In addition to appreciating the
list of learning object repositories given by Susan Cramer’s article, I found
the article useful in terms of my own understanding of what a learning object
actually is; “smaller resources put together to support the curricular content
your students must master” (127), most useful in illustrating complex processes
and concepts. I found it interesting
that these learning objects are defined as such in terms of their relatively
narrow focus in relation to particular topics, especially those which may be
difficult for students to understand from explanation alone. I was also intrigued by her identification of
3 distinct phases of technology use, underscoring the fact that too many
classrooms are mired in the first phases of merely replacing paper-based
formats. Simply using technology does
not make one a ‘21st Century Teacher’, according to Miss Cramer.
I found it
refreshing to read Passe’s and Evans’ assertion that attempts to convey teacher
neutrality in controversial discussion settings are essentially a farce; I
couldn’t agree more. Students are more
perceptive than even they realize themselves, and a neutral facade could
actually be worse if students are not aware of the bias being fed to them. Full disclosure and impartiality seem far
more practical; no teacher can eliminate bias completely from their instruction. I do remember being frustrated as a student
when teachers refused to add anything to the discussions that I had worked hard
to contribute to, as the authors predict.
Great post, Louis. I learned about LO's for the first time last summer and am enjoying everyone's insights on them. I agree with your take on the Passe/Evans article; we (and by that I mean I) do need to question the whole concept of "neutrality" and focus instead on modeling authentic discussion behavior.
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