Post 1 - Week of April 14 - 21

http://uh7qf6fd4h.search.serialssolutions.com/?genre=article&issn=03601315&title=Computers+%26+Education&volume=50&issue=1&date=20080101&atitle=Evaluating+the+use+of+learning+objects+in+Australian+and+New+Zealand+schools.&spage=271&pages=271-283&sid=EBSCO:Academic+Search+Premier&aulast=Schibeci%2c+Renato

Evaluating the use of learning objects in Australian and New Zealand schools.

This is a formalized study on the effectiveness of learning objects for students, teachers teaching science in grades preschool to tenth grade. The media they used were talking books, drills, tools, video, and simulations. The Department of Education assisted with training teachers in the
use of learning objects. Schools were selected for the study for their diversity and balanced populations which represented the spectrum of students in Western Australia. The author noted that teachers who volunteered for the study were more experienced and open to the observations needed to measure results.

Results from teachers: They were more motivated in their teaching techniques because they could introduce unique learning objects not readily available in the classroom. They did not want learning objects that could have been done physically in the classroom.
Results for students: They, too, were more motivated, concentrated focus on topic,ability to control the pace of the information. Students with
varying learning styles found a good fit between their preferences and the learning objects.
Downfall of learning objects & students - they did not like to read long portions of text - and they liked to cheat to get through the materials more quickly and with the same reward. (That is something I've seen with students, too...)

"Our major conclusions are as follows:

1. Generally, students are open to, and interested in, computer-based learning, and there is evidence that students with a range of abilities can achieve success using learning objects such as those provided by The Le@rning Federation.

2. Teachers need guidance when introducing learning objects into classroom lessons to optimise the impact on student learning outcomes. This is an integral aspect of the initiative necessary to ensure long-term, effective use of learning objects.

3. A substantial and sustained support programme should be provided for teachers, school administrators and support staff to develop awareness of learning objects, to encourage and facilitate uptake and to support development of skills and strategies in their use.

4. Appropriate technical and system infrastructure should be identified and established at system and school levels to expedite the uptake of learning objects in schools.

5. A resource bank of learning objects should continue to be developed in the targeted curriculum areas at a range of levels." (Schibeci, p.4)

These results are all things that I have experienced while teaching students, too. Again, too, there is a call for a resource bank of learning objects and PBS is on that trail through EDCAR.

Reference:
Schibeci,Renato 2008, Evaluating the use of learning objects in Australian and New Zealand schools, retreived April 15, 2009.