Evaluating the difficulties in creation of learning objects and the limitation for school to implement the learning object in teaching
The topic that I chose to create the learning object is “Primary Colour”. The study of primary colour is one of the key modules in science subject. It is related the subjects of human biology talking about the human eyes and applicable to the study of colour scheme (RGB) using in various design software.
The use of the learning object is to illustrate concepts that are less easily explained through traditional teaching methods (Haughey & Muirhead, 2005). Traditionally when teachers explain the concepts of primary colour, they just illustrate it by simply using the PowerPoint. However the “Primary Colour” learning object using flash to establish is more interactive. It is not only for the purpose for demonstration using in class by teachers. It can also be used by students to have their own experience in learning the concept of primary colour.
It is said that the learning objects facilitate students learning. Since the design of the learning object is to be more interactive to make students to engage in their own learning. The learning theory of constructivism emphasis constructing knowledge rather than acquire them. It is to ensure that students can have their personal experience to construct knowledge rather than received it from teachers’ demonstration only. (Jean Brickell et cl, 2006). The design of the “Primary Colour” learning object make use of the sliders to control the degree of darkness of the three primary colour, that is Red, Green and Blue. Later on, when use the mouse to drag the corresponding circle, the colour change accordingly.
In reference to the book on Flash, as stated in the reference list, I tried to follow the steps to establish the “Primary Colour” learning object. I found it very difficult to understand the action script. Since the interface is easy to create, the action script involves a lot of complicated formula from the perspective of Mathematics. It calculated the position of the circle at the same time it also has to determine the proportion of the overlapped part of the circle once they are being dragged together as the colour will be changed. It will be easier if only using the sliders to control the circles in order to eliminate the complexity.
It is because of this problem it arouse my concern when we are using the learning objects as a teaching aids in classroom. According to Graham Goghill (2006), he mentioned that the design of one learning object involve writers, editors, instructional designs, subject matter experts, in-school evaluations and feedback from teacher focus groups. It is not only one subject teacher, even IT teachers, can handle the creation of learning object as in my case.
For schools to have such practice in using learning objects in teaching and learning, teachers themselves have to have a good understanding of the benefit of using learning objects in teaching and learning.
As in our school, the term “learning object” is very new to our teachers. They might not prefer to put the effort in creating the learning objects. The school have to allocate a team in manipulate the establishment of promoting, creating, using or collecting the learning objects. Actually there are a lot of good learning objects available on the web. School might consider using those shared resources at the first pace and gradually tailored made their own learning objects that are most suitable for their teaching and learning.
To conclude, I use the example of the learning object found in reference book that I believe a good learning objects should be done by a group of people. For the school to implement the use of learning objects in teaching and learning, the school has to bear the running cost. However there are no doubt that students can benefit from using the learning objects in their learning.
References:
1. 李俊儀、黃俊榮. Flash MX Action Script互動式教材實作聖經：文魁資訊股份有限公司，2003
2. Graham Coghill. TLF learning objects in science classrooms. Clinical Laboratory Science. Vol. 19, No.3, Summer 2006.
3. Haughey, M. & Muirhead, B. (2005). “Evaluating Learning objects for Schools”. The e-journal of Instructional Science and Technology [Online], vol. 8 No. 1, Available: http://www.usq.edu.au/electpub.e-jist/docs/vol18_no1/fullpapers/HaugheyMuirhead.pdf,
4. Brickell, J., Kanuth, M., Freeman, V., Latshaw, S. & Larson, C. Learning Objects: Resources for Instruction. Clinical Laboratory Science. Vol. 19, No.3, Summer 2006.
*The interactive package can be found in the following URL: http://iln.cite.hku.hk/com/1374/users/kyjyu/
