The Teaching of Quality: Convergent Participation for the Professional Development of Learning Object Designers
This study examined the perceived effectiveness of a collaborative evaluation process for teaching qualitative aspects of learning object design in a distance education course at Athabasca University in Alberta, Canada. Working in groups of four, 24 distance students in a graduate level instructiona...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
CRIFPE - Centre de recherche interuniversitaire sur la formation et la profession enseignante
2004-01-01
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| Series: | Revue internationale des technologies en pédagogie universitaire |
| Online Access: | http://www.ritpu.org/IMG/pdf/art5RichardsNesbit.pdf |
| _version_ | 1828173723525447680 |
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| author | Griff Richards John Nesbit |
| author_facet | Griff Richards John Nesbit |
| author_sort | Griff Richards |
| collection | DOAJ |
| description | This study examined the perceived effectiveness of a collaborative evaluation process for teaching qualitative aspects of learning object design in a distance education course at Athabasca University in Alberta, Canada. Working in groups of four, 24 distance students in a graduate level instructional design course participated in two 2-hour audio conferences, using a convergent participation model for the evaluation of learning objects. After the first conference, which featured study and application of the nine criteria of the Learning Object Review Instrument (LORI), the participants independently rated a set of learning objects. In the second audio conference they reconvened to compare and discuss their ratings. Six to nine months later the participants reported favorable outcomes from the experience in their understanding of learning objects, and confidence in determining learning object quality. In judging the impact on their subsequent design efforts, the most frequent comments indicated that the convergent participation experience provided both an appreciation of the complexity of learning object design and a method for judging their quality. |
| first_indexed | 2024-04-12T04:00:02Z |
| format | Article |
| id | doaj.art-f351c9655c534569a7859a6465bb0d88 |
| institution | Directory Open Access Journal |
| issn | 1708-7570 |
| language | English |
| last_indexed | 2024-04-12T04:00:02Z |
| publishDate | 2004-01-01 |
| publisher | CRIFPE - Centre de recherche interuniversitaire sur la formation et la profession enseignante |
| record_format | Article |
| series | Revue internationale des technologies en pédagogie universitaire |
| spelling | doaj.art-f351c9655c534569a7859a6465bb0d882022-12-22T03:48:44ZengCRIFPE - Centre de recherche interuniversitaire sur la formation et la profession enseignanteRevue internationale des technologies en pédagogie universitaire1708-75702004-01-01135610.18162/ritpu.2004.6060The Teaching of Quality: Convergent Participation for the Professional Development of Learning Object DesignersGriff RichardsJohn NesbitThis study examined the perceived effectiveness of a collaborative evaluation process for teaching qualitative aspects of learning object design in a distance education course at Athabasca University in Alberta, Canada. Working in groups of four, 24 distance students in a graduate level instructional design course participated in two 2-hour audio conferences, using a convergent participation model for the evaluation of learning objects. After the first conference, which featured study and application of the nine criteria of the Learning Object Review Instrument (LORI), the participants independently rated a set of learning objects. In the second audio conference they reconvened to compare and discuss their ratings. Six to nine months later the participants reported favorable outcomes from the experience in their understanding of learning objects, and confidence in determining learning object quality. In judging the impact on their subsequent design efforts, the most frequent comments indicated that the convergent participation experience provided both an appreciation of the complexity of learning object design and a method for judging their quality.http://www.ritpu.org/IMG/pdf/art5RichardsNesbit.pdf |
| spellingShingle | Griff Richards John Nesbit The Teaching of Quality: Convergent Participation for the Professional Development of Learning Object Designers Revue internationale des technologies en pédagogie universitaire |
| title | The Teaching of Quality: Convergent Participation for the Professional Development of Learning Object Designers |
| title_full | The Teaching of Quality: Convergent Participation for the Professional Development of Learning Object Designers |
| title_fullStr | The Teaching of Quality: Convergent Participation for the Professional Development of Learning Object Designers |
| title_full_unstemmed | The Teaching of Quality: Convergent Participation for the Professional Development of Learning Object Designers |
| title_short | The Teaching of Quality: Convergent Participation for the Professional Development of Learning Object Designers |
| title_sort | teaching of quality convergent participation for the professional development of learning object designers |
| url | http://www.ritpu.org/IMG/pdf/art5RichardsNesbit.pdf |
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