The Electronic Journal of e-Learning provides perspectives on topics relevant to the study, implementation and management of e-Learning initiatives
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Journal Issue
Volume 8 Issue 1 / Jan 2010  pp1‑50

Editor: Shirley Williams

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Emerging Patterns in Transferring Assessment Practices from F2f to Online Environments  pp1‑12

Ronald Beebe, Selma Vonderwell, Marius Boboc

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Exploring Students use of ICT and Expectations of Learning Methods  pp13‑20

Allison Littlejohn, Anoush Margaryan, Gabriele Vojt

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Collaborative e‑Learning: e‑Portfolios for Assessment, Teaching and Learning  pp21‑30

Dharmadeo Luchoomun, Joe McLuckie, Maarten van Wesel

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Sharing e‑Learning Innovation across Disciplines: an Encounter between Engineering and Teacher Education  pp31‑40

Nicol Pan, Henry Lau, Winnie Lai

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A Case Study: Developing Learning Objects with an Explicit Learning Design  pp41‑50

Julie Watson

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In learning object design an emphasis on visual attractiveness and high technological impact has seemed to persist while content frequently reflects a lack of clear pedagogical basis for the application of learning objects for online learning. Most apparent is the absence of supportive scaffolding for the student user; interactivity built on an exploratory approach can fall short of achieving its learning objective if support and guidance are missing for the student user who fails to grasp the learning point being offered. Research into developing an effective learning design for learning objects, undertaken by a research and development group in Modern Languages at the University of Southampton, has evolved an explicit pedagogic design for learning objects in English for Academic Purposes and study skills for international students and English native speaker students. These separable learning objects can be aggregated into resource sets or toolkits with multiple usage options for students and teachers. Moreover, this approach to designing effective online language learning materials is based in a defined pedagogy, which also has applicability in developing discipline‑specific learning objects. It seeks to draw on key elements and processes identified in Laurillards Conversational Framework for teaching and learning (Laurillard, 2002). This paper will present a case study of the development of a toolkit of learning objects with an explicit learning design. It will present the pedagogic basis for the development of these learning objects; outlining how they operate both as micro learning contexts and as components within the wider teaching and learning framework of a face‑to‑face or online course. It will also describe research findings showing how learning objects have been received by students and tutors. 


Keywords: Learning Objects, learning design, blended learning, teacher development, pedagogy


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