Our [brave embedded reporter] Arthur wrote:
In a minute's perusal, I know I am in an enemy camp. ...snip... This is no more or less, to me, than the internet bubble mentality alive in academia.
My counter-organization would be the Center for Appropriate Use of Technology in Education. CAUTE.
Yes thanks for diving in there..and the quick front-line report Fascinating and scary. Shades of a large well-intentioned grant-attractor cult. Bits and pieces that I skimmed resonate at moments but then many appalled me. Hard to put my finger on why. Is it just mantric grant-speak of learning learning learning prose that threatens to go out of control? Too many words too few good examples? Lack of lucid design philosophy? Imbalance of Admin vs. hands-on-ness? "Learning Objects" in itself is good idea, one which I've been working towards myself without any knowledge of the phrase or NLII influence.. --------- <quote> As practice and understanding evolve, a number of different definitions have emerged for learning objects (see Resources below for a few examples). The NLII Learning Objects work group uses David Wiley's definition: Learning Object: Any digital resource that can be reused to support learning. Learning objects are digital resources, modular in nature, that are used to support learning. They include, but are not limited to, simulations, electronic calculators, animations, tutorials, text entries, Web sites, bibliographies, audio and video clips, quizzes, photographs, illustrations, diagrams, graphs, maps, charts, and assessments. They vary in size, scope, and level of granularity ranging from a small chunk of instruction to a series of resources combined to provide a more complex learning experience. Learning objects are an emerging NLII theme because their use has the potential "to provide learning customized for each specific learner at a specific time, taking into account, their learning styles, experience, knowledge and learning goals" (Schatz, 2000). In addition, learning objects may "offer great value in terms of saving time and money in course development, increasing the reusability of content, enhancing students' learning environment, sharing knowledge within and across disciplines, and engaging faculty in a dynamic community of practice" (Metros, 2001). </quote> --------- ..eek Learning Objects = OK But there is almost nothing here about students or their actual experience, process, perspective, input, happiness success, results etc. It seems to be more about management and budgets. I'd hate to be misreading all this without doing my homework properly. I am far outside of the formal school system so I'd welcome further analysis and comments CAUTE [Center for Appropriate Use of Technology in Education] is good idea happy solstice wishes to you all - Jason