Thursday, April 01, 2004
Online Article - Shuell, Learning Functions and Objects
Learning objects and study skills
Kevin Brosnan
University of Stirling, Scotland UK
John CaseyUniversity of Stirling, Scotland UK
Introduction
Reusable Learning Objects (RLOs) as a technology are simultaneously new and yet also embody aspects of learning that are ages old. It could be argued that amongst the first RLOs were text inscriptions, on various media, used by people other that the original author to help them understand a particular aspect of human activity. The current interest in RLOs suggests that they are yet another new form of learning technology and, according to some, and have the potential to transform both the processes of learning and the institutions that are responsible for the management of learning. As ever, claims for the potential of new learning technologies to radically change the ways in which we support our learners, must be treated with caution. If we are to realise the potential of RLOs to offer new ways of supporting learners and avoid yet another cycle of unfulfilled promise, the so called ‘Groundhog Day’ phenomenon (Mayes, 1995), we must give careful attention to how we conceptualise this technology and the ways in which it may affect learning processes.
This paper will explore the concept of affordance (Gibson, 1986) as a way of drawing attention to the importance of active use of RLOs within a particular context rather than concentrating only on the features or attributes of the object itself.
Relevant quote from the article
Goodyear’s idea of cognitive walktrough and Shuell’s learning functions framework begin to shift attention from learning resources as entities independent of learner activity and toward learning resources as means for structuring and supporting meaningful learning activity. The next part of the paper explores this perspective further by introducing the concept of affordance and exploring its relevance to the L2L project in particular and RLOs more generally.
I think this is relevant because it utilizes Goodyear's framework and Shuell's learning functions. Need to read carefully. Downloaded and printed.
Kevin Brosnan
University of Stirling, Scotland UK
John CaseyUniversity of Stirling, Scotland UK
Introduction
Reusable Learning Objects (RLOs) as a technology are simultaneously new and yet also embody aspects of learning that are ages old. It could be argued that amongst the first RLOs were text inscriptions, on various media, used by people other that the original author to help them understand a particular aspect of human activity. The current interest in RLOs suggests that they are yet another new form of learning technology and, according to some, and have the potential to transform both the processes of learning and the institutions that are responsible for the management of learning. As ever, claims for the potential of new learning technologies to radically change the ways in which we support our learners, must be treated with caution. If we are to realise the potential of RLOs to offer new ways of supporting learners and avoid yet another cycle of unfulfilled promise, the so called ‘Groundhog Day’ phenomenon (Mayes, 1995), we must give careful attention to how we conceptualise this technology and the ways in which it may affect learning processes.
This paper will explore the concept of affordance (Gibson, 1986) as a way of drawing attention to the importance of active use of RLOs within a particular context rather than concentrating only on the features or attributes of the object itself.
Relevant quote from the article
Goodyear’s idea of cognitive walktrough and Shuell’s learning functions framework begin to shift attention from learning resources as entities independent of learner activity and toward learning resources as means for structuring and supporting meaningful learning activity. The next part of the paper explores this perspective further by introducing the concept of affordance and exploring its relevance to the L2L project in particular and RLOs more generally.
I think this is relevant because it utilizes Goodyear's framework and Shuell's learning functions. Need to read carefully. Downloaded and printed.
# posted by Yik Sheng : 11:39 AM
