Addressing the eLearning contradiction: A collaborative approach for developing a conceptual framework learning object

Citation

MacDonald CJ, Stodel E, Thompson TL, Muirhead W, Hinton C, Carson B & Banit E (2005) Addressing the eLearning contradiction: A collaborative approach for developing a conceptual framework learning object. Interdisciplinary Journal of Knowledge and Learning Objects, 1 (1), pp. 79-98. http://www.ijklo.org/Volume1/v1p079-098McDonald.pdf

Abstract
In many universities there seems to be an “eLearning Contradiction” between the expressed need to integrate technology into the teaching-learning process and what is actually occurring in the majority of classrooms. In this paper we describe the collaborative process we used to design an online Conceptual Framework Learning Object (C-FLO). The object can be viewed at http://innovation.dc-uoit.ca/cloe/lo/cf/ This account is grounded in practical experiences and supported by the research literature. First, we offer a rationale for the development of C-FLO. We then illustrate how an interdisciplinary collaborative perspective enhanced both the process and learning outcomes. The impact of this learning object from both the learners’ and professors’ perspectivesis detailed. Collaborative projects such as C-FLO, where professors share resources and expertise to improve student learning, could be a first step toward addressing the eLearning Contradiction.

Keywords
learning objects; higher education; e-learning; collaboration; conceptual frameworks

Journal
Interdisciplinary Journal of Knowledge and Learning Objects: Volume 1, Issue 1

People

Dr Terrie-Lynn Thompson

Senior Lecturer, Education