Reconfigurability: creating new courses from existing learning objects will always be difficult!
The suggestion that new courses can be constructed from existing learning objects appears technically self-evident but remains unproven. Despite increasing evidence that learning objects can provide a suitable structure for constructing courses most evidence is based on creating learning objects, ei...
| Publicado en: | Journal of Computer Assisted Learning Vol. 21; no. 6; pp. 440 - 449 |
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| Autor principal: | |
| Formato: | equations & formulas tables/charts Journal Article |
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Wiley-Blackwell
Dec2005
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=106376579&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 106376579 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Dec2005 vid: 21 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 106376579 106376579 2009072526 10.1111/j.1365-2729.2005.00154.x 106376579 ppf: 440 ppct: 9 formats: tig: atl: Reconfigurability: creating new courses from existing learning objects will always be difficult! aug: au: Tompsett C affil: Learning Technology Research Centre, Kingston University, London KT1 2EE, UK; cptompsett@king.ac.uk sug: subj: Curriculum Computer-Assisted Instruction Learning Methods Mathematics Models, Educational World Wide Web ab: The suggestion that new courses can be constructed from existing learning objects appears technically self-evident but remains unproven. Despite increasing evidence that learning objects can provide a suitable structure for constructing courses most evidence is based on creating learning objects, either through restructuring existing materials or as a set of newly created learning objects. There is little evidence for building a new course from existing learning objects where any significant number of these have been developed for a different course elsewhere. Authors who adopt a constructivist model of knowledge might view this lack of evidence as confirmation of the inherent difficulty of integrating resources created within different communities. Those following a scientific model of knowledge would view this as a temporary problem that will be resolved when a sufficient volume of materials exists in repositories. This paper argues that reconfiguration of learning objects to create new courses is significantly more complex than is currently recognized, even within a scientific framework of knowledge. By implication, far more research is needed to understand reconfiguration and re-integration than initial 'creation'. pubtype: Academic Journal doctype: equations & formulas tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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