Learning Objects for
Library Instruction
Karen Diaz & Nancy O’Hanlon
Ohio State University Libraries
Part 1: Theory and
Resources
Karen Diaz
What is a Learning Object?
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Simple definition:
Any digital resource that can be reused to
support learning
--David Wiley
Context for Discussing LOs
Distance Education
 Online Resources
 Digital Environment
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Examples of (pieces of)
Learning Objects
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Simulations
Electronic calculators
Animations
Tutorials
Text entries
Web sites
Bibliographies
Audio and video clips
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Quizzes
Photographs
Illustrations
Diagrams
Graphs
Maps
Charts
Assessments
WISC Online definition
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New way of thinking
about learning
content (2-15
minutes)
Small independent
chunks of knowledge
Clear instructional
strategy
Self-contained
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Interactive
Reusable
Able to be aggregated
Tagged with metadata
Learning that is:
- Just enough
- Just in time
- Just for you
Splitting Hairs
Digital Assets
 Learning Objects
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Real Examples of LOs
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CNN/Money
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Interactions with Customers
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Searching 101: Identify Concepts
How to Find Learning Objects
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Google?
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Lists?
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Repositories!
Features of LO Repositories
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Database searching
 Keyword
 Browsing
(taxonomy or whole database)
Features cont’d
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Metadata
 Technical
(format, size,location, duration)
 Educational (age/grade levels, pedagogic features,
language, context)
 Rights (conditions of use, cost, copyright restrictions)
 Relationships to other LOs (identifier numbers,
catalog entry number)
 Classification (taxonomy, keywords)
Features cont’d
Access to Object/Preview
 User communities
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 Best
practices
 Commenting/evaluation of LOs by users
Features cont’d

Tracking
 For
rights management
 Information for the creator
 Who has used
 Why?
 Context?
Examples of Repositories
MERLOT
 Gateway to Education Materials
 WISC-Online
 Maricopa Learning Exchange
 CORIL – Cooperative Online Repository
for Information Literacy
 Others
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Part 2: Building
Learning Objects
Nancy O’Hanlon
Goals for this portion of
workshop
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Identify software programs that can be used to
create learning objects.
Show examples of some learning objects
created with various tools.
Discuss guidelines for digital content
development.
Review Universal Design issues to keep in mind
as you build or select learning objects.
3 Dimensional LOs
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Material – text, images,
charts, etc. to convey
new information
Activity – simulations,
games, guided tasks to
reinforce learning
Assessment – quiz,
portfolio, product to
determine success
Making Digital Learning
Materials
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Web page editor to write HTML text
Style sheet component or program for format
Javascript for interactive components
Image development software
Functions may be combined in one application
(Dreamweaver Studio MX) or separate
programs (Frontpage and Photoshop)
Example: Finding Articles
Creating Interesting Activities
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Watching/listening
 Simulations
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Doing
 Interactive
games
 Guided tasks
 Quizzes and self-tests
Simulations
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Definition: Representation of the
operation or features of one process or
system through the use of another
In library instruction context, very useful
for teaching about search tools,
processes
Screen Capture Software for
Simulations
Camtasia Studio
 HyperCam
 RoboDemo
 ViewletBuilder (also ViewletCam)
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How They Work
Capture screen shots and mouse/cursor
movements as you perform a process
 Review, add or delete slides
 Annotate, highlight elements on slides
 Some programs support interactive
elements
 Output files that you upload to Web server
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Example: ViewletBuilder
Example: What's A Viewlet?
 Example: Basic search in Google
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Interactive Games
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Types of interactions
 Flashcards
 Matching
 Others
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(crosswords, etc)
Possible instructional uses
 Enhance
recall (e.g.vocabulary development)
 Bloom’s Knowledge, Comprehension levels
Game Development - Quia
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Create using
templates, choose
output
May re-use existing
objects
Free for users;
subscription for
instructors
Examples: Quia Web
Game Development - Hot
Potatoes
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Create using
templates
Free for most
educational use
Examples:
Crossword puzzle
Matching
Guided Tasks - Action Mazes
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Definition: a kind of interactive case-study; the
user is presented with a situation, and a number
of choices as to a course of action to deal with it.
Useful for procedural training, problem-solving
exercises
Bloom’s Application, Analysis levels as well as
Synthesis (predicting outcomes)
Software tool: Quandary
Example:Apollo 10
Guided Tasks - WebQuests
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Definition: an inquiry-oriented activity in which
most or all of the information used by learners is
drawn from the Web.
Learner given a task, set of information sources,
guidance on how to organize information found.
Supports thinking at Bloom’s levels of Analysis,
Synthesis and Evaluation.
Example: Walker's Watermelon WebQuest
Finally, Assessment
Most commonly quizzes, tests
 Construct within course management
software (WebCT, Blackboard)
 Construct with Respondus
 Build stand-alone quizzes using Quia or
Hot Potatoes
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Hot Potatoes Quiz
Instant feedback
 Score not recorded
 Example: Web Site Purpose
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Quia Quiz / Class
Quia can create several kinds of quizzes:
 Instant feedback, score not retained
 Instant feedback, score retained in class
gradebook
 Example Quia Class Page
Performance-Based
Assessment
Develop student instructions
 Create grading rubric
 Share these with others as part of the total
LO package
 Resource:
Field-Tested Learning Assessment Guide
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Overview of LO Development
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Develop learning objectives
Outline a sequence for instruction
 Plan
delivery of segments/chunks. Build a flowchart of
content with specific objectives, examples.
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Select software tools
Create material and activities
Design an appropriate assessment
Usable / Reusable Content
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Inverted pyramid style of writing for the Web –
important ideas first, then expand.
Be succinct: KYSS
Students scan, not read – help them out with
highlighting, mnemonics.
What is the reading level of your text? MS Word
can tell you.
Engage multiple senses – linguistic and
perceptual information processed in different
ways.
Address Student Learning
Styles
Almost half may be visually-oriented
learners
 Need to present learning material in
formats that address different/multiple
learning style preferences
 Mix of text, illustrations, charts and graphic
organizers – something for everyone!
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Universal Design for Learning
(UDL)
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Goal: create a learning environment that meets
ALL of the diverse needs of the students in a
class.
Instead of remediating students so that they can
learn from a set curriculum, curriculum should
be made flexible to accommodate learner
differences -- different backgrounds, learning
styles, abilities, and disabilities.
UDL Theory
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Brain research reveals that there are various
networks involved in learning:
Recognition – what we learn – provide multiple
examples, formats, media
Strategic – how we learn – provide models,
practice with support, ongoing feedback
Affective – why we learn – offer choice of
content, tools, levels of challenge
UDL Online Book
Teaching Every Student in the Digital Age
Part 3: Evaluation
Karen Diaz
Evaluating LO’s
Why?
 How?
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Why Evaluate
To decide if existing LO matches your
desired outcomes
 To make you better at creating your own
LO’s
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How to Evaluate –
NLII Observation Tool
 Granularity
 Feedback
 Interaction
(technology)
 Manipulation
(content)
 Learning Design
 Adaptation
 Assessment
(content)
 Interaction
(technology)
 Feedback (content)
Let’s Try an Evaluation
--Take out your observation tool
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The Supreme Court Justices
Report back on activities
Learning Object evaluations
 Repository evaluations
 Creation tools evaluations
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How Can We Use Learning
Objects?
“ Faculty need learning objects to create
courses. Most faculty members develop their
own courses to guide student learning of
specific concepts and their relationships
among them. Faculty teaching distance
education courses need to be able to access
instructional materials that teach the specific
concepts they have set as objectives for their
course.”
--From Learning About Learning Objects
Rethinking Library Instruction
Instead of …
We can now …
One shots
Provide little shots…over and over as
needed
Teaching broad concepts
Teach specific chunks as they are
relevant to the instructor or student
Labor geared at reaching EVERY student
once
Labor in deeper and more timely
learning opportunities for students
Being content-centric (concern for
“covering the material”)
Focus on being learner-centric
(interesting things to do rather than
dumping loads of data)
Not knowing if our efforts are doing any
good
Build various forms of assessment into
the activities
Being bound by lectures and workshops
Have new ways to think about providing
learning content