Multimedia learning objects are important components of high quality, technology-mediated instruction. Learning objects allow the student to use the content learned in a particular part of a course and; 1. demonstrate mastery of the content, 2. apply that knowledge to solving a problem, and 3. use the content in a critical thinking exercise that both demonstrates mastery and allows the student to place the content within the context of the larger topic of the course. The difficulty associated with the use of learning objects on a broad scale is that they require programming skills most professors and instructors do not possess. Learning objects also tend to be custom productions and are defined in terms of the programming and code terminology, further limiting the professor’s ability to understand how they are created. Learning objects defined in terms of styles of learning and teaching allow professors and instructors to develop a deeper understanding of the learning objects and the design process.
A set of learning objects has been created that are designed for some of the important styles of learning and teaching. They include; visual learning, writing skills, critical thinking, timerevealed scenarios, case studies and empirical observation. The learning objects are designed and described in terms that the average instructor can readily understand and redesign for their own courses. They are also designed in such a way that they can readily be reprogrammed for new applications in other courses and subject areas, with little or no additional programming.
To cite this article: Dunning, J., Cunningham, D., Vandermolen, L., Hunt, T., & Vidali, A. (2003). Repurposeable Learning Objects Linked to Teaching and Learning Styles. In Proceedings of the EISTA 03 International Conference on Education and Information Systems (pp. 172-177).
