Francis, David E. (2006) Instructional designers' conceptualizations of learning objects. Masters thesis, Memorial University of Newfoundland.
- Accepted Version
Available under License - The author retains copyright ownership and moral rights in this thesis. Neither the thesis nor substantial extracts from it may be printed or otherwise reproduced without the author's permission.
The purpose of this multiple case study was to gain insight into how instructional designers conceptualize learning objects and their attributes. The 10 participants were instructional designers working in Canadian colleges and universities. Data were collected during two phases of semi-structured phone interviews. Open, axial and selective coding were used to analyze data. Designers identified the following attributes of learning objects: adaptable, assessable, design accountable, digital, granular, interactive, interoperable, pedagogically assessable, pedagogically powerful, pedagogically purposeful, reliable, retrievable, reusable, scalable and usable. Designers defined and conceptualized learning objects and their attributes with a focus on learning theory or pedagogical best practices rather than a focus on technical definitions of learning objects and their attributes. Video games were highlighted by some designers as appropriate analogies for learning objects as they feature interactivity, clearly stated objectives and assessment.
|Item Type:||Thesis (Masters)|
|Additional Information:||Includes bibliographical references (leaves 92-98).|
|Department(s):||Education, Faculty of|
|Library of Congress Subject Heading:||Instructional systems--Design; Instructional systems--Planning.|
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