILLIPS, MURDOEH UNIVERSITY, AUSTRALIA RIEK CUMMINGS, MURDOEH UNIVERSITY, AUSTRALIA RENATO SCHIBEEI, MURDOEH UNIVERSITY, AUSTRALIA THIS CHAPTER PROVIDES A MODEL TO ANALYSE THE EFFECTIVENESS AND EFFICIENCY OF LEAMING OBJECTS BEING USED IN PRIMARY AND SECONDARY SCHOOLS BY CONSIDERING THEIR PLACE WITHIN THAT EDUCATIONAL ENVIRONMENT, PAYING PARTICULAR ATTENTION TO THE MANNER IN WHICH THEY, LIKE ANY RESOURCE, CAN AID OR OCCLUDE PRODUCTIVE INTERAETIONS BETWEEN TEAEHERS AND STUDENTS. IT DRAWS FROM A STUDY OF AUSTRALIAN AND NEW ZEALAND SEHOOLS THAT PILOTED THE FIRST RELEASE OF LEAMING OBJEETS FROM THE LE@MING FEDERATION. THE EHAPTER EONSIDERS THE PLACE OFLEAMING OBJEETS WITHIN THE OVERALL SYSTEMIE SCHOOL ENVIRONMENT, AND IN THIS ENVIRONMENT, EXAMINES THE INDIVIDUAL CLASSROOM AS THE EOMBINATION OFTENSIONS BETWEEN THE TEAEHER S NEEDS, THE STU- DENTS NEEDS, AND THE POTENTIAL AVAILABLE WITHIN THE EXISTING INFRASTRUETURE. WITHIN THIS FRAMEWORK, THE EHAPTER DISEUSSES THE WAYS IN WHIEH THESE THREE COMPONENTS INTERAET DURING TEAEHER SELECTION OFLEAMING OBJECTS, STUDENTS AECESSION OFLEAMING OBJEETS IN THE CLASSROOM, AND THE USE OFTHE LEAMING OBJECTS BY STUDENTS. IT EONELUDES BY SUGGESTING HOW STUDENTS EONSTRUETION OFKNOWLEDGE EAN BE ENHANEED THROUGH MERGING THE CAPABILITIES OFTHE RESOUREE WITH THE NEEDS OF STUDENTS AND TEAEHERS. CHAPTERXXV A EUROPEAN EVALUATION OF THE PROMISES OF LOS 515 ROBERT MECORMIEK, THE OPEN UNIVERSITY, UK TOMI JAAKKOLA, UNIVERSITY OFTURKU, FINLAND SAMI NURMI, UNIVERSITY OFTURKU, FINLAND MOST STUDIES ON REUSABLE DIGITALLEARNING MATERIALS, LEAMING OBJECTS (LOS), RELATE TO THEIR USE IN UNI- VERSITIES. FEW EMPIRICAL STUDIES EXIST TO EXPLORE THE IMPACT OFLOS ON PEDAGOGY, ESPECIALLY IN SCHOOLS. THIS CHAPTER PROVIDES EVIDENCE FROM AN EVALUATION OF THE USE OF LOS IN SCHOOLS. THE EVIDENCE IS FROM AN EU-FUNDED PROJECT CONTEXT E-LEARNING WITH BROADBAND TECHNOLOGIES, INVOLVING 500 SCHOOLS IN SIX COUNTRIES ACROSS EUROPE, TO EXAMINE THE IMPACT OF LOS ON PEDAGOGY. IT BROUGHT TOGETHER PRODUCERS AND USERS TO TRY OUT TECHNICALLY AND PEDAGOGICALLY SOUND WAYS OF PRODUCING, MAKING AVAILABLE THROUGH A PORTAL, AND USING LOS. THIS CHAPTER REPORTS DATA FROM BOTH QUANTITATIVE AND QUALITATIVE STUDIES CONDUCTED DURING 2004, INCLUDING: ONLINE SURVEYS (OF ALL THE TEACHERS INVOLVED), ROUTINE DATA FROM THE PORTAL, SEMI- STRUCTURED INTERVIEWS IN 40 SCHOOLS IN ALL SIX COUNTRIES, EXPERIMENTAL STUDIES IN ONE OF THESE COUNTRIES AND 13 C1ASSROOM CASE STUDIES IN FOUR OF THEM. CHAPTER XXVI INSTRUCTIONAL EFFECTIVENESS OF LEARNING OBJECTS 532 TOMI JAAKKOLA, UNIVERSITY OLTURKU, FINLAND SAMI NURMI, UNIVERSITY 01 TURKU, FINLAND THERE HAS BEEN A CLEAR LACK OFRIGOROUS EMPIRICAL EVIDENCE ON THE EFFECTIVENESS OFLEARNING OBJECTS (LOS) IN EDUCATION. THIS CHAPTER REPORTS THE RESULTS OFFOUR EXPERIMENTAL STUDIES THAT INVESTIGATED THE EFFECTIVE- NESS OF DRILL-AND-PRACTICE AND SIMULATION-TYPE LOS INCOMPARISON TO MORE TRADITIONAL TEACHING METHODS. RESULTS SUGGEST THAT A SIMULATION LO THAT WORKS AS A TOOL TO SUPPORT STUDENTS EXPLORATION PROCESS CAN BE ESPECIALLY HELPFUL TO STUDENTS INQUIRY LEAMING,BUT DRILL-AND-PRACTICE LOS ARE LESS EFFECTIVE THAN TRADITIONAL TEACHING METHODS IN PROCEDURAL LEARNING. FINDINGS ALSO STRONGLY SUGGEST THAT WE SHOULD NOT SEE LOS AND TRADITIONAL METHODS AS RIVALS BUT AS BEING COMPLEMENTARY TO ONE ANOTHER. THE AUTHORS HOPE THAT THE RESULTS CAN INFORM TEACHERS, ;NSTRUCTIONAL DESIGNERS, AND CONTENT PRODUCERS AS TO WHAT ASPECTS THEY SHOULD CONSIDER WHEN DESIGNING AND IMPLEMENTING LOS IN DIFFERENT EDUCATIONAL CONTEXTS. CHAPTER XXVSS EVALUATING LARGE-SCALE EUROPEAN LO PRODUCTION, DISTRIBUTION, AND USE 553 ROBERT MCCORMICK, THE OPEN UNIVERSITY, UK THIS CHAPTER WILL EXAMINE THE APPROACH TAKEN IN THE EVALUATION OF A LARGE-SCALE FEASIBILITY TRIAL OF THE PRODUCTION, DISTRIBUTION, AND USE OF LEAMING OBJECTS (LOS). THIS WAS CARRIED OUT BY PARTNERS IN SEVERAL COUNTRIES OF EUROPE AS PART OF THE CONTEXT E-LEARNING WITH BROADBAND TECHNOLOGIES (CELEBRATE) PROJECT, COORDINATED BY EUROPEAN SCHOOLNET. THE PROJECT PRODUCED A LARGE NUMBER OFLOS AND INVOLVED LINKING UP COMMERCIAL AND MINISTRY PRODUCERS OF LOS TO MAKE AVAILABLE THEIR PRODUCTS TO TEACHERS IN SIX COUNTRIES. THE CHAPTER EXAMINES WHAT IT MEANS TO EVALUATE LEARNING OBJECTS, GIVEN THAT THEY ARE BOTH PARTICULAR OBJECTS AND A GENERAL IDEA, ESPECIALLY IMPORTANT GIVEN THE DEARTH OF EMPIRICAL STUDIES OFTHE USE OF LOS. IT THEN GOES ON TO EXPLORE THE WAY THIS WAS TACKLED STRATEGICALLY AND TACTICALLY, HEARING IN MIND A EUROPEAN CONTEXT OF DISTRIBUTED LOCATIONS, DIFFERENT LANGUAGES AND EDUCATION SYSTEMS. CHAPTER XXVSSI COLLABORATIVE ARGUMENTATION IN LEARNING RESOURCE EVALUATION 574 JOHN C. NESBIT, SIMON FRASER UNIVERSITY, CANADA TRACEY L. LEACOCK, SIMON FRASER UNIVERSITY, CANADA LEARNING OBJECT REVIEW INSTRUMENT (LORI) IS AN EVALUATION FRAMEWORK DESIGNED TO SUPPORT COLLABORATIVE CRITIQUE OFMULTIMEDIA LEARNING RESOURCES. IN THIS CHAPTER, THE INTERACTIONS AMONG REVIEWERS USING LORI ARE FRAMED AS A FORM OF COLLABORATIVE ARGUMENTATION. RESEARCH ON COLLABORATIVE EVALUATION OF LEARNING RESOURCES HAS FOUND THAT REVIEWERS QUALITY RATINGS TEND TO CONVERGE AS A RESULT OFTHEIR INTERACTIONS. ALSO, NOVICE INSTRUCTIONAL DESIGNERS HAVE REPORTED THAT COLLABORATIVE EVALUATION IS VALUABLE PREPARATION FOR UNDERTAKING RESOURCE DESIGN PROJECTS. THE AUTHORS REASON THAT COLLABORATIVE EVALUATION IS EFFECTIVE AS A PROFESSIONAL DEVELOPMENT METHOD TO THE DEGREE THAT IT SUSTAINS ARGUMENTATION ABOUT THE APPLICATION OF EVIDENCE-BASED DESIGN PRINCIPLES. CBAPTER XXIX FOR THE ULTIMATE ACCESSIBILITY AND REUSABILITY 589 PHILIPPE MARTIN, GRIFFITH UNIVERSITY, AUSTRALIA MICHEL EBOUEYA, UNIVERSITY OF LA ROCHELLE, FRANCE THIS CHAPTER FIRST ARGUES THAT CURRENT APPROACHES FOR SHARING AND RETRIEVING LEARNING OBJECTS OR ANY OTHER KINDS OF INFORMATION ARE NOT EFFICIENT OR SCALABLE, ESSENTIALLY BECAUSE ALMOST ALL OF THESE APPROACHES ARE BASED ON THE MANUAL OR AUTOMATIC INDEXATION OR MERGE OF INDEPENDENTLY CREATED FORMAL OR INFORMAL RESOURCES. IT THEN SHOWS THAT TIGHTLY INTERCONNECTED COLLABORATIVELY UPDATED FORMAL OR SEMIFORMALLARGE KNOWLEDGE BASES (SEMANTIC NETWORKS) CAN, SHOULD, AND PROBABLY WILL, BE USED AS A SHARED MEDIUM FOR THE TASKS OF RESEARCHING, PUBLISHING, TEACHING, LEARNING, EVALUATING, OR COLLABORATING, AND THUS EASE OR COMPLEMENT TRADITIONAL METHODS SUCH AS FACE-TO- FACE TEACHING AND DOCUMENT PUBLISHING. TO TEST AND SUP- PORT THESE CLAIMS THE AUTHORS HAVE IMPLEMENTED THEIR IDEAS INTO A KNOWLEDGE SERVER NAMED WEBKB-2 AND BEGUN REPRESENTING THEIR RESEARCH DOMAIN AND SEVERAL COURSES AT THEIR UNIVERSITIES. THE SAME UNDERLYING TECHNIQUES COULD BE APPLIED TO A SEMANTIC/LEARNING GRID OR PEER-TO-PEER NETWORK. CHAPTERXXX A NEEDS ANALYSIS FRAMEWORK FOR THE DESIGN OFDIGITAL REPOSITORIES IN HIGHER EDUCATION 607 SUE BENNETT, UNIVERSITY OF WOLLONGONG, AUSTRALIA DOMINIQUE PARRISH, UNIVERSITY OFWOLLONGONG, AUSTRALIA GERALDINE LEFOE, UNIVERSITY OFWOLLONGONG, AUSTRALIA MEG 0 REILLY, SOUTHERN CROSS UNIVERSITY, AUSTRALIA MIKE KEPPELL, CHARLES STURT UNIVERSITY, AUSTRALIA ROBYN PHILIP, UNIVERSITY OFSYDNEY, AUSTRALIA AS THE NOTION OF LEARNING OBJECTS HAS GROWN IN POPULARITY, SO TOO HAS INTEREST IN HOW THEY SHOULD BE STORED TO PROMOTE ACCESS AND REUSABILITY. A KEY CHALLENGE TO ALL REPOSITORY PROJECTS IS TO UNDERSTAND THE VARIOUS MOTIVATIONS AND NEEDS TO THOSE WISHING TO CONTRIBUTE TO AND ACCESS THE COLLECTION. TO DATE THERE HAS BEEN CONSIDERABLE ATTENTION GIVEN TO TECHNICAL ISSUES OFREPOSITORIES, WITH MUCH LESS CONSIDERATION OFHOW TO ATTEND TO THE NEEDS OF THOSE WHO WILL USE THEM. THIS CHAPTER PRESENTS A NEEDS ANALYSIS FRAMEWORK THAT WAS DEVELOPED TO GUIDE THE DESIGN OF A NEW REPOSITORY CURRENTLY BEING CREATED FOR THE AUSTRALIAN HIGHER EDUCATION SECTOR, THE CARRICK EXCHANGE. THE PROJECT TO DEVELOP THE FRAMEWORK IS DESCRIBED, OUTLINING THE FINDINGS FROM ANALYSIS OF LITERATURE AND EXISTING REPOSITORIES, WITH INPUT FROM A SURVEY OF POTENTIAL USERS. THE PURPOSE OFTHE FRAMEWORK WAS TO DISTIL KEY ISSUES THAT SHOULD BE CONSIDERED IN THE DESIGN OF THE REPOSITORY AND WE OFFER IT HERE AS AN ANALYTICAL TOOL THAT COULD BE APPLIED BY OTHERS. CHAPTER XXXI COSTS AND SUSTAINABILITY OF LEAMING OBJECT REPOSITORIES , 629 WIL/IAM BRAMB/E, UNIVERSITY O/NEW MEXICO, USA MARIYA PACHMAN, UNIVERSITY 0/ NEW MEXICO, USA REUSABLE LEAMING OBJECTS (LOS) CONSTITUTE A PROMISING APPROACH TO THE DEVELOPMENT OF EASILY ACCESSIBLE, TECHNOLOGICALLY SOUND, AND CURRICULUM ALIGNED LEAMING RESOURCES. MANY RESEARCH FORUMS AND SCHOL- ARLY ARTICLES HAVE FOCUSED ON THE REUSABILITY OF LEAMING OBJECTS, METADATA, AND CONTEXT ISSUES, BUT FEW SOURCES DESCRIBE THE ECONOMIC CHALLENGES INVOLVED IN IMPLEMENTING AND SUSTAINING AN LO REPOSITORY. WHAT ARE THE COSTS OF ESTABLISHING AND MAINTAINING A LO REPOSITORY? SHOULD FUNDING FOR ESTABLISHING AND MAINTAINING LO REPOSITORIES COME FROM INSTITUTIONAL RESOURCES, CONSORTIUM FEES, GRANT MONEY, LO SALES, OR OTHER SOUREES? TO ANSWER THESE QUESTIONS, WE CONSIDER A VARIETY OFLO COST FACTORS. WE LOOK AT ECONOM IC MODELS USED IN DISTANCE EDUCATION TO SEE WHAT THEY CAN TELL US ABOUT LO ECONOMIES. WE DISCUSS THE RELATIONSHIP OF FUNDING APPROACHES AND OPERATIONAL SCOPE (OF A LO SYSTEM) THROUGH CONSIDERING A FUNDING MATRIX THAT DESCRIBES POSSIBLE FUNDING APPROACHES. WE DISCUSS SEVERAL EMERGING TRENDS THAT MAY CONTRIBUTE TO THE FUTURE OF LEAMING RESOURCES FROM AN ECONOMIC PERSPECTIVE. LASTLY, WE PROVIDE SEVERAL PRACTICAL RECOMMENDATIONS FOR FUNDING LO REPOSITORIES. IN CONCLUSION, WE HIGHLIGHT DEVELOPMENTAL FAC- TORS FOR LO REPOSITORIES AS THEY RELATE TO THE SCOPE OF OPERATION AND FUNDING METHODS. SEETION 111 INTEGRATION CHAPTER XXXII A LEAMING DESIGN TO TEACH SCIENTIFIC INQUIRY 652 KRISTINE ELLIOTT, THE UNIVERSITY 0/ ME/BOUME, AUSTRA/IA KEVIN SWEENEY, THE UNIVERSITY 0/ ME/BOUME, AUSTRA/IA HE/EN IRVING, MONASH UNIVERSITY, AUSTRA/IA THIS CHAPTER REPORTS THE AUTHORS EXPERIENCES OF DEVELOPING A LEARNING DESIGN TO TEACH SCIENTIFIC IN- QUIRY, OF INTEGRATING THE LEARNING DESIGN WITH LEAMING OBJECTS TO CREATE ONLINE INQUIRY PROJECTS, AND OF INVESTIGATING STUDENT ATTITUDES FOLLOWING IMPLEMENTATION IN SECOND YEAR BIOCHEMISTRY UNITS AT A MAJOR AUSTRALIAN UNIVERSITY. WE DISCUSS CONSTRUCTIVISM, PROBLEM BASED LEAMING (PBL), AND INQUIRY LEARNING AS THE PHILOSOPHICAL AND PEDAGOGICAL APPROACHES INFORMING THE LEAMING DESIGN, AND HIGHLIGHT HOW CRITICAL COMPONENTS OF EACH APPROACH WERE TRANSFORMED INTO A LEAMING DESIGN. WE SPECIFY THE LEAMING DESIGN AND HIGHLIGHT ITS IMPORTANT FEATURES. THE CLAIMED EFFICIENCIES OFTHE LEARNING OBJECT APPROACH WERE EVALU- ATED DURING THE DEVELOPMENT PHASE. OUTCOMES REPORTED HERE INDICATE THAT REUSE WAS MOST COST EFFECTIVE IF MANY, ELABORATE LEAMING OBJECTS WERE REUSED. LITTLE BENEFIT WAS GAINED BY THE REUSE OF MANY, SIMPLE LEARNING OBJECTS. FINALLY, STUDENT PERCEPTIONS INDICATE BENEFITS FROM THE INQUIRY PROJECTS THAT WARRANT THEIR INCLUSION IN A TRADITIONAL TEACHER-CENTRED COURSE. CHAPTER XXXIII ADAPTING PROBLEM-BASED LEARNING TO AN ONLINE LEAMING ENVIRONMENT 676 LISA LOBRY DE BRUYN, UNIVERSITY O/NEW ENG/AND, AUSTRA/IA THIS CHAPTER EXPLORES THROUGH A CASE STUDY APPROACH OF A TERTIARY-IEVEL UNIT ON LAND ASSESSMENT FOR SUSTAINABLE USE THE CONNECTIONS BETWEEN THREE KEY ELEMENTS OF LEAMING-IEARNING OUTCOMES, LEAMING DESIGN AND LEARNING OBJECTS-IN THE CONTEXT OF PROBLEM BASED LEAMING CONDUCTED IN AN ONLINE ENVIRONMENT. AT THE HEART OF LEARNING IS THE ACHIEVEMENT OF LEAMING OUTCOMES GUIDED PEDAGOGICALLY BY THE LEAM- ING DESIGN ( HEAD ) WITH THE SUPPORT OF WELL-DESIGNED, PEDAGOGICALLY-SOUND LEARNING OBJECTS ( HANDS ). ALL THE STUDENTS PARTICIPATING IN THIS CASE STUDY WERE UNDERTAKING THE UNIT AS OFF-CAMPUS OR DISTANCE STUDENTS, EITHER AT UNDER- OR POST-GRADUATE LEVEL. THIS CHAPTER DEFINES THE USE OF LEAMING OBJECTS AND LEAMING DESIGN IN A PROBLEM BASED LEARNING CONTEXT. PRIMARY EVIDENCE IS PRESENTED TO DEMONSTRATE THE EFFECTIVENESS OFTHE PROBLEM BASED LEAMING DESIGN AND INTEGRATED LEARNING OBJECTS IN FACILITATING LEAM- ING OUTCOMES WHEN STUDENTS COMMUNICATED ONLINE ON DISCUSSION BOARDS WITHIN A COURSE MANAGEMENT SYSTEM (WEBET) UNDER TWO CIRCUMSTANCES: ONE, AS A COLLECTIVE GROUP (2001-2003) BEFORE FACE-TO-FACE INSTRUCTION AND PRACTICE IN PROBLEM BASED LEAMING; AND TWO, IN SMALL GROUPS (2004-2006) AFTER RECEIVING FACE-TO-FACE INSTRUCTION AND PRACTICE IN PROBLEM BASED LEARNING. IMPROVED STUDENT PARTICIPATION RATES AND QUANTITY AND QUALITY OF ONLINE STUDENT INTERACTIONS ON DISCUSSION BOARDS SEEMED TO BE THE CONSEQUENCE OF EARLY SCAFFOLDING OF STUDENT LEAMING THROUGH FACE-TO-FACE INSTRUCTION AND PRACTICE IN THE PROBLEM- BASED LEARNING ACTIVITY, AS WEIL AS WORKING IN SMALL PEER GROUPS FOR SUBSEQUENT DISCUSSION BOARD ACTIVITY. OVERALL THERE SEEMED TO BE IMPROVED STUDENT COMPREHENSION OF AND INTERACTION WITH THE LEAMING DESIGN AND LEARNING OBJECTS IN THE SMALL GROUP EXPERIENCE OFTHE PROBLEM BASED LEAMING ACTIVITY, WH ICH RESULTED IN A MORE FULFILLING AND ROBUST FORM OF LEAMING. CHAPTER XXXIV LEARNING OBJECTS AND GENERATIVE LEARNING FOR HIGHER ORDER THINKING 702 TAN WEE CHUEN, CENTRE FOR INNOVATIVE IN TEACHING & LEARNING SOUTHERN COLLEGE, MALAYSIA BAHARUDDIN ARIS, UNIVERSITI TEKNOLOGI MALAYSIA, MALAYSIA MOHD SALLEH ABU, UNIVERSITI TEKNOLOGI MALAYSIA, MALAYSIA THIS CHAPTER AIMS TO GUIDE THE READERS THROUGH THE DESIGN AND DEVELOPMENT OF A PROTOTYPE WEB-BASED LEAMING SYSTEM BASED ON THE INTEGRATION OFLEARNING OBJECTS WITH THE PRINCIPLES OF GENERATIVE LEAMING TO IMPROVE HIGHER ORDER THINKING SKILLS. THE CHAPTER DESCRIBED THE IN WHICH THE CONCEPTUAL MODEL IS CALLED GENERATIVE LEARNING OBJECT ORGANIZER AND THINKING TASKS (GLOOTT). THE MODEL MAKES USE OFLEAM- ING OBJECTS WH ICH WAS USED TO DESIGN AND BUILD AIN IMPROVING HIGHER ORDER THINKING SKILLS (HOTS) IN A PEDAGOGICAL DESIGN OFWEB-BASED LEARNING SYSTEM. THE MODEL ALSO INCORPORATES MULTI-FACETED LEAMING APPROACHES THAT INCLUDE REUSABLE LEAMING OBJECTS, GENERATIVE LEAMING, ESSENTIAL COMPONENTS OF HOTS AND TECHNOLOGY-SUPPORTED LEARNING ENVIRONMENTS. AT THE END OF THE CHAPTER, THE AUTHORS THEN DESCRIBE HOW THE EFFECTIVENESS OF THE WEB-BASED LEAMING SYSTEM WILL BE DISCUSSED AS WEIL AS EVALUATED AND REFLECTS ON THE IMPORTANCE OF THE FINDINGS MORE GENERALLY. CHAPTER XXXV APPLYING LEARNING OBJECT LIBRARIES IN K-12 SETTINGS 723 SEBASTIAN FOTI, UNIVERSITY OFNORTH FLORIDA, USA THE AUTHOR DESCRIBES THE WORK OF DR. MARY BUDD ROWE AND THE ESTABLISHMENT OF AN EARLY LEAMING OB- JECT DATABASES. EXTENSIVE TRAINING WITH K-12 EDUCATORS LEFT TWO LINGERING ISSUES ABOUT LEAMING OBJECT LIBRARY IMPLEMENTATION: THE QUESTION OF GRANULARITY, AND THE PERCEPTUAL CHASM BETWEEN DEVELOPERS OF LEAMING OBJECT LIBRARIES AND THE PRACTITIONERS WHO WILL ULTIMATELY RETRIEVE THE OBJECTS. AN EXAMINATION OF DR. ROWE S PROJECTS, INCLUDING SCIENCE HELPER K-8, CULTURE & TECHNOLOGY, AND ENHANCED SCIENCE HELPER PROVIDES INSIGHT INTO POSSIBLE BARRIERS TO SUCCESS WHEN TEACHERS USE LEAMING OBJECT IIBRARIES AS A TOOL FOR LESSON PLANNING. AN INTELLIGENT LESSON-PLANNING TOOL THAT POPULATES A STUDENT-CENTERED LEAMING ENVIRONMENT IS PROPOSED AS A POSSIBLE SOLUTION TO OVERCOME SUCH BARRIERS. CBAPTER XXXVI GUIDELINES FOR DEVELOPING LEAMING OBJECT REPOSITORIES 744 L. K CURDA, UNIVERSITY 0/ WEST FLORIDA, USA MELISSA A. KELLY, UNIVERSITY 0/ ILLINOIS AT CHICAGO, USA WE PRESENT GUIDELINES FOR DESIGNING AND DEVELOPING A REPOSITORY FOR THE STORAGE AND EXCHANGE OF IN- STRUCTIONAL RESOURCES, AS WEIL AS CONSIDERATIONS FOR THE DEVELOPMENT OFTHE RESOURCES TO BE INCLUDED IN THE REPOSITORY. WE ELABORATE ON THE CONSTRAINTS THAT DESIGN TEAMS MAY TYPICALLY FACE AND THE TRADEOFFS THEY MAKE TO ENSURE THAT USERS UTILIZE THE SYSTEM. TBE GUIDELINES AND DECISION POINTS WE PRESENT CENTER AROUND COMMON ISSUES DISCUSSED IN THE LEAMING OBJECT LITERATURE AS PROBLEMATIC AND SALIENT TO THE DESIGN, DEVELOPMENT, AND IMPLEMENTATION OFLEAMING OBJECTS AND OBJECT REPOSITORIES. THESE THEMES ARE TERMINOL- OGY, GRANULARITY, REUSABILITY, AND OBJECT SHARING. THE GUIDELINES WE PRESENT STERN FROM THE CREATION OF ASS ONLINE SHAREABLE CONTENT SUPPORT SYSTEM FOR FACULTY WITHIN A DEPARTMENT OF EARLY CHILDHOOD EDUCATION. THE TYPES OF ISSUES AND SOLUTIONS WE ILLUMINATE ARE APPLICABLE ACROSS VARIED EDUCATIONAL CONTEXTS AND CONTENT AREAS. CBAPTER XXXVU REUSABILITY OFONLINE ROLE PLAYAS LEAMING OBJECTS OR LEAMING DESIGNS 761 SANDRA WILLS, UNIVERSITY O/WOLLONGONG, AUSTRALIA ANNE MCDOUGALL, UNIVERSITY 0/ MELBOURNE, AUSTRALIA THIS STUDY TRACKS THE UPTAKE OF ONLINE ROLE PLAY IN AUSTRALIA FROM 1990 TO 2006 AND THE AFFORDANCES TO ITS UPTAKE. IT EXAMINES REUSABILITY, AS ONE AFFORDANCE TO UPTAKE, FROM THE PERSPECTIVE OFTWO OFTEN POLAR- IZED CONSTRUCTS: LEARNING OBJECT AND LEAMING DESIGN. THE STUDY TREATS REUSE IN TWO WAYS: REUSE OF AN EXISTING ONLINE ROLE PLAY AND REUSE OF AN ONLINE ROLE PLAYAS THE MODEL FOR ANOTHER ROLE PLAY. TBE FIRST TYPE OF REUSE IMPLIES THE ONLINE ROLE PLAY IS A LEAMING OBJECT AND THE SECOND TYPE IMPLIES THE ONLINE ROLE PLAY DERIVES FROM A LEAMING DESIGN. ONLINE ROLE PLAY CONSISTS OF A SCENARIO AND A SET OF ROLES THAT STUDENTS ADOPT IN ORDER TO COLLABORATIVELY SOLVE A PROBLEM, CREATE SOMETHING, OR EXPLORE AN ISSUE VIA EMAIL OR A COMBINATION OF E-MAIL ANDWEB-BASEDTHREADEDDISCUSSIONFORUM.THIRTY SIX ROLE PLAYS OF THIS TYPE WERE IDENTIFIED IN AUSTRALIAN UNIVERSITIES OF WHICH 80% WERE REUSE OF A LEARNING DESIGN. ONLY THREE EXAMPLES OFROLE PLAYAS A LEAMING OBJECT WERE FOUND, SUGGESTING THAT LEARNING DESIGN IS A USEFUL CONCEPT FOR UNDERSTANDING HOW TO SUPPORT REUSABILITY IN UNIVERSITIES.OTHER AFFORDANCES TO UPTAKE OFROLE PLAY WERE ALSO TRACKED. THIS INDICATED THAT THE CONTRIBUTION OF EDUCATIONAL DEVELOPERS FAR OUTWEIGHED THAT OF ACADEMIC COLLEAGUES, CONFERENCES, JOURNALS AND ENGINES. THE RESULTS HAVE IMPLICATIONS FOR THE WORK PRACTICES OF EDUCATIONAL DEVELOPERS AND FOR MANAGERS OF LEAMING OBJECT. CHAPTER XXXVIII AN ANALYSIS OFLEAMING DESIGNS THAT INTEGRATE PATIENT CASES IN HEALTH PROFESSIONS EDUCATION 777 LORI LOCKYER, UNIVERSITY OFWOLLONGONG, AUSTRALIA LISA KOSTA, UNIVERSITY OFWOLLONGONG, AUSTRALIA SUE BENNETT, UNIVERSITY OFWOLLONGONG, AUSTRALIA HEALTH PROFESSIONAL EDUCATION IS CHANGING TO MEET THE DEMANDS OF A IIMITED WORKFORCE AND A FOCUS ON COMMUNITY-BASED C1INICAL TRAINING. THE CHANGE REQUIRES A FOCUS ON TECHNOLOGY-SUPPORTED LEARNING IN ORDER TO REACH STUDENTS AND TEACHERS WHO ARE SEPARATED BY SIGNIFICANT DISTANCES. THE USE OF PATIENT CASES AS REUSABLE LEAMING OBJECTS HAS RECEIVED CONSIDERABLE ATTENTION IN THE SECTOR AND MANY SUPPORT THE USE OF SUCH RESOURCES, BUT IN ORDER TO DO SO THE CASES MUST BE MEANINGFULLY INTEGRATED INTO THE LEAMING EXPERIENCE. THIS CHAPTER REPORTS THE RESULTS OF AN ANALYTICAL STUDY THAT HAS DEVELOPED EIGHT GENERIC CASE BASED LEAMING DESIGNS CATEGORISED INTO THREE BROAD APPROACHES SUPPORTED BY RESEARCH EVIDENCE FROM THE LITERATURE. THESE LEAMING DESIGNS DOCUMENT COMMON PATTERNS IN CASE BASED LEAMING THAT COULD BE ADAPTED BY TEACHERS AND DESIGNERS TO THE SPECIFIC REQUIREMENTS OF DIFFERENT CONTEXTS. IN C1OSING, THE AUTHORS CONSIDER HOW LEAMING DESIGNS MIGHT BE USED AS A VEHICLE FOR EFFECTIVELY INTEGRATING PATIENT CASES. CHAPTER XXXIX RECONCEPTUALISATION OF LEAMING OBJECTS AS META-SCHEMAS 792 MOHAN CHINNAPPAN, UNIVERSITY OF WOLLONGONG, AUSTRALIA THE SHIFT IN THE WAY WE VISUALISE THE NATURE OF MATHEMATICS AND MATHEMATICS LEARNING HAS PRESENTED EDUCATIONAL TECHNOLOGISTS WITH NEW CHALLENGES IN THE DESIGN OF RICH AND POWERFULLEAMING ENVIRONMENTS. AGAINST THIS BACKGROUND, THE DESIGN AND USE OF LEAMING OBJECTS IN SUPPORTING MEANINGFUL MATHEMATICAL LEARNING ASSUMES INCREASED SIGNIFICANCE. I ARGUE THAT LEARNING OBJECTS NEED TO BE SUFFICIENTLY PLIABLE SUCH THAT BOTH TEACHERS AND LEAMERS COULD ENGAGE IN KNOWLEDGE CONSTRUCTION THAT PROVIDES FURTHER AVENUES FOR GROWTH AND SOPHISTICATION OF MATHEMATICAL SCHEMAS. IN THIS CHAPTER, THE AUTHOR AIMS TO SHOW THE LIMITATIONS OF CURRENT VIEWS ABOUT MATHEMATICALLEAMING OBJECTS AND THE NEED TO RECONCEPTUALISE THESE IN TERMS OF GENERIC META-SCHEMAS. A METASCHEMATIC FRAMEWORK WOULD PROVIDE THE MATHEMATICS COM- MUNITY WITH POWERFUL PEDAGOGICAL TOOLS TO SUPPORT AND ASSESS MATHEMATICS LEARNING. TWO EXAMPLES OF THESE META-SCHEMAS FOR GEOMETRY ARE DESCRIBED. CHAPTERXL DESIGNING LEAMING OBJECTS FOR GENERIC WEB SITES 808 HENK HUIJSER, UNIVERSITY OFSOUTHERN QUEENSLAND, AUSTRALIA THIS CHAPTER PROVIDES AN IN DEPTH DISCUSSION OF THE ISSUES INVOLVED IN INTEGRATING LEAMING DESIGN AND LEARNING OBJECTS INTO GENERIC WEB SITES. IT HAS A DUAL FOCUS AND CONSISTS OFTWO PARTS: THE FIRST PART OUTLINES AND CRITIQUES THE NOTION OFTHE NET GENERATION AND ITS IMPLICATIONS FOR LEAMING DESIGN, WHILE THE SECOND PART IS BASED ON A CASE STUDY OF A GENERIC ACADEMIC LEARNING SUPPORT WEB SITE AND ALLOWS FOR THE TESTING OF SOME OF THE THEORETICAL ASSUMPTIONS ABOUT THE NET GENERATION. INFORMED BY EMPIRICAL RESEARCH, THIS CHAPTER CONCLUDES BY OFFERING SUGGESTIONS ON WAYS TO EXPLOIT CONVERGENT POSSIBILITIES OF INTEGRATING LEARNING DESIGN AND LEARNING OBJECTS IN A WEB ENVIRONMENT, WHILE PAYING CAREFUL ATTENTION TO DIVERGENT CAPABILITIES OF STUDENTS TARGETED IN SUCH AN ENVIRONMENT. CHAPTERXLI STANDARDS FOR LEARNING OBJECTS AND LEAMING DESIGNS 827 MORAG MUNRO, DUBLIN CITY UNIVERSITY, IRE/AND C/AIRE KENNY, DUBLIN CITY UNIVERSITY, IRE/AND E-IEARNING STANDARDS ARE A CONTENTIOUS TOPIC AMONGST EDUCATORS, DESIGNERS AND RESEARCHERS ENGAGED IN THE DEVELOPMENT OF LEARNING OBJECTS AND LEARNING DESIGNS. THERE IS DISAGREEMENT REGARDING THE RELATIVE BENEFITS AND )IMITATIONS OF STANDARDS, WHILE THE RELEVANCE OF STANDARDS TO SOME EDUCATION AND TRAINING CONTEXTS HAS BEEN QUESTIONED. IT MAY BE DIFFICULT FOR DESIGNERS AND EDUCATORS TO BE SURE THAT THEY NEED TO IMPLEMENT STANDARDS, LET ALONE TO CHOOSE THE MOST APPROPRIATE ONE FROM THE PIETHORA AVAILABLE. THIS CHAPTER AIMS TO PROVIDE INDIVIDUALS INVOLVED IN THE DESIGN AND DEVELOPMENT OF LEARNING OBJECTS AND LEARNING DESIGNS WITH A WIDE-RANGING CRITICAL OVERVIEW OF E-LEARNING STANDARDS. IT FIRST TRACES THE EVOLU- TION OF STANDARDS, AND THEN EXAMINES THEIRAPPLICATION IN THE PRESENT DAY. FINALLY, THE CHAPTER CONSIDERS SOME OF TBE LIMITATIONS AND CRITICISMS OF CURRENT STANDARDS, AND SUGGESTS SOME POSSIBLE DIRECTIONS FOR FUTURE DEVELOPMENT. CHAPTER XLII SUPPORTING DECISION MAKING IN USING DESIGN LANGUAGES FOR LEAMING DESIGNS AND LEARNING OBJECTS 851 EDDY BOOT, TNO DEFENCE, SECURITY AND SAFETY, THE NETHER/ANDS LUCA BOT/URI, UNIVERSITA DE//A SVIZZERA ITA/IANAVIA, SWITZER/AND ANDREW S. GIBBONS, BRIGHAM YOUNG UNIVERSITY, USA TODD STUBBS, BRIGHAM YOUNG UNIVERSITY, USA IN DEVELOPING MODEM INSTRUCTIONAL SOFTWARE, LEARNING DESIGNS ARE USED TO FORMALIZE DESCRIPTIONS OF ROLES, ACTIVITIES, CONSTRAINTS, AND SEVERAL OTHER INSTRUCTIONAL DESIGN ASPECTS AND LEARNING OBJECTS ARE USED TO IMPLEMENT THOSE LEARNING DESIGNS IN INSTRUCTIONAL SOFTWARE. CENTRAL IN BOTH CONSTRUCTS IS THE USE OF DESIGN LANGUAGES TO SUPPORT STRUCTURING A DESIGN TASK AND CONCEIVING SOLUTIONS. DUE TO A LACK OF STAN- DARDIZED DESIGN LANGUAGES THAT ARE SHARED BETWEEN DESIGNERS, PRODUCERS, AND OTHER STAKEHOLDERS, THE APPLICATION OFLEARNING DESIGNS AND LEARNING OBJECTS IS OFTEN UNSATISFACTORY FOR THREE REASONS: (A) DIFFERENT INSTRUCTIONAL AND TECHNICAL STRUCTURES ARE OFTEN NOT MEANINGFULLY ORGANIZED; (B) DIFFERENT LEVELS OF DETAIL ARE MIXED TOGETHER; AND (C) DIFFERENT EXPRESSIONS ARE USED IN A NON-STANDARDIZED MANNER. A DECISION MODEL IS INTRODUCED-THE 3D-MODEL-THAT SUPPORTS BETTER SELECTION AND APPLICATION OF DESIGN LANGUAGES. TWO STUDIES SHOW THAT THE 3D-MODEL CONTRIBUTES TO A BETTER INFORMATION TRANSITION BETWEEN INSTRUCTIONAL DESIGNERS AND SOFTWARE PRODUCERS. CHAPTER XLIII PRINCIPLED CONSTRUCTION AND REUSE OFLEAMING DESIGNS 869 GI/HERT PAQUETTE, TE!E-UNIVERSITE, CANADA OLGA MARIFIO, TETE-UNIVERSITE, CANADA KARIN LUNDGREN-CAYROL, TE!E-UNIVERSITE, CANADA MICHEL LEONARD, TE!E-UNIVERSITE, CANADA THIS CHAPTER SUMMARIZES THE WORK ON INSTRUCTIONAL ENGINEERING AND EDUCATIONAL MODELING ACCOMPLISHED SINCE 1992 AT THE LICEF RESEARCH CENTER OFTELE-UNIVERSITE BY THE RESEARCHERS OFTHE CICE RESEARCH CHAIR. RECENT RESULTS ON LEAMING DESIGN MODELING AND LEAMING OBJECTS REUSABILITY PROCESSES ARE THOROUGHLY PRESENTED USING EXAMPLES DRAWN FROM MANY PROJECTS CONDUCTED IN THE LAST 3 YEARS. THESE ARE DISCUSSED TO UNCOVER THE IMPORTANCE OF A PRINCIPLED APPROACH FOR THE MODELING OF LEAMING DESIGN AND THE REUSE OF LEAMING OBJECTS IN TECHNOLOGY ENHANCED LEAMING ENVIRONMENTS. FINALLY, DELIVERY AND DISSEMINATION ISSUES ARE DISCUSSED AND A SUMMARY OF ON-GOING AND FUTURE DIRECTIONS FOR RESEARCH IS PRESENTED.
adam_txt	Table of Contents Foreword .xxx Preface .xxxii Acknowledgment .xxxix Section I Learning Design Chapter I Learning Design Representations to Document, Model, and Share Teaching Practice .1 Shirley Agostinho, University ofWollongong, Australia Chapter Π Representing Models of Practice .20 Isabel Falconer, Glasgow Caledonian University, Scotland Allison Littlejohn, Glasgow Caledonian University, Scotland Chapter III Using the IMS LD Standard to Describe Learning Designs .41 Rob Koper, Open University of The Netherlands, The Netherlands YongwuMiao, Open University of The Netherlands, The Netherlands Chapter IV Opportunities, Achievements, and Prospects for Use of IMS LD .87 David Griffiths, The University of Bolton, UK Oleg Liber, The University of Bolton, UK Chapter V A Critical Perspective on Design Patterns for E-Learning .113 Franca Garzotto, Politécnico dì Milano, Italy Symeon Retalis, University of Piraeus, Greece Chapter VI Using Design Patterns to Support Е -Learning Design .144 Sherri S. Frizell, Prairie View A&M University, USA Roland Hübscher, Bentley College, USA Chapter VII Patterns and Pattern Languages in Educational Design .167 Peter Goodyear, University of Sydney, Australia Dai Fei Yang, University of Sydney, Australia Chapter VIII The Role of Mediating Artefacts in Learning Design .188 Granine Conole, The Open University, UK Chapter IX Activity Theory and the Design of Pedagogic Planning Tools .209 Elizabeth Masterman, University of Oxford, UK Chapter X Developing a Taxonomy for Learning Designs .228 Barry Harper, University of Wollongong, Australia Ron Oliver, Edith Cowan University, Australia Chapter XI Using Expert Reviews to Enhance Learning Designs .243 Carmel McNaught, The Chinese University of Hong Kong, Hong Kong Paul Lam, The Chinese University of Hong Kong, Hong Kong Кіп -Fai Cheng, The Chinese University of Hong Kong, Hong Kong Chapter XII Investigating Prospective Teachers as Learning Design Authors .263 Matthew Kearney, University of Technology, Sydney (UTS), Australia Anne Prescott, University of Technology, Sydney (UTS), Australia Kirsty Young, University of Technology, Sydney (UTS), Australia Chapter XIII Using IMS Learning Design in Educational Situations .282 Paul Hazlewood, Liverpool Hope University, UK Amanda Oddie, Liverpool Hope University, UK Mark Barrett-Baxendale, Liverpool Hope University, UK Chapter XIV Online Role-Based Learning Designs for Teaching Complex Decision Making .295 Robert McLaughlan, University of Technology, Sydney, Australia Denise Kirkpatrick, The Open University, UK Chapter XV Facilitating Learner-Generated Animations with Slowmation .312 Garry Hohan, University ofWollongong, Australia Chapter XVI Representation of Coordination Mechanisms in IMS LD .330 Yongwu Miao, Open University of The Netherlands, The Netherlands Daniel Burgos, Open University of The Netherlands, The Netherlands David Griffiths, The University of Bolton, UK Rob Koper, Open University of The Netherlands, The Netherlands Chapter XVII Modeling Learning Units by Capturing Context with IMS LD .352 Johannes Strobel, Purdue University, USA Gretchen Lowerison, Concordia University, Canada Roger Côté, Concordia University, Canada Philip С Abramì, CSLP, Concordia University, Canada Edward С Bethel, Concordia University, Canada Chapter XVIII Design Guidelines for Collaboration and Participation with Examples from the LN4LD (Learning Network for Learning Design) .373 Daniel Burgos, Open University of The Netherlands, lbe Netherlands Hans G. K. Hummel, Open University of The Netherlands, The Netherlands Colin Tattersall, Open University of The Netherlands, The Netherlands Francis Brouns, Open University of The Netherlands, The Netherlands Rob Koper, Open University of The Netherlands, The Netherlands Section II Learning Objects Chapter XIX The Design of Learning Objects for Pedagogical Impact .391 Tom Boyle, London Metropolitan University, UK Chapter XX Visual Meaning Management for Networked Learning .408 Margaret Turner, University of the Sunshine Coast, Australia Chapter XXI Modification of Learning Objects for NESB Students .428 Christina Gitsaki, The University of Queensland, Australia Chapter XXII Learning Objects, Learning Tasks, and Handhelds .451 Daniel Churchill, The University of Hong Kong, Hong Kong John Gordon Hedberg, Macquarie University, Australia Chapter XXIII Technology, Curriculum, and Pedagogy in the Evaluation of an Online Content Program in Australasia .470 Peter Freebody, The University of Sydney, Australia Sandy Muspratt, Griffith University, Australia DavidMcRae, Educational Consultant, Melbourne, Australia Chapter XXIV Effective Use of Learning Objects in Class Environments .493 David Lake, James Cook University, Australia Kate Lowe, Murdoch University', Australia Rob Phillips, Murdoch University, Australia Rick Cummings, Murdoch University, Australia Renato Schibeci, Murdoch University, Australia Chapter XXV A European Evaluation of the Promises of LOs .515 Robert McCormick, The Open University, UK Tomi Jaakkola, University of Turku, Finland Sami Nurmi, University of Turku, Finland Chapter XXVI Instructional Effectiveness of Learning Objects .532 Tomi Jaakkola, University of Turku, Finland Sami Nurmi, University of Turku, Finland Chapter XXVn Evaluating Large-Scale European LO Production, Distribution, and Use .553 Robert McCormick, The Open University, UK Chapter XXVIII Collaborative Argumentation in Learning Resource Evaluation .574 John C. Nesbit, Simon Fraser University, Canada TraceyL. Leacock, Simon Fraser University, Canada Chapter XXK For the Ultimate Accessibility and Reusability .589 Philippe Martin, Griffith University, Australia Michel Eboueya, University of La Rochelle, France Chapter XXX A Needs Analysis Framework for the Design of Digital Repositories in Higher Education .607 Sue Bennett, University ofWollongong, Australia Dominique Parrish, University ofWollongong, Australia Geraldine Lefoe, University ofWollongong, Australia Meg O 'Reilly, Southern Cross University, Australia Mike Keppell, Charles Sturi University, Australia Robyn Philip, University of Sydney, Australia Chapter XXXI Costs and Sustainability of Learning Object Repositories .629 William Bramble, University of New Mexico, USA Mariya Pachman, University of New Mexico, USA Section Ш Integration Chapter XXXII A Learning Design to Teach Scientific Inquiry .652 Kristine Elliott, The University of Melbourne, Australia Kevin Sweeney, The University of Melbourne, Australia Helen Irving, Monash University, Australia Chapter XXXIII Adapting Problem-Based Learning to an Online Learning Environment .676 Lisa Lobry de Bruyn, University of New England, Australia Chapter XXXIV Learning Objects and Generative Learning for Higher Order Thinking .,.702 Tan Wee Chuen, Centre for Innovative in Teaching & Learning Southern College, Malaysia Baharuddin Aris, Universiti Teknologi Malaysia, Malaysia Mohd Salleh Abu, Universiti Teknologi Malaysia, Malaysia Chapter XXXV Applying Learning Object Libraries in K-i 2 Settings .,.:.723 Sebastian Foti, University of North Florida, USA Chapter XXXVI Guidelines for Developing Learning Object Repositories.,, .744 L. K. Curda, University of West Florida, USA Melissa A. Kełfy, Ułih>ersiiy of Illinois at Chicago, USA Chapter XXXVII Reusability of Online Role Play as Learning Objects or Learning Designs .761 Sandra Wills, University of Wollongong, Australia Anne McDougall, University of Melbourne, Australia Chapter XXXVni An Analysis of Learning Designs that Integrate Patient Cases in Health Professions Education .777 Lori Lockyer, University of Wollongong, Australia Lisa Kosta, University of Wollongong, Australia Sue Bennett, University of Wollongong, Australia Chapter XXXIX Reconceptualisation of Learning Objects as Meta-Schemas .792 Mohan Chinnappan, University of Wollongong, Australia Chapter XL Designing Learning Objects for Generic Web Sites .808 Henk Huijser, University of Southern Queensland, Australia Chapter XLI Standards for Learning Objects and Learning Designs .827 Morag Munro, Dublin City University, Ireland Claire Kenny, Dublin City University, Ireland Chapter XLII Supporting Decision Making in Using Design Languages for Learning Designs and Learning Objects .851 Eddy Boot, TNO Defence, Security and Safety, The Netherlands Luca Botturi, Università della Svizzera italianavia, Switzerland Andrew S. Gibbons, Brigham Young University, USA Todd Stubbs, Brigham Young University, USA Chapter XLIII Principled Construction and Reuse of Learning Designs .869 Gilbert Ρ aquette, Télé-université, Canada Olga Marino, Télé-université, Canada Karin Lundgren-Cayrol, Télé-université, Canada Michel Léonard, Télé-université, Canada TABLE OF CONTENTS FOREWORD XXX PREFACE XXXII ACKNOWLEDGMENT XKXIX SEETION I LEARNING DESIGN CHAPTERI LEAMING DESIGN REPRESENTATIONS TO DOCUMENT, MODEL, AND SHARE TEACHING PRACTICE 1 SHIR/EY AGOSTINHO, UNIVERSITY O/WOLLONGONG, AUSTRA/IA CHAPTERII REPRESENTING MODELS OF PRACTICE 20 ISOBE/ FA/CONER, G/ASGOW CA/EDONIAN UNIVERSITY, SCOT/AND A//ISON LITT/EJOHN, G/ASGOW CA/EDONIAN UNIVERSITY, SCOT/AND CHAPTERIII USING THE IMS LD STANDARD TO DESCRIBE LEAMING DESIGNS 41 ROB KOPER, OPEN UNIVERSITY O/THE NETHER/ANDS, THE NETHER/ANDS YONGWU MIAO, OPEN UNIVERSITY O/THE NETHER/ANDS, THE NETHER/ANDS CHAPTERIV OPPORTUNITIES, ACHIEVEMENTS, AND PROSPECTS FOR USE OFIMS LD 87 DAVID GRIFFITHS, THE UNIVERSITY 0/ BO/TON, UK O/EG LIBER, THE UNIVERSITY 0/ BO/TON, UK CHAPTERV A CRITICAL PERSPECTIVE ON DESIGN PATTERNS FOR E-LEARNING 113 FRANCA GARZOTTO, PO/ITECNICO DI MI/ANO, ITA/Y SYMEON RETALIS, UNIVERSITY 0/ PIRAEUS, GREECE CHAPTERVI USING DESIGN PATTERNS TO SUPPORT E-LEARNING DESIGN 144 SHERRI S. FRIZELL, PRAIRIE VIEW A&M UNIVERSITY, USA ROLAND HUEBSEHER, BENTLEY COLLEGE, USA CHAPTERVLL PATTERNS AND PATTERN LANGUAGES IN EDUCATIONAL DESIGN 167 PETER GOODYEAR, UNIVERSITY OFSYDNEY, AUSTRALIA DAI FEI YANG, UNIVERSITY OFSYDNEY, AUSTRALIA CHAPTERVLLI THE ROLE OFMEDIATINGARTEFACTS IN LEARNING DESIGN 188 GRAINNE CONOLE, THE OPEN UNIVERSITY, UK CHAPTERIX ACTIVITY THEORY AND THE DESIGN OF PEDAGOGIC PLANNING TOOLS 209 ELIZABETH MASTERMAN, UNIVERSITY OF OXFORD, UK CHAPTERX DEVELOPING A TAXONOMY FOR LEARNING DESIGNS 228 BARRY HARPER, UNIVERSITY OFWOLLONGONG, AUSTRALIA RON OLIVER, EDITH COWAN UNIVERSITY, AUSTRALIA CHAPTERXI USING EXPERT REVIEWS TO ENHANCE LEARNING DESIGNS 243 CARMEL MENAUGHT, THE CHINESE UNIVERSITY OF HONG KONG, HONG KONG PAUL LAM, THE CHINESE UNIVERSITY OF HONG KONG, HONG KONG KIN-FAI CHENG, THE CHINESE UNIVERSITY OF HONG KONG, HONG KONG CHAPTERXII INVESTIGATING PROSPECTIVE TEACHERS AS LEARNING DESIGN AUTHORS 263 MATTHEW KEARNEY, UNIVERSITY OFTEEHNOLOGY, SYDNEY (UTS), AUSTRALIA ANNE PRESEOTT, UNIVERSITY OFTEEHNOLOGY, SYDNEY (UTS), AUSTRALIA KIRSTY YOUNG, UNIVERSITY OFTEEHNOLOGY, SYDNEY (UTS), AUSTRALIA CHAPTER XIII USING IMS LEAMING DESIGN IN EDUCATIONAL SITUATIONS 282 PAUL HAZLEWOOD, LIVERPOOL HOPE UNIVERSITY, UK AMANDA ODDIE, LIVERPOOL HOPE UNIVERSITY, UK MARK BARRETT-BAXENDALE, LIVERPOOL HOPE UNIVERSITY, UK CHAPTERXIV ONLINE ROLE-BASED LEARNING DESIGNS FOR TEACHING COMPLEX DECISION MAKING 295 ROBERT MELAUGHLAN, UNIVERSITY OFTEEHNOLOGY, SYDNEY, AUSTRALIA DENISE KIRKPATRIEK, THE OPEN UNIVERSITY, UK CHAPTERXV FACILITATING LEARNER-GENERATED ANIMATIONS WITH SIOWMATION 312 GARRY HOBAN, UNIVERSITY 0/ WOLLONGONG, AUSTRALIA CHAPTERXVI REPRESENTATION OFCOORDINATION MECHANISMS IN IMS LD 330 YONGWU MIAO, OPEN UNIVERSITY O/THE NETHERLANDS, THE NETHERLANDS DANIEL BURGOS, OPEN UNIVERSITY 0/ THE NETHERLANDS, THE NETHERLANDS DAVID GRIFFITHS, THE UNIVERSITY 0/ BOLTON, UK ROB KOPER, OPEN UNIVERSITY O/THE NETHERLANDS, THE NETHERLANDS CHAPTER XVII MODELING LEARNING UNITS BY CAPTURING CONTEXT WITH IMS LD 352 JOHANNES STROBEL, PURDUE UNIVERSITY, USA GRETCHEN LOWERISON, CONCORDIA UNIVERSITY, CANADA ROGER COTE, CONCORDIA UNIVERSITY, CANADA PHILIP C. ABRAMI, CSLP' CONCORDIA UNIVERSITY, CANADA EDWARD C. BETHEL, CONCORDIA UNIVERSITY, CANADA CHAPTER XVIII DESIGN GUIDELINES FOR COLLABORATION AND PARTICIPATION WITH EXAMPLES FROM THE LN4LD (LEARNING NETWORK FOR LEARNING DESIGN) 373 DANIEL BURGOS, OPEN UNIVERSITY 0/ THE NETHERLANDS, THE NETHERLANDS HANS G. K. HUMMEL, OPEN UNIVERSITY" O/THE NETHERLANDS, THE NETHERLANDS COLIN TATTERSALL, OPEN UNIVERSITY O/THE NETHERLANDS, THE NETHERLANDS FRANCIS BROUNS, OPEN UNIVERSITY O/THE NETHERLANDS, THE NETHERLANDS ROB KOPER, OPEN UNIVERSITY O/THE NETHERLANDS, THE NETHERLANDS SECTION 11 LEARNING OBJECTS CHAPTERXIX THE DESIGN OFLEARNING OBJECTS FOR PEDAGOGICALLMPACT. 391 TOM BOYLE, LONDON METROPOLITAN UNIVERSITY, UK CHAPTERXX VISUAL MEANING MANAGEMENT FOR NETWORKED LEARNING 408 MARGARET TURNER, UNIVERSITY O/THE SUNSHINE COAST, AUSTRALIA CHAPTERXXI MODIFICATION OF LEARNING OBJECTS FOR NESB STUDENTS 428 CHRISTINA GITSAKI, THE UNIVERSITY 0/ QUEENSLAND, AUSTRALIA CHAPTER XXII LEARNING OBJECTS, LEARNING TASKS, AND HANDHELDS 451 DANIEL CHURCHILL, THE UNIVERSITY OF HONG KONG, HONG KONG JOHN GORDON HEDBERG, MACQUARIE UNIVERSITY, AUSTRALIA CHAPTER XXIII TECHNOLOGY, CURRICULUM, AND PEDAGOGY IN THE EVALUATION OF AN ONLINE CONTENT PROGRAM IN AUSTRALASIA 470 PETER FREEBODY, THE UNIVERSITY OF SYDNEY, AUSTRALIA SANDY MUSPRATT, GRIFFITH UNIVERSITY, AUSTRALIA DAVID MCRAE, EDUCATIONAL CONSULTANT, MELBOURNE, AUSTRALIA CHAPTER XXIV EFFECTIVE USE OFLEARNING OBJECTS IN CLASS ENVIRONMENTS 493 DAVID LAKE, JAMES COOK UNIVERSITY, AUSTRALIA KATE LOWE, MURDOCH UNIVERSITY, AUSTRALIA ROB PHILLIPS, MURDOCH UNIVERSITY, AUSTRALIA RICK CUMMINGS, MURDOCH UNIVERSITY, AUSTRALIA RENATO SCHIBECI, MURDOCH UNIVERSITY, AUSTRALIA CHAPTERXXV A EUROPEAN EVALUATION OFTHE PROMISES OF LOS 515 ROBERT MCCORMICK, THE OPEN UNIVERSITY, UK TOMI JAAKKOLA, UNIVERSITY OFTURKU, FINLAND SAMI NURMI, UNIVERSITY OFTURKU, FINLAND CHAPTER XXVI INSTRUCTIONAL EFFECTIVENESS OF LEAMING OBJECTS 532 TOMI JAAKKOLA, UNIVERSITY OFTURKU, FINLAND SAMI NURMI, UNIVERSITY OFTURKU, FINLAND CHAPTER XXVII EVALUATING LARGE-SCALE EUROPEAN LO PRODUCTION, DISTRIBUTION, AND USE 553 ROBERT MCCORMICK, THE OPEN UNIVERSITY, UK CHAPTER XXVIII COLLABORATIVE ARGUMENTATION IN LEAMING RESOURCE EVALUATION 574 JOHN C. NESBIT, SIMON FRASER UNIVERSITY, CANADA TRACEY L. LEACOCK, SIMON FRASER UNIVERSITY, CANADA CHAPTER XXIX FOR THE ULTIMATE ACCESSIBILITY AND REUSABILITY 589 PHILIPPE MARTIN, GRIFFITH UNIVERSITY, AUSTRALIA MICHEL EBOUEYA, UNIVERSITY OF LA ROCHELLE, FRANCE CHAPTERXXX A NEEDS ANALYSIS FRAMEWORK FOR THE DESIGN OFDIGITAL REPOSITORIES IN HIGHER EDUCATION 607 SUE BENNETT, UNIVERSITY OFWOLLONGONG, AUSTRALIA DOMINIQUE PARRISH, UNIVERSITY OFWOLLONGONG, AUSTRALIA GERALDINE LEFOE, UNIVERSITY OFWOLLONGONG, AUSTRALIA MEG O'REILLY, SOUTHERN CROSS UNIVERSITY, AUSTRALIA MIKE KEPPELL, CHARLES STURT UNIVERSITY, AUSTRALIA ROBYN PHI/IP, UNIVERSITY OFSYDNEY, AUSTRALIA CHAPTER XXXI COSTS AND SUSTAINABILITY OF LEARNING OBJECT REPOSITORIES 629 WILLIAM BRAMBLE, UNIVERSITY OF NEW MEXICO, USA MARIYA PACHMAN, UNIVERSITY OF NEW MEXICO, USA SECTION M INTEGRATION CHAPTER XXXII A LEARNING DESIGN TO TEACH SCIENTIFIC INQUIRY 652 KRISTINE ELLIOTT, THE UNIVERSITY OF MELBOURNE, AUSTRALIA KEVIN SWEENEY, THE UNIVERSITY OF MELBOURNE, AUSTRALIA HELEN IRVING, MONASH UNIVERSITY, AUSTRALIA CHAPTER XXXIII ADAPTING PROBLEM-BASED LEARNING TO AN ONLINE LEARNING ENVIRONMENT 676 LISA LOBRY DE BRUYN, UNIVERSITY OFNEW ENGLAND, AUSTRALIA CHAPTER XXXIV LEARNING OBJECTS AND GENERATIVE LEARNING FOR HIGHER ORDER THINKING 702 TAN WEE CHUEN, CENTRE FOR INNOVATIVE IN TEACHING & LEARNING SOUTHERN COLLEGE, MALAYSIA BAHARUDDIN ARIS, UNIVERSITI TEKNOLOGI MALAYSIA, MALAYSIA MOHD SALLEH ABU, UNIVERSITI TEKNOLOGI MALAYSIA, MALAYSIA CHAPTER XXXV APPLYING LEARNING OBJECT LIBRARIES IN K-12 SETTINGS 723 SEBASTIAN FOTI, UNIVERSITY OFNORTH FLORIDA, USA CHAPTER XXXVI GUIDELINES FOR DEVELOPING LEARNING OBJECT REPOSITORIES 744 L. K. CURDA, UNIVERSITY OFWEST FLORIDA, USA MELISSA A. KELLY, UNIVERSITY OF ILLINOIS AT CHICAGO, USA CHAPTER XXXVII REUSABILITY OFONLINE ROLE PLAYAS LEAMING OBJECTS OR LEAMING DESIGNS 761 SANDRA WILLS, UNIVERSITY OFWOLLONGONG, AUSTRALIA ANNE MCDOUGALL, UNIVERSITY OF MELBOURNE, AUSTRALIA CHAPTER XXXVIII AN ANALYSIS OF LEAMING DESIGNS THAT INTEGRATE PATIENT CASES IN HEALTH PROFESSIONS EDUCATION 777 LORI LOCKYER, UNIVERSITY OFWOLLONGONG, AUSTRALIA LISA KOSTA, UNIVERSITY OF WOLLONGONG, AUSTRALIA SUE BENNETT, UNIVERSITY OFWOLLONGONG, AUSTRALIA CHAPTER XXXIX RECONCEPTUALISATION OFLEAMING OBJECTS AS META-SCHEMAS 792 MOHAN CHINNAPPAN, UNIVERSITY OFWOLLONGONG, AUSTRALIA CHAPTERXL DESIGNING LEAMING OBJECTS FOR GENERIC WEB SITES 808 HENK HUIJSER, UNIVERSITY OFSOUTHERN QUEENSLAND, AUSTRALIA CHAPTERXLI STANDARDS FOR LEAMING OBJECTS AND LEAMING DESIGNS 827 MORAG MUNRO, DUBLIN CITY UNIVERSITY, IRELAND CLAIRE KENNY, DUBLIN CITY UNIVERSITY, IRELAND CHAPTER XLII SUPPORTING DECISION MAKING IN USING DESIGN LANGUAGES FOR LEAMING DESIGNS AND LEAMING OBJECTS 851 EDDY BOOT, TNO DEFENCE, SECURITY AND SAFETY, THE NETHERLANDS LUCA BOTTURI, UNIVERSITA DELLA SVIZZERA ITALIANAVIA, SWITZERLAND ANDREW S. GIBBONS, BRIGHAM YOUNG UNIVERSITY, USA TODD STUBBS, BRIGHAM YOUNG UNIVERSITY, USA CHAPTER XLIII PRINCIPLED CONSTRUCTION AND REUSE OFLEAMING DESIGNS 869 GILBERT PAQUETTE, TELE-UNIVERSITE, CANADA OLGA MARIIIO, TELE-UNIVERSITE, CANADA KARIN LUNDGREN-CAYROL, TELE-UNIVERSITE, CANADA MICHEL LEONARD, TELE-UNIVERSITE, CANADA DETAILED TABLE OF CONTENTS FOREWORD XXX PREFACE XXXII ACKNOWLEDGMENT , XXXIX SECTION I LEARNING DESIGN CHAPTERI LEAMING DESIGN REPRESENTATIONS TO DOCUMENT, MODEL, AND SHARE TEACHING PRACTICE 1 SHIR/EY AGOSTINHO, UNIVERSITY 0/ WO//ONGONG, AUSTRA/IA THE TERM "LEAMING DESIGN" IS GAINING MOMENTUM IN THE E-LEAMING LITERATURE AS A CONCEPT FOR SUPPORTING ACADEMICS TO MODEL AND SHARE TEACHING PRACTICE. ITS DEFINITION AND COMPOSITION IS EVOLVING AND AS SUCH THERE IS CURRENTLY NO STANDARD MODE OF REPRESENTATION FOR LEAMING DESIGNS IN EDUCATION. INSTEAD THERE ARE SEVERAL EMERGING LEARNING DESIGN REPRESENTATIONS WITH DIFFERENT PERSPECTIVES ABOUT THEIR PURPOSE. TBIS CHAPTER EXPLORES THESE ISSUES AND PRESENTS A SUMMARY OF THE CURRENT DISCOURSE ABOUT LEAMING DESIGNS. THE AIM OFTHIS CHAPTER IS TO ADDRESS A GAP IN THE LITERATURE BY COMPARING AND CONTRASTING SIX LEAMING DESIGN REPRESENTATIONS. TBE CHAPTER DISCUSSES THE RESEARCH CONDUCTED TO DATE ABOUT LEAMING DESIGN REP- RESENTATIONS AND CONCLUDES BY PROPOSING A PATHWAY FOR FURTHER RESEARCH. CHAPTERII REPRESENTING MODELS OF PRACTICE 20 ISOBE/ FA/CONER, G/ASGOW CA/EDONIAN UNIVERSITY, SCOT/AND ALLISON LITT/EJOHN, G/ASGOW CA/EDONIAN UNIVERSITY, SCOT/AND PRACTICE MODELS ARE GENERIC APPROACHES TO THE STRUCTURING AND ORCHESTRATION OF LEAMING ACTIVITIES FOR PEDAGOGIC PURPOSES, INTENDED TO PROMOTE SHARING OF EFFECTIVE E-LEARNING PRACTICE. TBIS CHAPTER SURVEYS THE BACKGROUND TO THE IDEA OF PRACTICE MODELS, AND THEN EXAMINES THE ISSUES SURROUNDING THEIR REPRESENTATION THAT EMERGED FROM THE UK JOINT INFORMATION SYSTEMS COMMITTEE (JISC) FUNDED MOD4L PROJECT. THESE ISSUES ARE ONES OF PURPOSE, DESIGN AS A PROCESS, GRANULARITY, COMMUNITY, AND CHARACTERISATION. IT ANALYSES THE PURPOSE AND THE METAPHOR FOR DESIGN, COUPLED WITH CONSIDERATION OF THE AUDIENCE FOR PRACTICE MODELS, SUGGESTING THAT WHILE GENERIC MODELS ARE USEFUL FOR TECHNICAL DEVELOPERS THEY MAY NOT BE AN EFFECTIVE WAY OF SHARING TEACHING PRACTICE. THE POSSIBILITY THAT A RICH DOMAIN MAP COUPLED WITH COMMUNITY BUILDING ACTIVITIES AND RICHLY CONTEXTUALISED EXEMPLARS MIGHT BE MORE EFFECTIVE IS BRIEFLY DISCUSSED. THE COMPLEX INTERACTIONS OF CHARACTERISTICS OF A DESIGN REPRESENTATION UNDERPIN THE NECESSITY FOR DIFFERENT REPRESENTATIONS TO FULFIL DIFFERENT USER NEEDS. CHAPTER IRR USING THE IMS LD STANDARD TO DESCRIBE LEAMING DESIGNS 41 ROB KOPER, OPEN UNIVERSITY 0/ THE NETHERLANDS, THE NETHERLANDS YONGWU MIAO, OPEN UNIVERSITY O/THE NETHERLANDS, THE NETHERLANDS IMS LEAMING DESIGN (IMSLD) IS AN OPEN STANDARD THAT CAN BE USED TO SPECIFY A WIDE RANGE OF PEDAGOGI- CAI STRATEGIES IN COMPUTER-INTERPRETABLE MODELS. SUCH MODELS THEN CAN BE PLAYED IN ANY LD COMPATIBLE EXECUTION ENVIRONMENT TO SUPPORT TEACHERS AND STUDENTS TO CONDUCT ONLINE TEACHING-LEAMING. THIS CHAPTER INTRODUCES THE BASIC KNOWLEDGE REQUIRED TO EFFECTIVELY USE LD. FIRST OF A11,WE PRESENT FUNDAMENTAL PRIN- CIPLES BEHIND LD. THEN, WE INTRODUCE MAIN CONCEPTS AND THEIR RELATIONS IN LD AND DISCUSS SOME TECHNICAL ISSUES ABOUT HOW TO MAKE A LEAMING DESIGN EXECUTABLE IN A COMPUTER-BASED ENVIRONMENT. FINALLY, HOW TO MODELLEAMING DESIGNS USING LD IS EXPLAINED THROUGH DEMONSTRATING THE WHOLE PROCEDURE TO MODEL A USE CASE IN EXTENSIBLE MARKUP LANGUAGE (XML). WE EXPECT THAT THE READERS OFTHIS CHAPTER CAN APPLY LD TO CREATE SIMPLE LEAMING DESIGNS AND UNDERSTAND LEAMING DESIGNS WITH SOPHISTICATED FEATURES. CHAPTERIV OPPORTUNITIES, ACHIEVEMENTS, AND PROSPECTS FOR USE OFLMS LD 87 DAVID GRIFFITHS, THE UNIVERSITY 0/ BOLTON, UK OLEG LIBER, THE UNIVERSITY 0/ BOLTON, UK THE IMS LD SPECIFICATION IS INTEMA11YCOMPLEXANDHASBEENUSEDINANUMBEROFDIFFERENTWAYS.AS A RESULT, USERS WHO HAVE ABASIE UNDERSTANDING OF THE ROLE OF THE SPECIFICATION IN INTEROPERABILITY MAY NEVERTHELESS FIND IT DIFFICULT TO GET AN OVERVIEW OF THE POTENTIAL OF THE SPECIFICATION, OR TO ASSESS WHAT HAS BEEN ACHIEVED THROUGH ITS USE. THIS CHAPTER SEEKS TO MAKE THE TASK SIMPLER BY ARTICULATING THE MODES OF USE OF THE SPECIFICATION, AND ANALYSING THE WORK CARRIED OUT IN EACH. THE IMS LD SPECIFICATION IS BRIEFLY INTRODUCED. FOUR ASPECTS OFTHE IMS LEAMING DESIGN SPECIFICATION ARE IDENTIFIED AND DESCRIBED: MODELLING LANGUAGE, INTEROPERABILITY SPECIFICATION, MODELLING AND METHODOLOGY, AND INFRASTRUCTURE. THE DIFFERENT OPPORTUNITIES PROVIDED BY EACH MODE OF USE ARE EXPLORED AND THE ACHIEVEMENTS OF WORK SO FAR CARRIED OUT ARE ASSESSED. A NUMBER OF VALUABLE CONTRIBUTIONS ARE IDENTIFIED, BUT THE PRACTICAL AND WIDESPREAD USE OF THE SPECIFICATION TO EXCHANGE LEAMING ACTIVITIES HAS NOT SO FAR BEEN ACHIEVED. THE CHANGING TECHNOLOGICAL AND ORGANISATIONAL ENVIRONMENT IN WHICH IMS LD OPERATES IS DISCUSSED, AND ITS IMPLICATIONS EXPLORED. CONCLUSIONS ARE OFFERED WHICH SUMMARISE ACHIEVEMENTS WITH IMS LD TO DATE, WITH COMMENTS ON PROSPECTS FOR THE FUTURE. CHAPTERV A CRITICAL PERSPECTIVE ON DESIGN PATTERNS FOR E-LEARNING 113 FRANCA GARZOTTO, POLITECNICO DI MILANO, ITALY SYMEON RETALIS, UNIVERSITY OF PIRAEUS, GREECE A DESIGN PATTERN DESCRIBES A PROBLEM WHICH OCCURS OVER AND OVER AGAIN IN OUR ENVIRONMENT, AND THEN DESCRIBES THE CORE OF THE SOLUTION TO THAT PROBLEM, IN SUCH A WAY THAT YOU CAN USE THIS SOLUTION A MILLION TIMES OVER, WITHOUT EVER DOING IT THE SAME WAY TWICE" (ALEXANDER ET AL., 1977). IN THE FIELD OF E-LEARNING, DESIGN PATTERNS ARE FREQUENTLY ADVOCATED AS A POWERFUL WAY OF PROVIDING STRUCTURED, TEACHER-FRIENDLY, TEXTUAL REPRESENTATIONS OF LEARNING DESIGNS, OR OF EXPRESSING THE DESIGN RATIONALE UNDERLYING LEARNING . OBJECTS. THE PURPOSE OFTHIS CHAPTER IS TO LOOK AT E-IEAMING DESIGN PATTERNS FROM A CRITICAL PERSPECTIVE. WE PROVIDE A HISTORICAL, MULTIDISCIPLINARY EXCURSUS OF THE NOTION OF DESIGN PATTERNS. WE PROPOSE A TAXONOMY OF E-IEAMING DESIGN PATTERNS, PROVIDING EXAMPLES IN THE VARIOUS CATEGORIES. FINALLY, WE DISCUSS BOTH THE BENEFITS OF DESIGN PATTERNS FOR E-LEARNING PROFESSIONALS (PARTICULARLY, NOVICE ONES) AND THEIR DRAWBACKS, AND INVESTIGATE HOW SUCH PROS AND CONS MAY AFFECT THE ROLE OF PATTERNS FOR LEARNING DESIGNS. CHAPTERVI USING DESIGN PATTERNS TO SUPPORT E-LEARNING DESIGN 144 SHERRI S. FRIZELL, PRAIRIE VIEW A&M UNIVERSITY, USA ROLAND HUEBSCHER, BENTLEY COLLEGE, USA DESIGN PATTERNS HAVE RECEIVED CONSIDERABLE ATTENTION FOR THEIR POTENTIAL AS A MEANS OF CAPTURING AND . SHARING DESIGN KNOWLEDGE. THIS CHAPTER PROVIDES A REVIEW OF DESIGN PATTERN RESEARCH AND USAGE WITHIN EDUCATION AND OTHER DISCIPLINES, SUMMARIZES THE REPORTED BENEFITS OF THE APPROACH, AND EXAMINES DE- SIGN PATTERNS IN RELATION TO OTHER APPROACHES TO SUPPORTING DESIGN. BUILDING UPON THIS WORK, IT ARGUES THAT DESIGN PATTERNS CAN CAPTURE LEARNING DESIGN KNOWLEDGE FROM THEORIES AND BEST PRACTICES TO SUPPORT NOVICES IN EFFECTIVE E-IEARNING DESIGN. THIS CHAPTER DESCRIBES THE AUTHORS' WORK ON THE DEVELOPMENT OF DESIGNS PATTERNS FOR E-IEAMING. IT CONCLUDES WITH A DISCUSSION OF FUTURE RESEARCH FOR EDUCATIONAL USES OF DESIGN PATTERNS. CHAPTERVN PATTERNS AND PATTERN LANGUAGES IN EDUCATIONAL DESIGN 167 PETER GOODYEAR, UNIVERSITY OFSYDNEY, AUSTRALIA DAI FEI YANG, UNIVERSITYOFSYDNEY, AUSTRALIA THIS CHAPTER PROVIDES AN OVERVIEW OF RECENT RESEARCH AND DEVELOPMENT (R&D) ACTIVITY IN THE AREA OF EDUCATIONAL DESIGN PATTERNS AND PATTERN LANGUAGES. IT PROVIDES A CONTEXT FOR EVALUATING THIS LINE OFR&D BY SKETCHING AN ACCOUNT OF THE PRACTICE OF EDUCATIONAL DESIGN, HIGHLIGHTING SOME OF ITS DIFFICULTIES AND THE WAYS IN WHICH DESIGN PATTERNS AND OTHER AIDS TO DESIGN MIGHT PLAYA ROLE. IT FOREGROUNDS A TENSION BETWEEN OPTIMISING DESIGN PERFORMANCE AND SUPPORTING THE EVOLUTION OF DESIGN EXPERTISE. THE CHAPTER PROVIDES EXAMPLES OFRECENT RESEARCH BY THE AUTHORS ON DESIGN PATTERNS FORNETWORKED LEARNING, AS WEIL AS POINTERS TO COMPLEMENTARY RESEARCH BY OTHERS. CONNECTIONS ARE MADE WITH R&D WORK ON LEAMING DESIGN AND OTHER APPROACHES TO SUPPORTING DESIGN ACTIVITY. CHAPTER VIII THE ROLE OF MEDIATING ARTEFACTS IN LEARNING DESIGN 188 GRAINNE CONOLE, THE OPEN UNIVERSITY, UK THE CHAPTER PROVIDES A THEORETICAL FRAMEWORK FOR UNDERSTANDING LEARNING ACTIVITIES: CENTERING ON TWO KEY ASPECTS: (I) THE CAPTURE AND REPRESENTATION OF ACTIVITIES AND (2) MECHANISMS FOR SCAFFOLDING THE DESIGN PROCESS, WHICH IS INTRODUCED HERE AS A FONNAL METHODOLOGY FOR LEARNING DESIGN. THE CHAPTER BEGINS BY DESCRIBING HOW INFONNATION CAN BE ABSTRACTED FROM LEARNING ACTIVITIES VIA A RANGE OF DIFFERENT FONNS OF REPRESENTATION (MODELS, ICONIC DIAGRAMS, TEXTUAL CASE STUDIES, ETC.), WHICH ARE DEFINED HERE AS "MEDIATING ARTEFACTS." LT DISCUSSES HOW DIFFERENT MEDIATING ARTEFACTS CAN BE USED TO INFONN THE PROCESS OF DESIGNING A NEW LEARNING ACTIVITY. LT AUGMENTS AND PROVIDES AN ILLUSTRATION OF THE THEORETICAL ARGUMENTS DEVELOPED IN THE CHAPTER BY SUMMARIZING SOME OF THE FINDINGS FROM RELEVANT RESEARCH ON LEARNING DESIGN AND USES THE DIALOGPLUS TOOLKIT AS A CASE STUDY AND AN EXAMPLE OF A MEDIATING ARTEFACT THAT CAN BE USED TO SUPPORT THE DESIGN OF A LEARNING ACTIVITY. THE TOOLKIT INCLUDES EXAMPLES OF LEARNING ACTIVITIES (I.E., REPRESENTA- TIONS OF ACTIVITIES AS OUTLINE IN I) AS WEIL AS GUIDELINES AND SUPPORT (LE., MECHANISMS FOR SCAFFOLDING THE DESIGN PROCESS AS OUTLINED IN 2). THE CHAPTER ARGUES THAT THIS APPROACH TO LEARNING DESIGN, WHICH CENTRES ON THE CONCEPT OF MEDIATING ARTEFACTS, AND THEIR ROLE IN THE DESIGN PROCESS, CAN BE USED AS A DESCRIPTIVE FRAMEWORK FOR DESCRIBING THE DYNAMICS, PROCESSES, AND DIFFERENT ASPECTS INVOLVED IN LEARNING DESIGN. CHAPTERIX ACTIVITY THEORY AND THE DESIGN OFPEDAGOGIC PLANNING TOOLS 209 ELIZABETH MASTERMAN, UNIVERSITY 0/ OXFORD, UK THIS CHAPTER USES ACTIVITY THEORY TO CONSTRUCT A FRAMEWORK FOR THE DESIGN AND DEPLOYMENT OF PEDAGOGIC PLANNING TOOLS. IT STARTS BY NOTING THE IMPACT OF DIGITAL TECHNOLOGY ON TEACHERS' PRACTICE, PARTICULARLY THE ROLE OF PLANNING IN THE CREATION OF EFFECTIVE TECHNOLOGY-MEDIATED LEARNING. LT ESPOUSES THE RECONCEPTUAL- IZATION OF PLANNING AS DESIGN FOR LEARNING AND IDENTIFIES A KEY ROLE FOR THE EMERGENT GENRE OF PEDAGOGIC PLANNING TOOLS IN STIMULATING PRACTITIONERS' ENGAGEMENT IN THIS RECONCEPTUALIZED PRACTICE. DRAWING ON ACTIVITY THEORY, THE CHAPTER THEN CHARACTERIZES THE PRINCIPAL ELEMENTS AND RELATIONSHIPS IN DESIGN FOR LEARNING. FROM THE INSIGHTS GAINED, IT ANALYZES RESEARCH DATA FROM TWO PROJECTS TO PINPOINT THE ENABLING FACTORS AND TENSIONS IN CURRENT PRACTICE THAT MIGHT BE CONDUCIVE TO (OR, CONVERSELY, IMPEDE) THE EFFECTIVE DESIGN AND DEPLOYMENT OF PEDAGOGIC PLANNING TOOLS. IT THEN SYNTHESIZES THESE INTO A FRAMEWORK IN WHICH SOFTWARE DEVELOPERS AND POLICY-MAKERS CAN EXPLORE THEIR OWN CONTEXTS FOR IMPLEMENTING SUCH TOOLS. CHAPTERX DEVELOPING A TAXONOMY FOR LEARNING DESIGNS 228 BARRY HARPER, UNIVERSITY O/WOLLONGONG, AUSTRALIA RON OLIVER, EDITH COWAN UNIVERSITY, AUSTRALIA THIS CHAPTER DESCRIBES THE DEVELOPMENT OF A TAXONOMY OF LEARNING DESIGNS BASED ON A SURVEY OF 52 IN- NOVATIVE ICT-USING PROJECTS THAT FORMED THE BASIS OF A GROUNDED APPROACH TO CLASSIFYING HIGH QUALITY LEARNING DESIGNS. THE CONCEPT OF LEARNING DESIGNS HAS THE POTENTIAL TO SUPPORT ACADEMICS IN THE PROCESS OF OFFERING HIGH QUALITY ICT SUPPORTED LEAMING SETTINGS IN THE HIGHER EDUCATION SECTOR. THE TAXONOMY IS PROPOSED AS A MECHANISM TO EXPLORE WAYS IN WHICH LEARNING DESIGNS CAN BE MADE ACCESSIBLE TO ACADEMICS AND TO HELP WITH THE UNDERSTANDING OFTHE GOALS OFTHE LEARNING DESIGN MOVEMENT. THE DEVELOPMENT OF THE TAXONOMY IS DESCRIBED AND USER REVIEW OF THE REPRESENTATION OF LEARNING DESIGNS IN A WEB CONTEXT IS DISCUSSED. FINALLY, THE CURRENT GAP IN THE LITERATURE ABOUT ACCURATE AND EFFECTIVE TAXONOMIES DESCRIBING AND DISTINGUISHING BETWEEN VARIOUS FORMS OF LEARNING DESIGN IS DISCUSSED IN RELATION TO FUTURE RESEARCH AGENDAS. CHAPTERXI USING EXPERT REVIEWS TO ENHANCE LEARNING DESIGNS 243 CARMEL MENAUGHT, THE CHINESE UNIVERSITY OF HONG KONG, HONG KONG PAUL LAM, THE CHINESE UNIVERSITY OF HONG KONG, HONG KONG KIN-FAI CHENG, THE CHINESE UNIVERSITY OF HONG KONG, HONG KONG THE CHAPTER WILL DESCRIBE AN EXPERT REVIEW PROCESS USED AT THE CHINESE UNIVERSITY OF HONG KONG. THE MECHANISM USED INVOLVES A CAREFULLY DEVELOPED EVALUATION MATRIX WHICH IS USED WITH INDIVIDUAL TEACHERS. THIS MATRIX RECORDS: (I) THE WEB FUNCTIONS, AND THEIR USE AS E-IEARNING STRATEGIES, IN THE COURSE WEB SITE; (2) HOW COMPLETELY THESE FUNCTIONS ARE UTILIZED; AND (3) THE LEARNING DESIGN IMPLIED BY THE WAY THE FUNCTIONS SELECTED ARE USED, BY THE COURSE DOCUMENTATION, AND GAUGED FROM CONVERSATIONS WITH THE TEACHER. A STUDY OF 20 COURSE WEB SITES IN THE ACADEMIC YEARS 2005-06 AND 2006-07 SHOWS THAT THE MECHANISM IS PRACTICAL, BENEFICIAL TO INDIVIDUAL TEACHERS, AND PROVIDES DATA OF RELEVANCE TO INSTITUTIONAL PLANNING FOR E-IEARNING. CHAPTERXII LNVESTIGATING PROSPECTIVE TEACHERS AS LEARNING DESIGN AUTHORS 263 MATTHEW KEARNEY, UNIVERSITY OFTEEHNOLOGY, SYDNEY (UTS), AUSTRALIA ANNE PRESEOTT, UNIVERSITY OFTEEHNOLOGY, SYDNEY (UTS), AUSTRALIA KIRSTY YOUNG, UNIVERSITY OFTEEHNOLOGY, SYDNEY (UTS), AUSTRALIA THIS CHAPTER REPORTS ON FINDINGS FROM ARECENT PROJECT SITUATED IN THE AREA OF PRESERVICE TEACHER EDUCA- TION. THE PROJECT INVESTIGATED PROSPECTIVE TEACHERS AUTHORING AND USING THEIR OWN CONTEXTUALISED LEARN- ING DESIGNS. THE CHAPTER DESCRIBES HOW SEVENTEEN SECONDARY AND PRIMARY PRE-SERVICE TEACHERS ADAPTED EXISTING, WELL-RESEARCHED LEARNING STRATEGIES TO INFORM THE DESIGN OF THEIR OWN SPECIFIC ONIINE LEARNING TASKS AND HOW THEY IMPLEMENTED THESE TASKS IN THE CONTEXT OF THEIR TEACHING PRACTICUM. THE PROSPECTIVE TEACHERS USED AN ONLINE LEARNING DESIGN AUTHORING SYSTEM AS A TOOL AND FLEXIBLE "TEST-BED" FOR THEIR LEARN- ING DESIGNS AND IMPLEMENTATION. AN ACCOUNT OF THE WAYS IN WHICH THE PROSPECTIVE TEACHERS DEVELOPED SOPHISTICATED UNDERSTANDINGS OF THEIR CHOSEN LEARNING STRATEGY AND DEVELOPED FRESH INSIGHTS INTO ONLINE AND FACE-TO-FACE TEACHING ISSUES IS PRESENTED. CHAPTER XIII USING IMS LEARNING DESIGN IN EDUCATIONAL SITUATIONS 282 PAUL HAZLEWOOD, LIVERPOOL HOPE UNIVERSITY, UK AMANDA ODDIE, LIVERPOOL HOPE UNIVERSITY, UK MARK BARRETT-BAXENDALE, LIVERPOOL HOPE UNIVERSITY, UK IMS LEAMING DESIGN (IMS LD) IS A SPECIFICATION FOR DESCRIBING A RANGE OF PEDAGOGIC APPROACHES. IT ALLOWS THE LINKING OF PEDAGOGICAL STRUCTURE, CONTENT AND SERVICES, WHILST KEEPING THE THREE SEPARATE, THUS PROVIDING THE POTENTIAL FOR RE-USE AS WEIL AS FORMING THE BASIS FOR INTEROPERABILITY BETWEEN LEAM- ING ACTIVITIES AND SERVICES. AS SUCH, THIS SPECIFICATION PROMISES UNPRECEDENTED OPPORTUNITIES TO BUILD EFFECTIVE TUTOR SUPPORT AND PRESENCE INTO E-LEARNING SYSTEMS. THE TOOLS THAT IMPLEMENT THE SPECIFICATION HAVE PRIMARILY BEEN USED FOR RESEARCH PURPOSES AND HAVE NOT BEEN TARGETED AT TEACHING PRACTITIONERS OR LEAMERS WORKING IN TE~CHING AND LEAMING SITUATIONS. THERE IS A PERCEPTION AMONGST PRACTITIONERS AND TOOL DEVELOPERS THAT THE SPECIFICATION AND TOOLS ARE TOO TECHNICALOR DIFFICULT FOR PRACTITIONER USE. THIS CHAPTER EXAMINES PRACTITIONER USE OF CURRENT TOOLS FOR CREATING IMS LD AND THE USE OFIMS LD UNITS OF LEAMING (UOLS) WITH LEAMERS THROUGH PROJECTS BEING UNDERTAKEN AT LIVERPOOL HOPE UNIVERSITY (LHU). IT PRESENTS SOME OF THE EXPERIENCES AND FINDINGS GAINED FROM THESE PROJECTS. THE CHAPTER ALSO EXAMINES CURRENT TECHNOLOGIES AND TOOLS FOR CREATING AND RUNNING IMS LD UOLS, AND FINALLY DISCUSSES THE POTENTIAL AND FUTURE FOR IMS LD. CHAPTERXIV ONLINE ROLE-BASED LEAMING DESIGNS FOR TEACHING COMPLEX DECISION MAKING 295 ROBERT MELAUGHLAN, UNIVERSITY OFTEEHNOLOGY, SYDNEY, AUSTRALIA DENISE KIRKPATRIEK, THE OPEN UNIVERSITY, UK DECISION-MAKING PROCESSES IN RELATION TO COMPLEX NATURAL RESOURCE REQUIRE RECOGNITION AND ACCOMMODA- TION OF DIVERSE AND COMPETING PERSPECTIVES IN ADECISION CONTEXT THAT IS FREQUENTLY ILL DEFINED AND FRAUGHT WITH VALUE JUDGEMENTS. ONLINE ENVIRONMENTS CAN BE USED TO DEVELOP STUDENTS' SKILLS AND UNDERSTAND- ING OF THESE ISSUES. THE FOCUS OF THIS CHAPTER IS THE LEAMING DESIGN OF AN ONLINE ROLEPLAY-SIMULATION (MEKONG E-SIM) WHICH WAS CREATED TO DEVELOP LEAMING EXPERIENCES ABOUT THESE TYPES OF ISSUES ACROSS MULTIPLE INSTITUTIONS WITH STUDENTS FROM THE DISCIPLINES OF ENGINEERING AND THE HUMANITIES. THE KEY STAGES OF INTERACTION WITHIN THE E-SIM ARE DESCRIBED AND LINKED TO STUDENT TASKS, RESOURCES AND SUPPORTS. THE EVOLUTION AND ADAPTATION OF THE LEAMING DESIGN USED IN THE MEKONG E-SIM HAS BEEN DESCRIBED. EIGHT KEY CHALLENGES IN THE DESIGN AND IMPLEMENTATION OF ONLINE ROLEPLAY-SIMULATIONS HAVE BEEN IDENTIFIED. IN THIS CHAPTER WE HAVE TRIED TO ADDRESS A GAP IN THE ONLINE ROLE-BASED COLLABORATIVE LEAMING LITERATURE ABOUT THE DESIGN OF THESE ACTIVITIES, LINKAGES BETWEEN PEDAGOGY AND INFORMATION AND COMMUNICATION TECHNOLOGY AND HOW TO EXPLOIT THESE LINKAGES FOR EFFECTIVE LEAMING. CHAPTERXV FACILITATING LEAMER-GENERATED ANIMATIONS WITH SLOWMATION 312 GARRY HOBAN, UNIVERSITY OFWOLLONGONG, AUSTRALIA DIGITAL ANIMATIONS ARE COMPLEX TO CREATE AND ARE USUALLY MADE BY EXPERTS FOR NOVICES TO DOWN LOAD FROM WEB SITES OR COPY FROM DVDS AND CDS TO USE AS LEAMING OBJECTS. A NEW TEACHING APPROACH, "SLOWMA- TION" (ABBREVIATED FROM "SLOW MOTION ANIMATION"), SIMPLIFIES THE COMPLEX PROCESS OF MAKING ANIMA- TIONS SO THAT LEAMERS CAN CREATE THEIR OWN COMPREHENSIVE ANIMATIONS OF SCIENCE CONCEPTS. THIS CHAPTER PRESENTS THE LEAMING DESIGN THAT UNDERPINS THIS NEW TEACHING APPROACH TO FACILITATE THE RESPONSIBILITY FOR CREATING ANIMATIONS TO BE SHIFTED FROM EXPERTS TO LEAMERS. THE LEAMING DESIGN HAS FOUR PHASES WH ICH GUIDES INSTRUCTORS AND LEAMERS IN CREATING ANIMATIONS OF SCIENCE CONCEPTS: (L) PLANNING; (2) ANALYSIS; (3) CONSTRUCTION; AND (4) RECONSTRUCTION. THIS LEAMING DESIGN WILL BE ILLUSTRATED WITH TWO EXAMPLES CREATED BY PRESERVICE PRIMARY TEACHERS IN SCIENCE EDUCATION AS WEIL AS PROVIDING A DISCUSSION ABOUT POSSIBLE FUTURE DIRECTIONS FOR FURTHER RESEARCH. CHAPTERXVI REPRESENTATION OF COORDINATION MECHANISMS IN LMS LD 330 YONGWU MIAO, OPEN UNIVERSITY 0/ THE NETHERLANDS, THE NETHERLANDS DANIEL BURGOS, OPEN UNIVERSITY O/THE NETHERLANDS, THE NETHERLANDS DAVID GRIFFITHS, THE UNIVERSITY 0/ BOLTON, UK ROB KOPER, OPEN UNIVERSITY O/THE NETHERLANDS, THE NETHERLANDS GROUP INTERACTION HAS TO BE METICULOUSLY DESIGNED TO FOSTER EFFECTIVE AND EFFICIENT COLLABORATIVE LEAM- ING. THE IMS LEARNING DESIGN SPECIFICATION (IMS LD) CAN BE USED TO CREATE A FORMAL REPRESENTATION OF GROUP INTERACTION AND THE MODEL CAN THEN BE USED TO SCAFFOLD GROUP INTERACTION BY MEANS OF COORDINA- TION SUPPORT AT RUN-TIME. IN THIS CHAPTER, WE INVESTIGATE THE EXPRESSIVENESS OF IMS LD IN REPRESENTING COORDINATION MECHANISMS BY USING COORDINATION THEORY AS AN ANALYTICAL FRAMEWORK. WE HAVE FOUND THAT IMS LD CAN REPRESENT ALMOST ALL THE BASIC COORDINATION MECHANISMS. WE HAVE ALSO IDENTIFIED SOME HURDLES TO BE OVERCOME IN REPRESENTING CERTAIN COORDINATION MECHANISMS. ACCORDING TO COORDINATION THEORY, COMMON COORDINATION MECHANISMS CAN BE REUSED IN DIFFERENT SETTINGS. WE BRIEFLY EXPLORE THE FEASIBILITY OF REPRESENTING COORDINATION MECHANISMS AT A HIGH-LEVEL OF ABSTRACTION, WH ICH WILL BE EASIER FOR INSTRUCTION DESIGNERS AND TEACHERS TO UNDERSTAND AND USE. CHAPTER XVII MODELING LEAMING UNITS BY CAPTURING CONTEXT WITH IMS LD 352 JOHANNES STROBEL, PURDUE UNIVERSITY, USA GRETCHEN LOWERISON, CONCORDIA UNIVERSITY, CANADA ROGER COTE, CONCORDIA UNIVERSITY, CANADA PHI/IP C. ABRAMI, CSLP, CONCORDIA UNIVERSITY, CANADA EDWARD C. BETHEL, CONCORDIA UNIVERSITY, CANADA IN THIS CHAPTER, WE DESCRIBE THE PROCESS OF MODELING DIFFERENT THEORY-BASED, RESEARCH-BASED, AND BEST- PRACTICE-BASED LEAMING DESIGNS INTO IMS-LD, A STANDARDIZED MODELING LANGUAGE. WE REFLECT ON THE CONCEPTUAL AND PRACTICAL DIFFICULTIES THAT ARISE WHEN MODELING WITH IMS-LD, ESPECIALLY THE QUESTION OF GRANULARITY AND THE NECESSARY AND SUFFICIENT ELEMENTS OFLEAMING DESIGN. WE PROPOSE A FOUR-LAYER MODEL BOTH TO ENSURE THE QUALITY OFTHE MODELING PROCESS AND AS A NECESSARY STEP TOWARDS A "HOLISTIC" CONSIDER- ATION AND INTEGRATION OF THE DESIGN PROCESS. THESE DISCUSSIONS SPEAK TO THE CORE OF IMS-LD INTEGRATION, ADDRESS THE QUESTION OFUSABILITY AND END-USER FRIENDLINESS AND URGE THAT MORE RESEARCH AND DESIGN NEEDS TO BE CONDUCTED NOT ONLY TO MAINSTREAM (A) THE ~SE OF IMS-LD AND RELATED VISUAL INSTRUCTIONAL DESIGN LANGUAGES, BUT ALSO (B) THE DEBATE ON APPROPRIATE AND BEST INSTRUCTIONAL DESIGN PRACTICES. CHAPTER XVIII DESIGN GUIDELINES FOR COLLABORATION AND PARTICIPATION WITH EXAMPLES FROM THE LN4LD (LEARNING NETWORK FOR LEARNING DESIGN) 373 DANIEL BURGOS, OPEN UNIVERSITY OFTHE NETHERLANDS, THE NETHERLANDS HANS G. K. HUMMEL, OPEN UNIVERSITY OFTHE NETHERLANDS, THE NETHERLANDS COLIN TATTERSALL, OPEN UNIVERSITY OFTHE NETHERLANDS, THE NETHERLANDS FRANCIS BROUNS, OPEN UNIVERSITY OFTHE NETHERLANDS, THE NETHERLANDS ROH KOPER, OPEN UNIVERSITY OFTHE NETHERLANDS, THE NETHERLANDS THIS CHAPTER PRESENTS SOME DESIGN GUIDELINES FOR COLLABORATION AND PARTICIPATION IN BLENDED LEARNING NETWORKS. AS EXEMPLARY NETWORK WE DESCRIBE LN4LD (LEARNING NETWORK FOR LEARNING DESIGN), WHICH WAS DESIGNED TO PROMOTE LEARNING AND DISCUSSION ABOUT IMS-LEARNING DESIGN. "LESSONS LEARNED" FROM PILOT IMPLEMENTATIONS OFTHIS NETWORK OVER APERIOD OF 5 YEARS ARE PHRASED AS GUIDELINES FOR FUTURE LEARNING NETWORK IMPLEMENTATIONS. THE CHAPTER FOCUSES ON THE POSITIVE INFLUENCE OF INCENTIVE MECHANISMS AND FACE-TO-FACE MEETINGS ON ACTIVE PARTICIPATION. THESE SUCCESSFUL INTERVENTIONS ARE EXPLAINED FROM THEORIES ABOUT SELF-ORGANIZATION, SOCIAL EXCHANGE, AND SOCIAL AFFORDANCES. REPEATED MEASUREMENTS SHOW THE LEVELS OFBOTH PASSIVE (ACCESSING AND READING INFORMATION) AND ACTIVE PARTICIPATION (POSTING, REPLYING AND RATING) TO SIGNIFICANTLY INCREASE AS A RESULT OFBOTH INTERVENTIONS. BOTH THE USE OF INCENTIVE MECHANISMS AND FACE- TO-FACE MEETINGS CAN THEREFORE BE CONSIDERED AS VALUABLE ELEMENTS FOR FUTURE MODELS FOR COLLABORATION IN LEARNING NETWORKS, AND FOR ESTABLISHING AN INTERNATIONAL COMMUNITY OF"LEARNING DESIGNERS." SEETION 11 LEARNING OBJECTS CHAPTERXIX THE DESIGN OFLEARNING OBJECTS FOR PEDAGOGICAL IMPACT. 391 TOM BOYLE, LONDON METROPOLITAN UNIVERSITY, UK THIS CHAPTER ARGUES THAT GOOD DESIGN HAS TO BE AT THE HEART OF DEVELOPING EFFECTIVE LEARNING OBJECTS. LT BRIEFLY OUTLINES THE "KNOWLEDGE ENGINEERING" APPROACH TO LEARNING OBJECTS BASED ON METADATA AND PACK- AGING. THE KNOWLEDGE ENGINEERING APPROACH, HOWEVER, IGNORES THE ISSUE OFHOW TO DESIGN AND DEVELOP PEDAGOGICALLY EFFECTIVE LEARNING OBJECTS. THE CHAPTERCONCENTRATES ON THE CENTRAL ISSUE OFTHE DESIGN AND DEVELOPMENT OF LEARNING OBJECTS. THE FIRST PART OF THE CHAPTER OUTLINES AND ILLUSTRATES KEY DESIGN PRIN- CIPLES. THE MIDDLE PART OFTHE CHAPTER EXAMINES HOW THESE CAN BE EMBEDDED IN AN "AGILE" DEVELOPMENT METHODOLOGY FOR DEVELOPING LEARNING OBJECTS. THE FOLLOWING SECTION SHOWS HOW EFFECTIVE DESIGNS CAN BE CAPTURED AND MADE AVAILABLE IN A TOOL TO SUPPORT THE AUTHORING AND REPURPOSING OF LEARNING OBJECTS. FINALLY, THE CHAPTER EXAMINES THE WIDER PICTURE LINKING LEARNING OBJECTS AND LEARNING DESIGNS AND POINTS TO THE CHALLENGE OF"LAYERED LEARNING DESIGN." CHAPTERXX VISUAL MEANING MANAGEMENT FOR NETWORKED LEAMING 408 MARGARET TURNER, UNIVERSITY OLTHE SUNSHINE COAST, AUSTRALIA THIS CHAPTER INTRODUCES AN APPROACH TO WRITING CONTENT FOR ONLINE LEAMING OVER NETWORKED MEDIA. IT ARGUES THAT FEW RESOURCES CURRENTLY UTILISE THE FLUID AND MULTI-VOICED CAPACITY OFTHE INTEMET'S NETWORKED NODAL STRUCTURE TO PROVIDE MULTIPLE PATHWAYS THROUGH CONTENT, OPPORTUNITIES FOR INDEPENDENT RESEARCH AND REFLECTION OR COLJABORATION WITH PEERS IN KNOWLEDGE BUILDING. "LEAMING OBJECTS" ARE ONE WAY TO CONCEPTUALISE CONTENT IDEAS AND LEAMING ACTIVITIES WITHIN THIS FLEXIBLE ENVIRONMENT. TO EFFECTIVELY USE THIS RESOURCE REQUIRES SOMETHING QUITE DIFFERENT TO TRADITIONAJ SEQUENTIAL WRITING. A MORE APPROPRIATE APPROACH IS TO USE NONLINEAR SOFTWARE THAT CAN MAP THE NODES OFTHE KNOWLEDGE DOMAIN AND MAKE VISIBLE THE INTERNAL RELATIONSHIPS, CONNECTIONS AND PATHS OF MEANING. THE PURPOSE OF THIS CHAPTER IS TO PROVIDE THE READER WITH A GUIDE TO DEVELOPING A BETTER UNDERSTANDING OF HOW MEANING IS MANAGED VISUALLY, AND PROPOSES TOOLS AND STRATEGIES FOR A NEW STRUCTURE OF WRITING FOR NETWORKED MEDIA. CHAPTERXXI MODIFICATION OFLEAMING OBJECTS FOR NESB STUDENTS 428 CHRISTINA GITSAKI, THE UNIVERSITY OLQUEENSLAND, AUSTRALIA DUE TO THE INCREASINGLY DIVERSE STUDENT POPULATION IN MULTICULTURAL NATIONS SUCH AS AUSTRALIA, THE V.S., CANADA, AND THE UK, EDUCATORS ARE FACED WITH THE CHALLENGE OF HOW TO BEST MEET THE NEEDS OF STUDENTS WITH LIMITED ENGLISH PROFICIENCY WITHOUT "WATERING-DOWN" THE CURRICULUM. THE USE OF EDUCATIONAL DIGITAL RESOURCES IS ONE WAY OF ENHANCING NON-ENGLISH SPEAKING BACKGROUND (NESB) STUDENTS' ACADEMIC SKILLS AND UNDERSTANDINGS, BUT WITHOUT EXPLICIT ENGLISH AS A SECOND LANGUAGE (ESL) SUPPORT INTEGRATED INTO THESE RESOURCES THE BENEFITS FOR NESB STUDENTS ARE LIMITED. THIS CHAPTER DOCUMENTS A STUDY OFTHE CONTENT AND FORMAT OF A NUMBER OF LEAMING OBJECTS DESIGNED BY THE LE@AMING FEDERATION IN AN ATTEMPT TO EXPLORE HOW SPECIFIC LEAMING OBJECTS CAN BE MODIFIED TO ADDRESS THE LANGUAGE NEEDS OFNESB STUDENTS AND UNLOCK THE VALUE OFTHEIR CONTENT. DESIGN GUIDELINES FOR ESL ADAPTATION OF DIGITALLEAMING CONTENT ARE PROVIDED BASED ON CURRENT RESEARCH AND SECOND LANGUAGE ACQUISITION (SLA) PRINCIPLES. CHAPTER XXII LEAMING OBJECTS, LEAMING TASKS, AND HANDHELDS 451 DANIEL CHURCHILL, THE UNIVERSITY 01 HONG KONG, HONG KONG JOHN GORDON HEDBERG, MACQUARIE UNIVERSITY, AUSTRALIA THE MAIN IDEA BEHIND LEAMING OBJECTS IS THAT THEY ARE TO EXIST AS DIGITAL RESOURCES SEPARATED FROM THE LEAMING TASK IN WHICH IT IS USED.THIS ALLOWS A LEAMING OBJECT TO BE REUSED WITH DIFFERENT LEAMING TASKS. HOWEVER, NOT ALLIEARNING OBJECTS OPERATE IN SIMILAR WAYS, NEITHER ARE ALLIEARNING TASKS THE SAME, AND THIS EXPOSES THE PROBLEM THAT CURRENT RECOMMENDATIONS FROM LITERATURE FAH TO LINK LEARNING OBJECTS AND THEIR REUSE IN VARIED LEAMING TASKS. IN THIS CHAPTER, WE EXPLORE DEFINITIONS OF LEAMING OBJECTS AND LEAMING TASKS. WE ALSO SUGGEST THAT APPROPRIATE MATCHES WOULD LEAD TO MORE EFFECTIVE PEDAGOGICAL APPLICATIONS THAT CAN BE USED AS SET OF RECOMMENDATIONS FOR DESIGNERS OF LEARNING OBJECTS AND TEACHERS WHO PLAN LEARNING TASKS AND SELECT LEARNING OBJECTS FOR STUDENT LEAMING ACTIVITIES. IN ADDITION, WE DISCUSS APPLICA- TIONS OF LEARNING OBJECTS DELIVERED BY EMERGING TECHNOLOGIES WH ICH MAY CHANGE HOW DIGITAL RESOURCES ARE ACCESSED AND USED BY STUDENTS IN AND OUT OF CLASSROOMS. CHAPTER XXIII TECHNOLOGY, CURRICULUM, AND PEDAGOGY IN THE EVALUATION OF AN ONLINE CONTENT PROGRAM IN AUSTRALASIA 470 PETER FREEBODY, THE UNIVERSITY OF SYDNEY, AUSTRALIA SANDY MUSPRATT, GRIJJITH UNIVERSITY, AUSTRALIA DAVID MERAE, EDUEATIONAL CONSULTANT, MELBOURNE, AUSTRALIA THE QUESTION ADDRESSED IN THIS CHAPTER IS: WHAT IS THE EVIDENCE FOR THE EFFECTS OF ONLINE PROGRAMS OF LEAMING OBJECTS (HENCEFORTH LOS) ON MOTIVATION AND LEAMING? MUCH OFTHE RESEARCH AVAILABLE ON ICTS GENERALLY YIELDS SHORT-TERM OR AMBIGUOUS FINDINGS, WITH RECOMMENDATIONS. THAT CENTRE ON THE NEED FOR MORE ATTENTION TO THEORIZING AND DOCUMENTING: * HOW ICTS CAN BE LOCATED WITHIN SEQUENCES OF CURRICULAR LEAMING; * THE KINDS OFLEAMING THAT NEW ICTS OFFER (FACTUAL, CONCEPTUAL, APPLICATION, AND TRANSFER); AND * THE WAYS IN WHICH EXISTING PEDAGOGIES AND USES OFICTS BOTH ADAPT TO AND TRANSFORM ONE ANOTHER. THIS CHAPTER AIMS TO ADVANCE DISCUSSION OF THESE ISSUES BY SUMMARIZING ONGOING EVALUATIONS OF A LARGE-SCALE NATIONAL PROGRAM OF ONLINE LOS ACROSS KEY CURRICULUM AREAS, DRAWING ON SURVEY AND INTERVIEW DATA AND A FIELD EXPERIMENT IN WHICH THE EFFECTS OF EXPOSURE TO LOS ON LEAMING OUTCOMES IN MATHEMATICS ARE DOCUMENTED. CHAPTER XXIV EFFECTIVE USE OFLEAMING OBJECTS IN CLASS ENVIRONMENTS. 493 DAVID LAKE, JAMES COOK UNIVERSITY, AUSTRALIA KATE LOWE, MURDOEH UNIVERSITY, AUSTRALIA ROB PHILLIPS, MURDOEH UNIVERSITY, AUSTRALIA RIEK CUMMINGS, MURDOEH UNIVERSITY, AUSTRALIA RENATO SCHIBEEI, MURDOEH UNIVERSITY, AUSTRALIA THIS CHAPTER PROVIDES A MODEL TO ANALYSE THE EFFECTIVENESS AND EFFICIENCY OF LEAMING OBJECTS BEING USED IN PRIMARY AND SECONDARY SCHOOLS BY CONSIDERING THEIR PLACE WITHIN THAT EDUCATIONAL ENVIRONMENT, PAYING PARTICULAR ATTENTION TO THE MANNER IN WHICH THEY, LIKE ANY RESOURCE, CAN AID OR OCCLUDE PRODUCTIVE INTERAETIONS BETWEEN TEAEHERS AND STUDENTS. IT DRAWS FROM A STUDY OF AUSTRALIAN AND NEW ZEALAND SEHOOLS THAT PILOTED THE FIRST RELEASE OF LEAMING OBJEETS FROM THE LE@MING FEDERATION. THE EHAPTER EONSIDERS THE PLACE OFLEAMING OBJEETS WITHIN THE OVERALL SYSTEMIE SCHOOL ENVIRONMENT, AND IN THIS ENVIRONMENT, EXAMINES THE INDIVIDUAL CLASSROOM AS THE EOMBINATION OFTENSIONS BETWEEN THE TEAEHER'S NEEDS, THE STU- DENTS' NEEDS, AND THE POTENTIAL AVAILABLE WITHIN THE EXISTING INFRASTRUETURE. WITHIN THIS FRAMEWORK, THE EHAPTER DISEUSSES THE WAYS IN WHIEH THESE THREE COMPONENTS INTERAET DURING TEAEHER SELECTION OFLEAMING OBJECTS, STUDENTS' AECESSION OFLEAMING OBJEETS IN THE CLASSROOM, AND THE USE OFTHE LEAMING OBJECTS BY STUDENTS. IT EONELUDES BY SUGGESTING HOW STUDENTS' EONSTRUETION OFKNOWLEDGE EAN BE ENHANEED THROUGH MERGING THE CAPABILITIES OFTHE RESOUREE WITH THE NEEDS OF STUDENTS AND TEAEHERS. CHAPTERXXV A EUROPEAN EVALUATION OF THE PROMISES OF LOS 515 ROBERT MECORMIEK, THE OPEN UNIVERSITY, UK TOMI JAAKKOLA, UNIVERSITY OFTURKU, FINLAND SAMI NURMI, UNIVERSITY OFTURKU, FINLAND MOST STUDIES ON REUSABLE DIGITALLEARNING MATERIALS, LEAMING OBJECTS (LOS), RELATE TO THEIR USE IN UNI- VERSITIES. FEW EMPIRICAL STUDIES EXIST TO EXPLORE THE IMPACT OFLOS ON PEDAGOGY, ESPECIALLY IN SCHOOLS. THIS CHAPTER PROVIDES EVIDENCE FROM AN EVALUATION OF THE USE OF LOS IN SCHOOLS. THE EVIDENCE IS FROM AN EU-FUNDED PROJECT CONTEXT E-LEARNING WITH BROADBAND TECHNOLOGIES, INVOLVING 500 SCHOOLS IN SIX COUNTRIES ACROSS EUROPE, TO EXAMINE THE IMPACT OF LOS ON PEDAGOGY. IT BROUGHT TOGETHER PRODUCERS AND USERS TO TRY OUT TECHNICALLY AND PEDAGOGICALLY SOUND WAYS OF PRODUCING, MAKING AVAILABLE THROUGH A PORTAL, AND USING LOS. THIS CHAPTER REPORTS DATA FROM BOTH QUANTITATIVE AND QUALITATIVE STUDIES CONDUCTED DURING 2004, INCLUDING: ONLINE SURVEYS (OF ALL THE TEACHERS INVOLVED), ROUTINE DATA FROM THE PORTAL, SEMI- STRUCTURED INTERVIEWS IN 40 SCHOOLS IN ALL SIX COUNTRIES, EXPERIMENTAL STUDIES IN ONE OF THESE COUNTRIES AND 13 C1ASSROOM CASE STUDIES IN FOUR OF THEM. CHAPTER XXVI INSTRUCTIONAL EFFECTIVENESS OF LEARNING OBJECTS 532 TOMI JAAKKOLA, UNIVERSITY OLTURKU, FINLAND SAMI NURMI, UNIVERSITY 01 TURKU, FINLAND THERE HAS BEEN A CLEAR LACK OFRIGOROUS EMPIRICAL EVIDENCE ON THE EFFECTIVENESS OFLEARNING OBJECTS (LOS) IN EDUCATION. THIS CHAPTER REPORTS THE RESULTS OFFOUR EXPERIMENTAL STUDIES THAT INVESTIGATED THE EFFECTIVE- NESS OF DRILL-AND-PRACTICE AND SIMULATION-TYPE LOS INCOMPARISON TO MORE TRADITIONAL TEACHING METHODS. RESULTS SUGGEST THAT A SIMULATION LO THAT WORKS AS A TOOL TO SUPPORT STUDENTS' EXPLORATION PROCESS CAN BE ESPECIALLY HELPFUL TO STUDENTS' INQUIRY LEAMING,BUT DRILL-AND-PRACTICE LOS ARE LESS EFFECTIVE THAN TRADITIONAL TEACHING METHODS IN PROCEDURAL LEARNING. FINDINGS ALSO STRONGLY SUGGEST THAT WE SHOULD NOT SEE LOS AND TRADITIONAL METHODS AS RIVALS BUT AS BEING COMPLEMENTARY TO ONE ANOTHER. THE AUTHORS HOPE THAT THE RESULTS CAN INFORM TEACHERS, ;NSTRUCTIONAL DESIGNERS, AND CONTENT PRODUCERS AS TO WHAT ASPECTS THEY SHOULD CONSIDER WHEN DESIGNING AND IMPLEMENTING LOS IN DIFFERENT EDUCATIONAL CONTEXTS. CHAPTER XXVSS EVALUATING LARGE-SCALE EUROPEAN LO PRODUCTION, DISTRIBUTION, AND USE 553 ROBERT MCCORMICK, THE OPEN UNIVERSITY, UK THIS CHAPTER WILL EXAMINE THE APPROACH TAKEN IN THE EVALUATION OF A LARGE-SCALE FEASIBILITY TRIAL OF THE PRODUCTION, DISTRIBUTION, AND USE OF LEAMING OBJECTS (LOS). THIS WAS CARRIED OUT BY PARTNERS IN SEVERAL COUNTRIES OF EUROPE AS PART OF THE CONTEXT E-LEARNING WITH BROADBAND TECHNOLOGIES (CELEBRATE) PROJECT, COORDINATED BY EUROPEAN SCHOOLNET. THE PROJECT PRODUCED A LARGE NUMBER OFLOS AND INVOLVED LINKING UP COMMERCIAL AND MINISTRY PRODUCERS OF LOS TO MAKE AVAILABLE THEIR PRODUCTS TO TEACHERS IN SIX COUNTRIES. THE CHAPTER EXAMINES WHAT IT MEANS TO EVALUATE LEARNING OBJECTS, GIVEN THAT THEY ARE BOTH PARTICULAR OBJECTS AND A GENERAL IDEA, ESPECIALLY IMPORTANT GIVEN THE DEARTH OF EMPIRICAL STUDIES OFTHE USE OF LOS. IT THEN GOES ON TO EXPLORE THE WAY THIS WAS TACKLED STRATEGICALLY AND TACTICALLY, HEARING IN MIND A EUROPEAN CONTEXT OF DISTRIBUTED LOCATIONS, DIFFERENT LANGUAGES AND EDUCATION SYSTEMS. CHAPTER XXVSSI COLLABORATIVE ARGUMENTATION IN LEARNING RESOURCE EVALUATION 574 JOHN C. NESBIT, SIMON FRASER UNIVERSITY, CANADA TRACEY L. LEACOCK, SIMON FRASER UNIVERSITY, CANADA LEARNING OBJECT REVIEW INSTRUMENT (LORI) IS AN EVALUATION FRAMEWORK DESIGNED TO SUPPORT COLLABORATIVE CRITIQUE OFMULTIMEDIA LEARNING RESOURCES. IN THIS CHAPTER, THE INTERACTIONS AMONG REVIEWERS USING LORI ARE FRAMED AS A FORM OF COLLABORATIVE ARGUMENTATION. RESEARCH ON COLLABORATIVE EVALUATION OF LEARNING RESOURCES HAS FOUND THAT REVIEWERS' QUALITY RATINGS TEND TO CONVERGE AS A RESULT OFTHEIR INTERACTIONS. ALSO, NOVICE INSTRUCTIONAL DESIGNERS HAVE REPORTED THAT COLLABORATIVE EVALUATION IS VALUABLE PREPARATION FOR UNDERTAKING RESOURCE DESIGN PROJECTS. THE AUTHORS REASON THAT COLLABORATIVE EVALUATION IS EFFECTIVE AS A PROFESSIONAL DEVELOPMENT METHOD TO THE DEGREE THAT IT SUSTAINS ARGUMENTATION ABOUT THE APPLICATION OF EVIDENCE-BASED DESIGN PRINCIPLES. CBAPTER XXIX FOR THE ULTIMATE ACCESSIBILITY AND REUSABILITY 589 PHILIPPE MARTIN, GRIFFITH UNIVERSITY, AUSTRALIA MICHEL EBOUEYA, UNIVERSITY OF LA ROCHELLE, FRANCE THIS CHAPTER FIRST ARGUES THAT CURRENT APPROACHES FOR SHARING AND RETRIEVING LEARNING OBJECTS OR ANY OTHER KINDS OF INFORMATION ARE NOT EFFICIENT OR SCALABLE, ESSENTIALLY BECAUSE ALMOST ALL OF THESE APPROACHES ARE BASED ON THE MANUAL OR AUTOMATIC INDEXATION OR MERGE OF INDEPENDENTLY CREATED FORMAL OR INFORMAL RESOURCES. IT THEN SHOWS THAT TIGHTLY INTERCONNECTED COLLABORATIVELY UPDATED FORMAL OR SEMIFORMALLARGE KNOWLEDGE BASES (SEMANTIC NETWORKS) CAN, SHOULD, AND PROBABLY WILL, BE USED AS A SHARED MEDIUM FOR THE TASKS OF RESEARCHING, PUBLISHING, TEACHING, LEARNING, EVALUATING, OR COLLABORATING, AND THUS EASE OR COMPLEMENT TRADITIONAL METHODS SUCH AS FACE-TO- FACE TEACHING AND DOCUMENT PUBLISHING. TO TEST AND SUP- PORT THESE CLAIMS THE AUTHORS HAVE IMPLEMENTED THEIR IDEAS INTO A KNOWLEDGE SERVER NAMED WEBKB-2 AND BEGUN REPRESENTING THEIR RESEARCH DOMAIN AND SEVERAL COURSES AT THEIR UNIVERSITIES. THE SAME UNDERLYING TECHNIQUES COULD BE APPLIED TO A SEMANTIC/LEARNING GRID OR PEER-TO-PEER NETWORK. CHAPTERXXX A NEEDS ANALYSIS FRAMEWORK FOR THE DESIGN OFDIGITAL REPOSITORIES IN HIGHER EDUCATION 607 SUE BENNETT, UNIVERSITY OF WOLLONGONG, AUSTRALIA DOMINIQUE PARRISH, UNIVERSITY OFWOLLONGONG, AUSTRALIA GERALDINE LEFOE, UNIVERSITY OFWOLLONGONG, AUSTRALIA MEG 0 'REILLY, SOUTHERN CROSS UNIVERSITY, AUSTRALIA MIKE KEPPELL, CHARLES STURT UNIVERSITY, AUSTRALIA ROBYN PHILIP, UNIVERSITY OFSYDNEY, AUSTRALIA AS THE NOTION OF LEARNING OBJECTS HAS GROWN IN POPULARITY, SO TOO HAS INTEREST IN HOW THEY SHOULD BE STORED TO PROMOTE ACCESS AND REUSABILITY. A KEY CHALLENGE TO ALL REPOSITORY PROJECTS IS TO UNDERSTAND THE VARIOUS MOTIVATIONS AND NEEDS TO THOSE WISHING TO CONTRIBUTE TO AND ACCESS THE COLLECTION. TO DATE THERE HAS BEEN CONSIDERABLE ATTENTION GIVEN TO TECHNICAL ISSUES OFREPOSITORIES, WITH MUCH LESS CONSIDERATION OFHOW TO ATTEND TO THE NEEDS OF THOSE WHO WILL USE THEM. THIS CHAPTER PRESENTS A NEEDS ANALYSIS FRAMEWORK THAT WAS DEVELOPED TO GUIDE THE DESIGN OF A NEW REPOSITORY CURRENTLY BEING CREATED FOR THE AUSTRALIAN HIGHER EDUCATION SECTOR, THE CARRICK EXCHANGE. THE PROJECT TO DEVELOP THE FRAMEWORK IS DESCRIBED, OUTLINING THE FINDINGS FROM ANALYSIS OF LITERATURE AND EXISTING REPOSITORIES, WITH INPUT FROM A SURVEY OF POTENTIAL USERS. THE PURPOSE OFTHE FRAMEWORK WAS TO DISTIL KEY ISSUES THAT SHOULD BE CONSIDERED IN THE DESIGN OF THE REPOSITORY AND WE OFFER IT HERE AS AN ANALYTICAL TOOL THAT COULD BE APPLIED BY OTHERS. CHAPTER XXXI COSTS AND SUSTAINABILITY OF LEAMING OBJECT REPOSITORIES , 629 WIL/IAM BRAMB/E, UNIVERSITY O/NEW MEXICO, USA MARIYA PACHMAN, UNIVERSITY 0/ NEW MEXICO, USA REUSABLE LEAMING OBJECTS (LOS) CONSTITUTE A PROMISING APPROACH TO THE DEVELOPMENT OF EASILY ACCESSIBLE, TECHNOLOGICALLY SOUND, AND CURRICULUM ALIGNED LEAMING RESOURCES. MANY RESEARCH FORUMS AND SCHOL- ARLY ARTICLES HAVE FOCUSED ON THE REUSABILITY OF LEAMING OBJECTS, METADATA, AND CONTEXT ISSUES, BUT FEW SOURCES DESCRIBE THE ECONOMIC CHALLENGES INVOLVED IN IMPLEMENTING AND SUSTAINING AN LO REPOSITORY. WHAT ARE THE COSTS OF ESTABLISHING AND MAINTAINING A LO REPOSITORY? SHOULD FUNDING FOR ESTABLISHING AND MAINTAINING LO REPOSITORIES COME FROM INSTITUTIONAL RESOURCES, CONSORTIUM FEES, GRANT MONEY, LO SALES, OR OTHER SOUREES? TO ANSWER THESE QUESTIONS, WE CONSIDER A VARIETY OFLO COST FACTORS. WE LOOK AT ECONOM IC MODELS USED IN DISTANCE EDUCATION TO SEE WHAT THEY CAN TELL US ABOUT LO ECONOMIES. WE DISCUSS THE RELATIONSHIP OF FUNDING APPROACHES AND OPERATIONAL SCOPE (OF A LO SYSTEM) THROUGH CONSIDERING A FUNDING MATRIX THAT DESCRIBES POSSIBLE FUNDING APPROACHES. WE DISCUSS SEVERAL EMERGING TRENDS THAT MAY CONTRIBUTE TO THE FUTURE OF LEAMING RESOURCES FROM AN ECONOMIC PERSPECTIVE. LASTLY, WE PROVIDE SEVERAL PRACTICAL RECOMMENDATIONS FOR FUNDING LO REPOSITORIES. IN CONCLUSION, WE HIGHLIGHT DEVELOPMENTAL FAC- TORS FOR LO REPOSITORIES AS THEY RELATE TO THE SCOPE OF OPERATION AND FUNDING METHODS. SEETION 111 INTEGRATION CHAPTER XXXII A LEAMING DESIGN TO TEACH SCIENTIFIC INQUIRY 652 KRISTINE ELLIOTT, THE UNIVERSITY 0/ ME/BOUME, AUSTRA/IA KEVIN SWEENEY, THE UNIVERSITY 0/ ME/BOUME, AUSTRA/IA HE/EN IRVING, MONASH UNIVERSITY, AUSTRA/IA THIS CHAPTER REPORTS THE AUTHORS' EXPERIENCES OF DEVELOPING A LEARNING DESIGN TO TEACH SCIENTIFIC IN- QUIRY, OF INTEGRATING THE LEARNING DESIGN WITH LEAMING OBJECTS TO CREATE ONLINE INQUIRY PROJECTS, AND OF INVESTIGATING STUDENT ATTITUDES FOLLOWING IMPLEMENTATION IN SECOND YEAR BIOCHEMISTRY UNITS AT A MAJOR AUSTRALIAN UNIVERSITY. WE DISCUSS CONSTRUCTIVISM, PROBLEM BASED LEAMING (PBL), AND INQUIRY LEARNING AS THE PHILOSOPHICAL AND PEDAGOGICAL APPROACHES INFORMING THE LEAMING DESIGN, AND HIGHLIGHT HOW CRITICAL COMPONENTS OF EACH APPROACH WERE TRANSFORMED INTO A LEAMING DESIGN. WE SPECIFY THE LEAMING DESIGN AND HIGHLIGHT ITS IMPORTANT FEATURES. THE CLAIMED EFFICIENCIES OFTHE LEARNING OBJECT APPROACH WERE EVALU- ATED DURING THE DEVELOPMENT PHASE. OUTCOMES REPORTED HERE INDICATE THAT REUSE WAS MOST COST EFFECTIVE IF MANY, ELABORATE LEAMING OBJECTS WERE REUSED. LITTLE BENEFIT WAS GAINED BY THE REUSE OF MANY, SIMPLE LEARNING OBJECTS. FINALLY, STUDENT PERCEPTIONS INDICATE BENEFITS FROM THE INQUIRY PROJECTS THAT WARRANT THEIR INCLUSION IN A TRADITIONAL TEACHER-CENTRED COURSE. CHAPTER XXXIII ADAPTING PROBLEM-BASED LEARNING TO AN ONLINE LEAMING ENVIRONMENT 676 LISA LOBRY DE BRUYN, UNIVERSITY O/NEW ENG/AND, AUSTRA/IA THIS CHAPTER EXPLORES THROUGH A CASE STUDY APPROACH OF A TERTIARY-IEVEL UNIT ON LAND ASSESSMENT FOR SUSTAINABLE USE THE CONNECTIONS BETWEEN THREE KEY ELEMENTS OF LEAMING-IEARNING OUTCOMES, LEAMING DESIGN AND LEARNING OBJECTS-IN THE CONTEXT OF PROBLEM BASED LEAMING CONDUCTED IN AN ONLINE ENVIRONMENT. AT THE "HEART" OF LEARNING IS THE ACHIEVEMENT OF LEAMING OUTCOMES GUIDED PEDAGOGICALLY BY THE LEAM- ING DESIGN ("HEAD") WITH THE SUPPORT OF WELL-DESIGNED, PEDAGOGICALLY-SOUND LEARNING OBJECTS ("HANDS"). ALL THE STUDENTS PARTICIPATING IN THIS CASE STUDY WERE UNDERTAKING THE UNIT AS OFF-CAMPUS OR "DISTANCE" STUDENTS, EITHER AT UNDER- OR POST-GRADUATE LEVEL. THIS CHAPTER DEFINES THE USE OF LEAMING OBJECTS AND LEAMING DESIGN IN A PROBLEM BASED LEARNING CONTEXT. PRIMARY EVIDENCE IS PRESENTED TO DEMONSTRATE THE EFFECTIVENESS OFTHE PROBLEM BASED LEAMING DESIGN AND INTEGRATED LEARNING OBJECTS IN FACILITATING LEAM- ING OUTCOMES WHEN STUDENTS COMMUNICATED ONLINE ON DISCUSSION BOARDS WITHIN A COURSE MANAGEMENT SYSTEM (WEBET) UNDER TWO CIRCUMSTANCES: ONE, AS A COLLECTIVE GROUP (2001-2003) BEFORE FACE-TO-FACE INSTRUCTION AND PRACTICE IN PROBLEM BASED LEAMING; AND TWO, IN SMALL GROUPS (2004-2006) AFTER RECEIVING FACE-TO-FACE INSTRUCTION AND PRACTICE IN PROBLEM BASED LEARNING. IMPROVED STUDENT PARTICIPATION RATES AND QUANTITY AND QUALITY OF ONLINE STUDENT INTERACTIONS ON DISCUSSION BOARDS SEEMED TO BE THE CONSEQUENCE OF EARLY SCAFFOLDING OF STUDENT LEAMING THROUGH FACE-TO-FACE INSTRUCTION AND PRACTICE IN THE PROBLEM- BASED LEARNING ACTIVITY, AS WEIL AS WORKING IN SMALL PEER GROUPS FOR SUBSEQUENT DISCUSSION BOARD ACTIVITY. OVERALL THERE SEEMED TO BE IMPROVED STUDENT COMPREHENSION OF AND INTERACTION WITH THE LEAMING DESIGN AND LEARNING OBJECTS IN THE SMALL GROUP EXPERIENCE OFTHE PROBLEM BASED LEAMING ACTIVITY, WH ICH RESULTED IN A MORE FULFILLING AND ROBUST FORM OF LEAMING. CHAPTER XXXIV LEARNING OBJECTS AND GENERATIVE LEARNING FOR HIGHER ORDER THINKING 702 TAN WEE CHUEN, CENTRE FOR INNOVATIVE IN TEACHING & LEARNING SOUTHERN COLLEGE, MALAYSIA BAHARUDDIN ARIS, UNIVERSITI TEKNOLOGI MALAYSIA, MALAYSIA MOHD SALLEH ABU, UNIVERSITI TEKNOLOGI MALAYSIA, MALAYSIA THIS CHAPTER AIMS TO GUIDE THE READERS THROUGH THE DESIGN AND DEVELOPMENT OF A PROTOTYPE WEB-BASED LEAMING SYSTEM BASED ON THE INTEGRATION OFLEARNING OBJECTS WITH THE PRINCIPLES OF GENERATIVE LEAMING TO IMPROVE HIGHER ORDER THINKING SKILLS. THE CHAPTER DESCRIBED THE IN WHICH THE CONCEPTUAL MODEL IS CALLED GENERATIVE LEARNING OBJECT ORGANIZER AND THINKING TASKS (GLOOTT). THE MODEL MAKES USE OFLEAM- ING OBJECTS WH ICH WAS USED TO DESIGN AND BUILD AIN IMPROVING HIGHER ORDER THINKING SKILLS (HOTS) IN A PEDAGOGICAL DESIGN OFWEB-BASED LEARNING SYSTEM. THE MODEL ALSO INCORPORATES MULTI-FACETED LEAMING APPROACHES THAT INCLUDE REUSABLE LEAMING OBJECTS, GENERATIVE LEAMING, ESSENTIAL COMPONENTS OF HOTS AND TECHNOLOGY-SUPPORTED LEARNING ENVIRONMENTS. AT THE END OF THE CHAPTER, THE AUTHORS THEN DESCRIBE HOW THE EFFECTIVENESS OF THE WEB-BASED LEAMING SYSTEM WILL BE DISCUSSED AS WEIL AS EVALUATED AND REFLECTS ON THE IMPORTANCE OF THE FINDINGS MORE GENERALLY. CHAPTER XXXV APPLYING LEARNING OBJECT LIBRARIES IN K-12 SETTINGS 723 SEBASTIAN FOTI, UNIVERSITY OFNORTH FLORIDA, USA THE AUTHOR DESCRIBES THE WORK OF DR. MARY BUDD ROWE AND THE ESTABLISHMENT OF AN EARLY LEAMING OB- JECT DATABASES. EXTENSIVE TRAINING WITH K-12 EDUCATORS LEFT TWO LINGERING ISSUES ABOUT LEAMING OBJECT LIBRARY IMPLEMENTATION: THE QUESTION OF GRANULARITY, AND THE PERCEPTUAL CHASM BETWEEN DEVELOPERS OF LEAMING OBJECT LIBRARIES AND THE PRACTITIONERS WHO WILL ULTIMATELY RETRIEVE THE OBJECTS. AN EXAMINATION OF DR. ROWE'S PROJECTS, INCLUDING SCIENCE HELPER K-8, CULTURE & TECHNOLOGY, AND ENHANCED SCIENCE HELPER PROVIDES INSIGHT INTO POSSIBLE BARRIERS TO SUCCESS WHEN TEACHERS USE LEAMING OBJECT IIBRARIES AS A TOOL FOR LESSON PLANNING. AN INTELLIGENT LESSON-PLANNING TOOL THAT POPULATES A STUDENT-CENTERED LEAMING ENVIRONMENT IS PROPOSED AS A POSSIBLE SOLUTION TO OVERCOME SUCH BARRIERS. CBAPTER XXXVI GUIDELINES FOR DEVELOPING LEAMING OBJECT REPOSITORIES 744 L. K CURDA, UNIVERSITY 0/ WEST FLORIDA, USA MELISSA A. KELLY, UNIVERSITY 0/ ILLINOIS AT CHICAGO, USA WE PRESENT GUIDELINES FOR DESIGNING AND DEVELOPING A REPOSITORY FOR THE STORAGE AND EXCHANGE OF IN- STRUCTIONAL RESOURCES, AS WEIL AS CONSIDERATIONS FOR THE DEVELOPMENT OFTHE RESOURCES TO BE INCLUDED IN THE REPOSITORY. WE ELABORATE ON THE CONSTRAINTS THAT DESIGN TEAMS MAY TYPICALLY FACE AND THE TRADEOFFS THEY MAKE TO ENSURE THAT USERS UTILIZE THE SYSTEM. TBE GUIDELINES AND DECISION POINTS WE PRESENT CENTER AROUND COMMON ISSUES DISCUSSED IN THE LEAMING OBJECT LITERATURE AS PROBLEMATIC AND SALIENT TO THE DESIGN, DEVELOPMENT, AND IMPLEMENTATION OFLEAMING OBJECTS AND OBJECT REPOSITORIES. THESE THEMES ARE TERMINOL- OGY, GRANULARITY, REUSABILITY, AND OBJECT SHARING. THE GUIDELINES WE PRESENT STERN FROM THE CREATION OF ASS ONLINE SHAREABLE CONTENT SUPPORT SYSTEM FOR FACULTY WITHIN A DEPARTMENT OF EARLY CHILDHOOD EDUCATION. THE TYPES OF ISSUES AND SOLUTIONS WE ILLUMINATE ARE APPLICABLE ACROSS VARIED EDUCATIONAL CONTEXTS AND CONTENT AREAS. CBAPTER XXXVU REUSABILITY OFONLINE ROLE PLAYAS LEAMING OBJECTS OR LEAMING DESIGNS 761 SANDRA WILLS, UNIVERSITY O/WOLLONGONG, AUSTRALIA ANNE MCDOUGALL, UNIVERSITY 0/ MELBOURNE, AUSTRALIA THIS STUDY TRACKS THE UPTAKE OF ONLINE ROLE PLAY IN AUSTRALIA FROM 1990 TO 2006 AND THE AFFORDANCES TO ITS UPTAKE. IT EXAMINES REUSABILITY, AS ONE AFFORDANCE TO UPTAKE, FROM THE PERSPECTIVE OFTWO OFTEN POLAR- IZED CONSTRUCTS: LEARNING OBJECT AND LEAMING DESIGN. THE STUDY TREATS "REUSE" IN TWO WAYS: REUSE OF AN EXISTING ONLINE ROLE PLAY AND REUSE OF AN ONLINE ROLE PLAYAS THE MODEL FOR ANOTHER ROLE PLAY. TBE FIRST TYPE OF REUSE IMPLIES THE ONLINE ROLE PLAY IS A LEAMING OBJECT AND THE SECOND TYPE IMPLIES THE ONLINE ROLE PLAY DERIVES FROM A LEAMING DESIGN. ONLINE ROLE PLAY CONSISTS OF A SCENARIO AND A SET OF ROLES THAT STUDENTS ADOPT IN ORDER TO COLLABORATIVELY SOLVE A PROBLEM, CREATE SOMETHING, OR EXPLORE AN ISSUE VIA EMAIL OR A COMBINATION OF E-MAIL ANDWEB-BASEDTHREADEDDISCUSSIONFORUM.THIRTY SIX ROLE PLAYS OF THIS TYPE WERE IDENTIFIED IN AUSTRALIAN UNIVERSITIES OF WHICH 80% WERE REUSE OF A LEARNING DESIGN. ONLY THREE EXAMPLES OFROLE PLAYAS A LEAMING OBJECT WERE FOUND, SUGGESTING THAT LEARNING DESIGN IS A USEFUL CONCEPT FOR UNDERSTANDING HOW TO SUPPORT REUSABILITY IN UNIVERSITIES.OTHER AFFORDANCES TO UPTAKE OFROLE PLAY WERE ALSO TRACKED. THIS INDICATED THAT THE CONTRIBUTION OF EDUCATIONAL DEVELOPERS FAR OUTWEIGHED THAT OF ACADEMIC COLLEAGUES, CONFERENCES, JOURNALS AND ENGINES. THE RESULTS HAVE IMPLICATIONS FOR THE WORK PRACTICES OF EDUCATIONAL DEVELOPERS AND FOR MANAGERS OF LEAMING OBJECT. CHAPTER XXXVIII AN ANALYSIS OFLEAMING DESIGNS THAT INTEGRATE PATIENT CASES IN HEALTH PROFESSIONS EDUCATION 777 LORI LOCKYER, UNIVERSITY OFWOLLONGONG, AUSTRALIA LISA KOSTA, UNIVERSITY OFWOLLONGONG, AUSTRALIA SUE BENNETT, UNIVERSITY OFWOLLONGONG, AUSTRALIA HEALTH PROFESSIONAL EDUCATION IS CHANGING TO MEET THE DEMANDS OF A IIMITED WORKFORCE AND A FOCUS ON COMMUNITY-BASED C1INICAL TRAINING. THE CHANGE REQUIRES A FOCUS ON TECHNOLOGY-SUPPORTED LEARNING IN ORDER TO REACH STUDENTS AND TEACHERS WHO ARE SEPARATED BY SIGNIFICANT DISTANCES. THE USE OF PATIENT CASES AS REUSABLE LEAMING OBJECTS HAS RECEIVED CONSIDERABLE ATTENTION IN THE SECTOR AND MANY SUPPORT THE USE OF SUCH RESOURCES, BUT IN ORDER TO DO SO THE CASES MUST BE MEANINGFULLY INTEGRATED INTO THE LEAMING EXPERIENCE. THIS CHAPTER REPORTS THE RESULTS OF AN ANALYTICAL STUDY THAT HAS DEVELOPED EIGHT GENERIC CASE BASED LEAMING DESIGNS CATEGORISED INTO THREE BROAD APPROACHES SUPPORTED BY RESEARCH EVIDENCE FROM THE LITERATURE. THESE LEAMING DESIGNS DOCUMENT COMMON PATTERNS IN CASE BASED LEAMING THAT COULD BE ADAPTED BY TEACHERS AND DESIGNERS TO THE SPECIFIC REQUIREMENTS OF DIFFERENT CONTEXTS. IN C1OSING, THE AUTHORS CONSIDER HOW LEAMING DESIGNS MIGHT BE USED AS A VEHICLE FOR EFFECTIVELY INTEGRATING PATIENT CASES. CHAPTER XXXIX RECONCEPTUALISATION OF LEAMING OBJECTS AS META-SCHEMAS 792 MOHAN CHINNAPPAN, UNIVERSITY OF WOLLONGONG, AUSTRALIA THE SHIFT IN THE WAY WE VISUALISE THE NATURE OF MATHEMATICS AND MATHEMATICS LEARNING HAS PRESENTED EDUCATIONAL TECHNOLOGISTS WITH NEW CHALLENGES IN THE DESIGN OF RICH AND POWERFULLEAMING ENVIRONMENTS. AGAINST THIS BACKGROUND, THE DESIGN AND USE OF LEAMING OBJECTS IN SUPPORTING MEANINGFUL MATHEMATICAL LEARNING ASSUMES INCREASED SIGNIFICANCE. I ARGUE THAT LEARNING OBJECTS NEED TO BE SUFFICIENTLY PLIABLE SUCH THAT BOTH TEACHERS AND LEAMERS COULD ENGAGE IN KNOWLEDGE CONSTRUCTION THAT PROVIDES FURTHER AVENUES FOR GROWTH AND SOPHISTICATION OF MATHEMATICAL SCHEMAS. IN THIS CHAPTER, THE AUTHOR AIMS TO SHOW THE LIMITATIONS OF CURRENT VIEWS ABOUT MATHEMATICALLEAMING OBJECTS AND THE NEED TO RECONCEPTUALISE THESE IN TERMS OF GENERIC META-SCHEMAS. A METASCHEMATIC FRAMEWORK WOULD PROVIDE THE MATHEMATICS COM- MUNITY WITH POWERFUL PEDAGOGICAL TOOLS TO SUPPORT AND ASSESS MATHEMATICS LEARNING. TWO EXAMPLES OF THESE META-SCHEMAS FOR GEOMETRY ARE DESCRIBED. CHAPTERXL DESIGNING LEAMING OBJECTS FOR GENERIC WEB SITES 808 HENK HUIJSER, UNIVERSITY OFSOUTHERN QUEENSLAND, AUSTRALIA THIS CHAPTER PROVIDES AN IN DEPTH DISCUSSION OF THE ISSUES INVOLVED IN INTEGRATING LEAMING DESIGN AND LEARNING OBJECTS INTO GENERIC WEB SITES. IT HAS A DUAL FOCUS AND CONSISTS OFTWO PARTS: THE FIRST PART OUTLINES AND CRITIQUES THE NOTION OFTHE NET GENERATION AND ITS IMPLICATIONS FOR LEAMING DESIGN, WHILE THE SECOND PART IS BASED ON A CASE STUDY OF A GENERIC ACADEMIC LEARNING SUPPORT WEB SITE AND ALLOWS FOR THE TESTING OF SOME OF THE THEORETICAL ASSUMPTIONS ABOUT THE NET GENERATION. INFORMED BY EMPIRICAL RESEARCH, THIS CHAPTER CONCLUDES BY OFFERING SUGGESTIONS ON WAYS TO EXPLOIT CONVERGENT POSSIBILITIES OF INTEGRATING LEARNING DESIGN AND LEARNING OBJECTS IN A WEB ENVIRONMENT, WHILE PAYING CAREFUL ATTENTION TO DIVERGENT CAPABILITIES OF STUDENTS TARGETED IN SUCH AN ENVIRONMENT. CHAPTERXLI STANDARDS FOR LEARNING OBJECTS AND LEAMING DESIGNS 827 MORAG MUNRO, DUBLIN CITY UNIVERSITY, IRE/AND C/AIRE KENNY, DUBLIN CITY UNIVERSITY, IRE/AND E-IEARNING STANDARDS ARE A CONTENTIOUS TOPIC AMONGST EDUCATORS, DESIGNERS AND RESEARCHERS ENGAGED IN THE DEVELOPMENT OF LEARNING OBJECTS AND LEARNING DESIGNS. THERE IS DISAGREEMENT REGARDING THE RELATIVE BENEFITS AND )IMITATIONS OF STANDARDS, WHILE THE RELEVANCE OF STANDARDS TO SOME EDUCATION AND TRAINING CONTEXTS HAS BEEN QUESTIONED. IT MAY BE DIFFICULT FOR DESIGNERS AND EDUCATORS TO BE SURE THAT THEY NEED TO IMPLEMENT STANDARDS, LET ALONE TO CHOOSE THE MOST APPROPRIATE ONE FROM THE PIETHORA AVAILABLE. THIS CHAPTER AIMS TO PROVIDE INDIVIDUALS INVOLVED IN THE DESIGN AND DEVELOPMENT OF LEARNING OBJECTS AND LEARNING DESIGNS WITH A WIDE-RANGING CRITICAL OVERVIEW OF E-LEARNING STANDARDS. IT FIRST TRACES THE EVOLU- TION OF STANDARDS, AND THEN EXAMINES THEIRAPPLICATION IN THE PRESENT DAY. FINALLY, THE CHAPTER CONSIDERS SOME OF TBE LIMITATIONS AND CRITICISMS OF CURRENT STANDARDS, AND SUGGESTS SOME POSSIBLE DIRECTIONS FOR FUTURE DEVELOPMENT. CHAPTER XLII SUPPORTING DECISION MAKING IN USING DESIGN LANGUAGES FOR LEAMING DESIGNS AND LEARNING OBJECTS 851 EDDY BOOT, TNO DEFENCE, SECURITY AND SAFETY, THE NETHER/ANDS LUCA BOT/URI, UNIVERSITA DE//A SVIZZERA ITA/IANAVIA, SWITZER/AND ANDREW S. GIBBONS, BRIGHAM YOUNG UNIVERSITY, USA TODD STUBBS, BRIGHAM YOUNG UNIVERSITY, USA IN DEVELOPING MODEM INSTRUCTIONAL SOFTWARE, LEARNING DESIGNS ARE USED TO FORMALIZE DESCRIPTIONS OF ROLES, ACTIVITIES, CONSTRAINTS, AND SEVERAL OTHER INSTRUCTIONAL DESIGN ASPECTS AND LEARNING OBJECTS ARE USED TO IMPLEMENT THOSE LEARNING DESIGNS IN INSTRUCTIONAL SOFTWARE. CENTRAL IN BOTH CONSTRUCTS IS THE USE OF DESIGN LANGUAGES TO SUPPORT STRUCTURING A DESIGN TASK AND CONCEIVING SOLUTIONS. DUE TO A LACK OF STAN- DARDIZED DESIGN LANGUAGES THAT ARE SHARED BETWEEN DESIGNERS, PRODUCERS, AND OTHER STAKEHOLDERS, THE APPLICATION OFLEARNING DESIGNS AND LEARNING OBJECTS IS OFTEN UNSATISFACTORY FOR THREE REASONS: (A) DIFFERENT INSTRUCTIONAL AND TECHNICAL STRUCTURES ARE OFTEN NOT MEANINGFULLY ORGANIZED; (B) DIFFERENT LEVELS OF DETAIL ARE MIXED TOGETHER; AND (C) DIFFERENT EXPRESSIONS ARE USED IN A NON-STANDARDIZED MANNER. A DECISION MODEL IS INTRODUCED-THE 3D-MODEL-THAT SUPPORTS BETTER SELECTION AND APPLICATION OF DESIGN LANGUAGES. TWO STUDIES SHOW THAT THE 3D-MODEL CONTRIBUTES TO A BETTER INFORMATION TRANSITION BETWEEN INSTRUCTIONAL DESIGNERS AND SOFTWARE PRODUCERS. CHAPTER XLIII PRINCIPLED CONSTRUCTION AND REUSE OFLEAMING DESIGNS 869 GI/HERT PAQUETTE, TE!E-UNIVERSITE, CANADA OLGA MARIFIO, TETE-UNIVERSITE, CANADA KARIN LUNDGREN-CAYROL, TE!E-UNIVERSITE, CANADA MICHEL LEONARD, TE!E-UNIVERSITE, CANADA THIS CHAPTER SUMMARIZES THE WORK ON INSTRUCTIONAL ENGINEERING AND EDUCATIONAL MODELING ACCOMPLISHED SINCE 1992 AT THE LICEF RESEARCH CENTER OFTELE-UNIVERSITE BY THE RESEARCHERS OFTHE CICE RESEARCH CHAIR. RECENT RESULTS ON LEAMING DESIGN MODELING AND LEAMING OBJECTS REUSABILITY PROCESSES ARE THOROUGHLY PRESENTED USING EXAMPLES DRAWN FROM MANY PROJECTS CONDUCTED IN THE LAST 3 YEARS. THESE ARE DISCUSSED TO UNCOVER THE IMPORTANCE OF A PRINCIPLED APPROACH FOR THE MODELING OF LEAMING DESIGN AND THE REUSE OF LEAMING OBJECTS IN TECHNOLOGY ENHANCED LEAMING ENVIRONMENTS. FINALLY, DELIVERY AND DISSEMINATION ISSUES ARE DISCUSSED AND A SUMMARY OF ON-GOING AND FUTURE DIRECTIONS FOR RESEARCH IS PRESENTED.
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spellingShingle	Handbook of research on learning design and learning objects issues, applications and technologies Lehr-Lern-Forschung (DE-588)4478933-6 gnd Lernumwelt (DE-588)4167412-1 gnd
subject_GND	(DE-588)4478933-6 (DE-588)4167412-1 (DE-588)4143413-4
title	Handbook of research on learning design and learning objects issues, applications and technologies
title_alt	Learning design and learning objects
title_auth	Handbook of research on learning design and learning objects issues, applications and technologies
title_exact_search	Handbook of research on learning design and learning objects issues, applications and technologies
title_exact_search_txtP	Handbook of research on learning design and learning objects issues, applications and technologies
title_full	Handbook of research on learning design and learning objects issues, applications and technologies Lori Lockyer ...
title_fullStr	Handbook of research on learning design and learning objects issues, applications and technologies Lori Lockyer ...
title_full_unstemmed	Handbook of research on learning design and learning objects issues, applications and technologies Lori Lockyer ...
title_short	Handbook of research on learning design and learning objects
title_sort	handbook of research on learning design and learning objects issues applications and technologies
title_sub	issues, applications and technologies
topic	Lehr-Lern-Forschung (DE-588)4478933-6 gnd Lernumwelt (DE-588)4167412-1 gnd
topic_facet	Lehr-Lern-Forschung Lernumwelt Aufsatzsammlung
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