Re-Purposeable Learning Objects Based on Teaching and Learning Styles

Abstract

Web-based distance learning is hampered in many cases by a failure to deliver material in a manner consistent with the ways in which students learn and instructors teach best in traditional environments (Samorski, 2002). Excellent teachers are successful because of the ways in which they mediate content and place the content within the context of the subject matter. It is not the specific content or images the successful teacher presents, but rather the manner in which they are presented and framed within the scope of the topic area. Excellent teachers teach by presenting the content and then providing the students with substantive opportunities to apply the content to real-world problems in an effort to promote critical thinking on the part of the student. This is a highly interactive process with much information being transmitted between the student and the instructor. The interchange between the instructor and the student helps the student build a knowledge base with the assistance of the instructor’s experience and expertise in the topic area. The exact nature of the interchange is not predetermined and depends to a great extent on the creativity and breadth of experience of the instructor. The successful instructor adjusts his or her interaction with the students to the learning styles best suited to them. How do we provide the learner with this important component of traditional classroom education in asynchronous distance education or technology-mediated traditional classes? Web-based instruction is rapidly becoming the preferred mode of distance education, and we must adapt our instructional interaction styles to this medium. Our students now expect more interactive and immersive materials in Web-based learning than that typically provided in the traditional classroom or correspondence distance education (Samoriski, 2002).

The Development of Reference Model for Social Commerce E-Marketplaces based on Value Co-Creation Framework

“…Liberati [2] definition was an electronic market based on the Internet allows transactions and communications for online business-to-business. Kaur et al [3] stated that the e-marketplace is the interaction of sellers and buyers through an inter-organizational system. Emarketplace can be a consumer-to-consumer (C2C), businessto-business (B2B), or business-to-consumer (B2C).…”

Regaining the ‘Object’ of Learning Objects

“…In addition to designing and building single or multiple pages of pre-assessment, instruction or assessment, the Styler sequences the pages using a page-sorter view according to the pedagogical principles applied by each individual instructor/designer. Sequencing may be accomplished on a page-by-page basis or by using an instructional algorithm/template such as those proposed by Component Display Theory (Merrill, 1994), Elaboration Theory (Reigeluth, Merrill, & Wilson, 1978;Reigeluth, Merrill, Wilson, & Spiller, 1979), Instructional Transaction Theory (Merrill, 1999), or the collection offered by Kaur et al (2007). Using web pages as the basis for the presentation layer not only offers the greatest flexibility in learning object selection (text, audio, animation, fullmotion video, interactive applets, etc.…”

“…Finally, the Styler has the ability to catalog what type of learning varaible occupies the page or portion thereof and to make dynamic substitutions or additions based on the learner's cognitive style. Several methods for capturing learning styles and using that information to drive learning object selection have been proposed (García, et al, 2007;García-Valdez et al, 2007;Kaur et al, 2005;Mustaro & Silviera, 2006;Santally & Senteni, 2005;Wolf, 2002). Whether the learning style is discerned from analyzing responses to a questionnaire, like the 118-question survey proposed by Wolf (2002) in the iWeaver project, or if it is detected in real-time during the course of instruction by providing alternative content models to be rated by the learner and corroborated by learner responses, the relevant information from which the Styler will base its placement decisions comes from the Learner module.…”

Learning Pod: A New Paradigm for Reusability of Learning Objects

“…Component Display Theory (Merrill & T witchell, 1994), Elaboration T heory (Reigeluth & Stein 1983), Instructional Transaction Theory (Merrill, 1999), or the collection offered by Kaur, Dunning, Bhattacharya, and Ahmed (2005). Using web pages as the basis for the presentation layer not only offers the greatest flexibility in learning object selection (text, audio, animation, fullmotion video, interactive applets, etc.…”

“…Several methods for capturing learning styles and using that information to drive learning object selection have been proposed (García, Amandi, Schiaffino, & Campo, 2007;García-Valdez et al, 2007;Kaur et al, 2005;Mustaro & Silviera, 2006;Santally & Senteni, 2005;Wolf, 2002). Whether the learning style is discerned from analyzing responses to a questionnaire, like the 118-question survey proposed by Wolf (2002) in the iWeaver project, or if it is detected in real-time during the course of instruction by providing alternative content models to be rated by the learner and corroborated by learner responses, the relevant information from which the Styler will base its placement decisions comes from the Learner module.…”