Reflective Synopsis on eLearning: Learning Objects
Learning objects are small interactive ICTs, which can be assessed online or, in some cases, downloaded. This can include a small game, activity or perhaps an interactive animated demonstration. Learning objects are interesting digital tools, as they can allow for behaviourist, cognitivist and constructivist learning to occur. (Cosstick, 2010)
The behaviourist learning theory (Pavlov, 1903) suggests that a student’s mind is like a black box which simply responds to stimulus and this is how learning occurs. Knowledge and understanding is developed through repetition until students memorise the correct responses. Behaviourist learning can take place within a learning object where students can answer questions and are rewarded for correct answers given and penalized for incorrect answers given.
According to the cognitivist learning theory (Piaget, 1952), learning occurs when acquisition and reorganisation of schema occurs within a student’s mind. Learning of this sort can take place when information is sorted so that it can be more easily attained by the brain. Within a learning object, for example, information could be categorised under headings, sorted into colours, structured in a mind map and so on.
Constructivism (Vygotsky, 1962), as mentioned earlier in this synopsis, is a learning theory which is based on the understanding that students learn by altering or adding to prior knowledge and understanding, which they have established through their own unique previous experiences. Learning objects which support this style of learning might require students to engage in a life-like interactive scenario. In this type of learning object, where students are required to problem solve in an ambiguous situation, a higher level of thinking is required than within learning objects which are more behaviourist or cognitivist in nature.
Learning objects can be a great way for students to engage in content and transform learning however some considerations need to be made (See Appendix 1 - Animations & Simulations)
The behaviourist learning theory (Pavlov, 1903) suggests that a student’s mind is like a black box which simply responds to stimulus and this is how learning occurs. Knowledge and understanding is developed through repetition until students memorise the correct responses. Behaviourist learning can take place within a learning object where students can answer questions and are rewarded for correct answers given and penalized for incorrect answers given.
According to the cognitivist learning theory (Piaget, 1952), learning occurs when acquisition and reorganisation of schema occurs within a student’s mind. Learning of this sort can take place when information is sorted so that it can be more easily attained by the brain. Within a learning object, for example, information could be categorised under headings, sorted into colours, structured in a mind map and so on.
Constructivism (Vygotsky, 1962), as mentioned earlier in this synopsis, is a learning theory which is based on the understanding that students learn by altering or adding to prior knowledge and understanding, which they have established through their own unique previous experiences. Learning objects which support this style of learning might require students to engage in a life-like interactive scenario. In this type of learning object, where students are required to problem solve in an ambiguous situation, a higher level of thinking is required than within learning objects which are more behaviourist or cognitivist in nature.
Learning objects can be a great way for students to engage in content and transform learning however some considerations need to be made (See Appendix 1 - Animations & Simulations)
