Case Study

1. What criteria (technical specifications, design requirements) should the design

team use to determine the appropriateness and merit of each design brief it has
been given to review?
The design should align to the curricular standards of K-12 students in Australia.
The size of the file should be small.
o Avoid full color & graphics
The design should use a constructive pedagogy.
o Real world scenarios students can relate to
The lessons should be fluid enough to work for different class settings
o individual
o small group
o whole class
Should allow for collaboration amongst peers

2. Discuss the skills needed by project managers in order to facilitate effective

interaction among different teams (e.g., design, graphics, programming) working
on an instructional design project.
They should have a global vision of what the final product will look like.
Project managers should use a balanced process that facilitates teamwork
between groups and individuals.
They should allow sufficient time to create a quality project
The should possessive excellent communication skills.
Open communication where each team members ideas are opinions are
considered
Willingness to give and receive constructive criticism
Ability to develop a timeline to assure task are completed in a timely manner
anticipate the needs and possible struggles that decisions made by one group
could affect another.
Ability to coordinate and delegate scheduled times for meetings, deadlines, etc.

3. Describe the core characteristics that define learning objects. What impact does
each of these characteristics have on the reusability of a learning object?
A learning object is defined as a content, practice, or assessment items that can be
brought together to facilitate one learning purpose or objective; It can be one item or
many. A learning object can be anything that facilitates a lesson.
A learning object is a collected group of instructional, practice or assessment
items.
It has one clearly defined learning objective.
It is self-contained
o provides both instructional content and feedback.
It is reusable, in that it can be used in different contexts for a variety of purposes.
Should present information to create an opportunity for students to view things
from a new perspective.
Allow for student independence.
o Releases teacher from facilitating the task
It is reusable
 o can be used in different contexts for a variety of purposes.
Option for assessment
o Determines student success in accessing and understanding the material.
Allow for student independence.
This particular learning object also came with size constraints which will negatively affect
the possibility of reuse. If a learning object is designed with a specific endpoint in mind, it
can likely not be exactly reused but the gist of the idea can be reproduced to create new
content.

4. Discuss the challenges involved in applying constructivist pedagogical

strategies (e.g., authentic tasks, social interaction, and negotiation) within
computer-based learning object environments.
While trying to apply a constructivist pedagogy to computer based learning object
environments will surely be challenging, I think it is an exciting concept. Teachers are
always looking for authentic ways for students to be engaged with technology as
producers, not just consumers. The challenges involved when applying constructivist
pedagogical strategies within a computer-based learning environment are as follows:

When trying to present multiple perspectives and rich contexts that are authentic
will be difficult considering size limitation
Constructivist approach requires collaborative learning, but Schools Online is
requesting the option for these objects to be used by students independently.

Computer-based learning objects are not inherently social.

Computer-based learning objects do not normally involve authentic, hands-on
tasks.
Computer-based learning objects may be limited in their capacity for
improvisation or negotiation required by unforeseen scenarios.
Receiving feedback from an online learning object that is open ended or has
many different paths a learner can take, may require more extensive
programming or a larger footprint for the learning object, which time and space
may not permit.
Providing a resource for social interaction without a live facilitator can also prove
to be difficult
o With a live facilitator, the class can always be stopped and guided in their
communication with each other.