Spring 051603
Friday, May 16, 2003
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In reponse, I'm going to have to start writing about how I think K-12 and learning objects don't/won't mix, that there is really no such thing as a usable learning object, and the IU's work really is becoming about developing tools that interoperate with multiple library and museum digital resources to help users assemble usable teacher and student-centered packages of materials, a format that is an alternative to a learning object, or a better, usable, K-12 learning object. We can't merely object to learning objects- there's a good kernel of an idea: reusability.
Huge collections increasingly mean difficulty of usability. Topic-specific sub-collections are needed that are put together by, yes librarians, but not just librarians, but by content experts, teachers, research groups, you name it, who select, sequence, and annotate materials in sets that are ready to use, but that are also editable and reusable. As a teacher I'm a scavenger, but I can't scavenge everything, I need help. A librarian can help, But more can be done.
The model of a learning object starts as a good idea and then takes a wrong turn because it doesn't know anything about teaching, about the social aspects, about the need, the overwhelming need, of the teachers' ability to adapt materials to her own teaching context. Typing this fast, maybe more later, maybe this makes sense.
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I was in a mood, I wrote something, I still feel it, but I don't want others to read it, and so it's gone: "No, I do not care for..." Maybe that's why I'm not writing very much these days.
Say...
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