object-ive orientation: the use of learning objects for support services
DESCRIPTION
Presentation at the 16th Annual Sloan-C International Conference on Online Learning: The Power of Online Learning: Stimulating New Possibilities November 5, 2010TRANSCRIPT
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Object-ive Orientation: The Use of Learning Objects
for Support Services
Karen K. HeinUniversity of Nebraska at Omaha (UNO)
16th Annual Sloan-C International Conference on Online LearningThe Power of Online Learning: Stimulating New PossibilitiesNovember 5, 2010
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Distance Education& Support Services
• Types of Support Services– Each requires navigating networks and
systems of processes– Guidelines, tip sheets, tutorials, etc., to help
simplify complex systems
• Impact upon the Student(what the research says)
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Overview of Support Service Material Development
• Making Materials Available• Designing from an Instructional
Perspective– Deeper Consideration of Learning
Assessment
• Modularization, Customization, and Accessibility
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Learning Objects
• Instructional Units / Modules• Focus Upon Fewer Learning Goals /
Objectives• Flexibility and Reusability• Technical Standards for Designing,
Describing, and Locating Objects• Parallels Open Educational Research
(OER) Movement.
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Learning Processes / Instructional Design
• Unified Learning Model (ULM)
• Sweller’s Cognitive Load Theory
(CLT)
• Mayer’s Multimedia Principles
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University of Nebraska System
• 4-Campus System:– University of Nebraska at Omaha (UNO)
– University of Nebraska – Kearney (UNK)
– University of Nebraska – Lincoln (UNL)
– University of Nebraska Medical Center (UNMC)
• Online Worldwide– Student Support Services Community of
Practice (SSCoP)
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Orientation Materials
• Campus Introduction
• Technology Requirements & Support
• Blackboard (Learning Management System)
• Campus E-Mail Systems
• Registration Processes
• Course Materials (Bookstores, Supplemental Equipment, etc.)
• ID Cards
• Exams & Grades• Library Resources
Services• Advising / Degree
Planning• Student Resources
(Writing Centers & Other Academic Support Services)
• Tuition / Fees• Financial Aid• Student Conduct
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Orientation Materials (cont’d)
• Design Recommendations–Modular–Web-Based –Engaging / Interactive–Assessable
Learning Objects!
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Orientation Materials (cont’d)
• Student Readiness– Skills / Dispositions to Succeed in Online /
Hybrid Environments
• Personality / Learning Preferences
http://www.unomaha.edu/test_lode/
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http://www.unomaha.edu/test_lode/
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Future Developments
• Continued Refinement & Testing
• More Orientation Objects
• Further Assessment
• Sharing
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Contact Information
Slides available at
http://www.slideshare.net/unokhein/objective-orientation-the-use-of-learning-objects-for-support-services
Karen K. HeinInstructor, University of Nebraska at OmahaLibrary Media / Library Science Programs6001 Dodge StreetOmaha, NE 68182
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ReferencesBishop, J. (2005). Keys to success at the University of Nebraska at Omaha: First year
experience. Boston: Prentice Hall.
Clark, R., Nguyen, F., & Sweller, J. (2006). Efficiency in learning: Evidence-based
guidelines to manage cognitive load. San Francisco, CA: John Wiley & Sons, Inc.
Carter, C., Bishop, J., & Bucher, R. D. (2005). Keys to effective learning: Developing
powerful habits of mind (4th Ed.). Upper Saddle River, NJ: Pearson/Prentice Hall.
Mayer, R. (2001). Multimedia learning. New York: Cambridge University Press.
Pattison, S. (2003-2004). The effect of an orientation on distance - program
satisfaction. Journal of College Student Retention: Research,
Theory & Practice, 5(2), 205-233.
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ReferencesShell, D. F., Brooks, D. W., Trainin, G., Wilson, K. M., Kauffman, D. F., & Herr, L. M.
(2010). The unified learning model: How motivational, cognitive, and neurobiological
sciences inform best teaching practices. Dordrecht: Springer Science.
Wozniak, H., Mahony, M. J., Lever, T., & Pizzica, J. (2009). Stepping through the
orientation looking glass: A staged approach for postgraduate students. Australasian
Journal of Educational Technology, 25(2), 221-234. Retrieved from
http://www.ascilite.org.au/ajet/ajet25/wozniak.html