Thursday, April 01, 2004
Comments on Learning Objects abd Learning Tasks
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.
Social affordances can be viewed as properties of RLOs that may enable learners to engage in some learning activities more readily than others. It may even be the case that the RLOs which act as social-contextual facilitators relevant to the learner’s social interactions. When perceptible, they invite learners to act in accordance with the perceived affordances, i.e. to enter into a communication episode.
These quotes from Learning objects and study skills describes the relationship between learning materials and learning activities, in that learning materials are said to be the "means for structuring and supporting meaningful learning activity". The question now asked is how should the resource be designed to support meaningful learning activity?
Social affordances can be viewed as properties of RLOs that may enable learners to engage in some learning activities more readily than others. It may even be the case that the RLOs which act as social-contextual facilitators relevant to the learner’s social interactions. When perceptible, they invite learners to act in accordance with the perceived affordances, i.e. to enter into a communication episode.
These quotes from Learning objects and study skills describes the relationship between learning materials and learning activities, in that learning materials are said to be the "means for structuring and supporting meaningful learning activity". The question now asked is how should the resource be designed to support meaningful learning activity?
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