Learning Objects and Authoring Tools

When designing a learning object a teacher must have a few things in mind. A specific learning outcome to use, how they would like the outcome to be presented, and does the authoring tool best fit the way you want the content to be presented.

Based on your subject you will have different content and learning outcomes to choose from.

Choosing how you want the content presented is should be based on a few key questions. This image give you the three base questions that will help a teacher determine how they want to present the information.

(Image obtained from: http://www.crlt.umich.edu/gsis/p2_5)

Another question that should be considered is accessibility to supplies, technology, and resources. It is important to be able to practice with the authoring tool and also be aware of which tools will work for you but which ones are free or not. Finding out what accessiblity you have through your school or county for certain tools that are not free could broaden the number of tools you can use. This is also important information to have because a lot of these tools are only paid for based on a need basis so if they are not being used the county or school may not continue to fund the tool. 

Another thing to be aware of when choosing what tool to use for you learning object is, OBVIOUSLY, the level of your students and what you can do to get them from Point A to Point B.

                  

(Image obtained from: http://www.articulate.com/rapid-elearning/a-roadmap-for-building-an-e-learning-course/)

Knowing where your students are and where they need to be is crucial for a successful learning object. 

There are a multitude of authoring tools that can be used based on this analysis and you can have both static and interactive learning objects based on these tools. The image below gives you an idea of how static and dynamic learning objects can be used. 

(Image obtained form: http://www.slideshare.net/aligreen2010/learning-object-presentation-3-31-10)

There are numerous ways to introduce a learning outcome to your students that do not include technology and technology should be used as a tool/resource not as the only means. In order to decide whether to use these learning objects it is important to understand the benefit of doing so. This information will help you to decide whether the learning object is the best way to deliver the learning objective. Here is the link to a website that describes, in detail, the benefits and uses of learning objects and the relevance of using them in a learning environment. 

http://www.grayharriman.com/learning_objects.htm

Digital Storytelling

Teaching at any grade level it is important to let your student's express themselves and their voices heard. 

As an English teacher I have quite a few different routes for this task and one of those being digital storytelling. 

Here is a youtube video on the seven elements of digital storytelling:

http://youtu.be/a1f-_FXgJZM

Having a degree in elementary education and now a teaching certificate for high school English I am aware of the Common Core State Standards which expect that children across the grades can write for three specific purposes:

1.       Opinion pieces that persuade a reader and make an argument

2.       Informative writing that explains an idea and relays information

3.       Narrative stories of real or imagined events.

And from kindergarten through 12th grade, students are expected to share their writing through technology. Digital storytelling is an excellent way for the students to reach these standards, express themselves and utilize the use of technology.

Here is a link to a blog that has some examples of digital storytelling and some helpful pointers:

http://newdigitalstorytelling.net/

The use of technology should be the last step of the creating process for students. They should have already drafted, revised, and edited their personal narrative, or their group has already come together to plan a presentation of their argument for an opinion piece of writing before they produce their digital story! This is very important because they may miss key points to the standards and lesson if they are thrown straight into the digital/technological part of the assignment.

I really like the use of a graphic organizer like a storyboard to have students plan what they want to appear on each page of their digital story.

Here is a link with some graphic organizers:

http://storykeepers.wikispaces.com/StoryBoarding

If students are working in pairs or a small group sharing one device, you'll want to make sure they have a plan for who will record the narration for each page or have specific roles designated for each student. Giving specific jobs for group work is helpful for both the students and the teacher in understanding what is being learned and also to make sure everyone is active in the task.

When the digital story is complete students can then publish their creation by simply copying the link and posting it on any form of social media for the class, school, or world to see!!