learning objects, framework, discourse grammar, discourse based learning, educational discourse
Instructional design is largely a matter of scope and sequence, and designing instruction with learning objections is no exception. Traditionally, learning objects are considered atomic units of educational content, and designing instruction with learning objects means scoping instructional messages and determining sequences for delivering the messages. We argue that instructional methods that rely heavily on social interaction can be implemented with learning objects when these are understood to be reusable scaffolds for scoping and sequencing what learners say to each other during instructional interactions.
Original Publication Citation
Wiley, D. & Waters, S. (25). A unified design framework for learning objects and educational discourse. International Journal of Knowledge and Learning Objects, 1, 143-15.
BYU ScholarsArchive Citation
Wiley, David and Waters, Sandie, "A Unified Design Framework for Learning Objects and Educational Discourse" (2005). Faculty Publications. 996.
David O. McKay School of Education
Instructional Psychology and Technology
© 2005 Inderscience. Original publication may be found at http://www.ijello.org/Volume1/v1p143-150Wiley.pdf
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