Session 14: Learning Objects

This weeks reading discusses learning objects. Learning objects are tagged, online content resources. Although not a learning theory or model, they facilitate learning and add to the content by providing additional resources for the learner.

What are your initial reactions to this theory/model? What are barriers to its use? What benefits might be expected for those who overcome the barriers?
Initially when reading about this resource, I thought, "wow, I didn't know it had a name!"  I have been using learning objects both as a teacher and as a learner for many years.  The Internet is so accessible now, and there is such a wealth of information available that can enhance student learning.  Some of the barriers to using learning objects is that the links to these resources may break or content moved; therefore students no longer have access to the resources.  Use of learning objects within curriculum also needs to be evaluated by the teacher prior to using them.  For example, the content may not be valid; authentic; or appropriate.  Learning objects that have been properly evaluated can provide so much information and knowledge than can a classroom lecture.  For example, a student could gain so much more information on a Holocaust lesson by exploring pictures, letters, personal accounts from Holocaust survivors and members of the liberating forces than just hearing lectures from instructors.

Would you attempt to use this theory/model with the students you are currently teaching or hope to teach in the future? Why or why not? Could elements of the theory/model be modified so that it would work with your current/future students?

I often utilize learning objects in my classroom.  I am fortunate to have a computer for each student since I teach the business education curriculum.  Often, I supplement my lectures or lesson with available content via the Internet.  I use numerous subject databases including the Library of Congress - American Memory website; and other government websites such as the Federal Reserve, Federal Trade Commission, etc.

Numerous authentic databases exist, albeit some are not readily found using google or bing.  Therefore, databases such as ERIC, NCWISE OWL and other types of subject databases must be found alternatively.  Colleges and Universities have excellent databases from with to use.