Sequencing of contents and learning objects - part III
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| Formato: | Artículo científico |
| Lenguaje: | en |
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Universidad de Murcia
2006
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| _version_ | 1876445884049260544 |
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| author | Miguel Zapata Ros |
| author_facet | Miguel Zapata Ros |
| contents | Sequencing of contents and learning objects - part III Miguel Zapata Ros Educación usability elearning reusability Learning objects curricular design This is the third part of the article under the same name published in the previousissue of RED. It was then that we stated a vision of the selection and sequencing of learningobjects in the context of curricular planning, from the constructivist perspective. In the fieldof web-based training, we pointed out the importance of having tools and autonomouscriteria that guide this process on our own and on external basis, above the prescriptions oftechnological tools, and from the need of having standardized formats to exchange data.The above mentioned becomes more relevant in the field of e-learning for general purposes,in the areas of academic formation, corporate and general training. It covers the area offormal, non-formal and informal education as well. We have also mentioned the needs thee-learning industry has to fulfil at present in relation to instructional design of learningobjects. These needs are both a priority and a challenge.In the first part of this article we developed the constructivist perspective and the concept oftechnological tools as educational resources, as well as a revision of concepts that arerelated to e-learning, learning objects, reusable learning objects (RLO) and reusability. Inthe second part, we dealt with the basis for the theories that rule the procedures for selectingcontents, the basic presupposition and the description of the sequencing techniques. Inparticular, we focused on three of them: Content Analysis Technique, Task AnalysisTechnique, and Elaboration Theory.In our third and last part, we undertake several issues not trying to solve them but just intheir proposal as enunciation: Is the concept of reusable learning object compatible with therequirements of interdependence of the learning contents? If this is so, what are therequirements for those learning contents? 2006 artículo científico 1578-7680 https://www.redalyc.org/articulo.oa?id=54701502 en http://www.redalyc.org/revista.oa?id=547 RED. Revista de Educación a Distancia application/pdf Universidad de Murcia RED. Revista de Educación a Distancia (España) Num.15 |
| format | Artículo científico |
| id | redalyc_54701502 |
| institution | Redalyc |
| language | en |
| publishDate | 2006 |
| publisher | Universidad de Murcia |
| spellingShingle | Sequencing of contents and learning objects - part III Miguel Zapata Ros Educación usability elearning reusability Learning objects curricular design Sequencing of contents and learning objects - part III Miguel Zapata Ros Educación usability elearning reusability Learning objects curricular design This is the third part of the article under the same name published in the previousissue of RED. It was then that we stated a vision of the selection and sequencing of learningobjects in the context of curricular planning, from the constructivist perspective. In the fieldof web-based training, we pointed out the importance of having tools and autonomouscriteria that guide this process on our own and on external basis, above the prescriptions oftechnological tools, and from the need of having standardized formats to exchange data.The above mentioned becomes more relevant in the field of e-learning for general purposes,in the areas of academic formation, corporate and general training. It covers the area offormal, non-formal and informal education as well. We have also mentioned the needs thee-learning industry has to fulfil at present in relation to instructional design of learningobjects. These needs are both a priority and a challenge.In the first part of this article we developed the constructivist perspective and the concept oftechnological tools as educational resources, as well as a revision of concepts that arerelated to e-learning, learning objects, reusable learning objects (RLO) and reusability. Inthe second part, we dealt with the basis for the theories that rule the procedures for selectingcontents, the basic presupposition and the description of the sequencing techniques. Inparticular, we focused on three of them: Content Analysis Technique, Task AnalysisTechnique, and Elaboration Theory.In our third and last part, we undertake several issues not trying to solve them but just intheir proposal as enunciation: Is the concept of reusable learning object compatible with therequirements of interdependence of the learning contents? If this is so, what are therequirements for those learning contents? 2006 artículo científico 1578-7680 https://www.redalyc.org/articulo.oa?id=54701502 en http://www.redalyc.org/revista.oa?id=547 RED. Revista de Educación a Distancia application/pdf Universidad de Murcia RED. Revista de Educación a Distancia (España) Num.15 |
| title | Sequencing of contents and learning objects - part III |
| topic | Educación usability elearning reusability Learning objects curricular design |
| url | https://www.redalyc.org/articulo.oa?id=54701502 |