Activity 6: Criticisms of Learning Objects

Wiley, D.  ‘Reusability Paradox’

I liked this statement:

“Because humans make meaning by connecting new information to that which they already know, the meaningfulness of educational content is a function of its content.”

Reuse means placing learning objects in a context other than which it was designed for.  Is that bad? Surely there will be some form of learning obtained through placing a learning object in another context? Take a map which has been specifically designed for a social studies topic.  When the topic is finished should it go away?  What about the map going to another area within school – it can then be used for an art project or for creative writing or storytelling.  Maybe that is why Wiley indicates that learning objects should contain as little context as possible so that they are more flexible and have multi-use.


Lamb, B. (2009) video

When Brian started teaching in a posh school all learning materials were online and teaching did not take place in the classroom.  Sounds a bit like a flipped classroom scenario. Students had to find a way to work through the materials.  He spoke about copyright issues tagged to sharing issues.  People were working on building repositories full of archived materials and this is still being done – albeit using technology.  He felt the best way to share was through use of blogs and wikis and this allowed him to post and others to respond, comment and work together.

Within the discussion tab attached Activity 6:  I guess ownership and status is an underlying problem.  Some teachers like the kudos of being creative and innovative and would prefer to remain the expert rather than the sharer.  Social media has opened up the way to sharing resources created by teachers and some educators/researchers and much can be found through Google+, Facebook, Twitter, Pinterest etc.  There is still the stigma of research being published through journals and this is perhaps a barrier that needs to be overcome.  We need openness within reviewing and sharing research as this encourages participation and learning for others who may influence or add to its credibility.



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