Designing and Integrating Reusable Learning Objects for Meaningful Learning: Cases from a Graduate Programme

Autor/in	Koh, Joyce Hwee Ling
Titel	Designing and Integrating Reusable Learning Objects for Meaningful Learning: Cases from a Graduate Programme
Quelle	In: Australasian Journal of Educational Technology, 33 (2017) 5, S.136-151 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Graduate Students; Electronic Learning; Alignment (Education); Educational Quality; Learning Activities; Learning Experience; Design Requirements; Curriculum Design; Educational Resources; Instructional Materials; Integrated Activities; Student Attitudes; Masters Programs; Curriculum Development; Curriculum Implementation; Student Surveys; Likert Scales; Behavioral Objectives; Skill Development; Multimedia Materials; Technology Uses in Education; Courseware; Foreign Countries; Singapore + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Quality of education; Bildungsqualität; Lernaktivität; Lernerfahrung; Design preferences; Gestaltungsmittel; Lehrplangestaltung; Bildungsmittel; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Integrierender Unterricht; Schülerverhalten; Magister course; Magisterstudiengang; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Schülerbefragung; Likert-Skala; Kompetenzentwicklung; Qualifikationsentwicklung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lernsoftware; Ausland; Singapur
Abstract	E-learning quality depends on sound pedagogical integration between the content resources and lesson activities within an e-learning system. This study proposes that a meaningful learning with technology framework can be used to guide the design and integration of content resources with e-learning activities in ways that promote learning experiences, characterised by five dimensions: active, constructive, intentional, authentic, and collaborative. The pedagogical uses of these meaningful learning dimensions to support the design and integration of reusable learning objects as content resources will be explicated and exemplified through three cases related to the instruction of theories, principles, and professional skills respectively in a graduate programme. Design notes and surveys of students' perception of learning experiences are used as data sources to understand how the five meaningful learning dimensions are being implemented by instructors and perceived by students. The strategies for supporting meaningful learning with reusable learning objects in higher education contexts are discussed. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01