A Situated Learning Perspective on Learning Object Design

Authors:
Baden Hughes
Affiliations:
University of Melbourne
Venue:
ICALT '05 Proceedings of the Fifth IEEE International Conference on Advanced Learning Technologies
Year:
2005

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Abstract

Recent work suggests that learning object design can be improved by greater integration of instructional design, learning theory and software development methodologies. Despite this, there is a lack of research in the field that seeks to establish an association between the contextualised nature of learning object design and empirical properties of learner-computer interaction. In addressing this issue, we argue for a situated learning perspective on learning object design. Using the CASE framework as an exemplar of situated learning, we describe an holistic approach to eliciting socio-cultural properties of learning objects.