Case studies of learning objects used in school settings

Abstract

The purpose of this study was to investigate the role and characteristics of virtual learning objects in selected classroom cases. Four Finnish cases represented such pedagogical approaches as student‐centeredness, process orientation and collaborative inquiry. The case study approach enabled the investigation of concrete practices in using learning objects in ordinary classroom settings. The goal of the study was to examine the interrelatedness of the teachers’ pedagogical practices with characteristics and affordances of the learning objects, in order to understand how learning objects can support the development of advanced pedagogical practices in schools. The data used were qualitative, consisting of the participating teachers’ agendas, and observations and video recordings during classroom sessions. The results indicate that the learning objects were mostly used as exploration tools, information sources, assessment models and objects of discussion. An expert‐like use of knowledge was characteristic in the pedagogical settings, especially when the teacher was experienced in using ICT in teaching. However, not all the learning objects supported such practices, thus preventing a teacher from reaching intended pedagogical aims.

Notes

1. Details of eduSource Canada, a Canadian network of learning objects repositories, are available online at: http://www.edusource.ca/english/objects_eng.html (accessed 24 June 2006).

2. Details of the CELEBRATE project are available online at: http://celebrate.eun.org/eun.org2/eun/en/index_celebrate.cfm (accessed 24 June 2006). The CELEBRATE Application Profile 1.1, Report to the European Commission, IST‐2001‐35188 is available online at: http://celebrate.eun.org/docs/CELEB_AP_v1.1_2003‐11‐17.pdf (accessed 24 June 2006).