Learning Objects no object to learning

A multimedia classroom that explains a bus type of connection in a computer network.

Learners experiment on the genetic make-up of garden peas by analysing and comparing their genetic proerties. This analysis enables them to apply the knowledge of genetic pairs.

Any country striving to be competitive in a global context must equip its citizens with effective tools for learning. Providing world-class educational opportunities in mathematics and science, for example, has to be a priority.

Thailand is no different, and a joint working group comprising the Thai Ministry of Education and the Australian Department of Education, Science, and Training is working to provide those opportunities.

With the backing of Thailand's Institute for the Promotion of Teaching Science and Technology (IPST) and Curriculum Corporation (CC), the working group has begun a 14-month prototype project to develop capacity for the design, development, storage and distribution of digital curriculum resources, in the form of Learning Objects (LOs) - components of interactive multimedia.

There is already a plethora of learning materials available in cyberspace but, as anyone familiar with Information and Communication Technology already knows, many are of dubious quality. To be effective, high quality, interactive, digital learning tools must - above all else - truly engage students educationally. With this in mind, the working group has set strict educational specifications, to which its LO must conform.

The four pillars

There are four major components of the educational specifications: learner focus; integrity; usability; and accessibility.

Learner Focus. The LOs must enable learners to interact with, organise, interpret, and manage the processes of learning and information flow. They must also contextualise student learning by making a connection between prior and future learning.

Integrity. While different kinds of learning materials should be used, the ideas must be fully developed. The materials should be stand-alone learning experiences which students can use as an integrated part of students' courses.

Usability. LOs must be relevant in terms of curriculum and support the process of learning. They must also enhance the ability of the learner to engage the content.

Accessibility. The design, development and delivery mode must allow students to access educationally sound content, regardless of age, socio-economic status, race, culture, disability, gender or geographic location. A crucial - if costly - component.

Classroom level

You can have all the design standards in the world, but the success of the LO hinges on how they are actually used in the classroom. Teachers need to be able to effectively incorporate the project into their curriculum. The working group is keenly aware of this vital aspect, and students and teachers have been very much involved. Feedback from test runs at the classroom level has been positive.

Examples of critical feedback can be found on IPST's website, http://learningobject.ipst.ac.th/ . LOs are not panacea for boosting students' achievements and it is imperative that teachers are trained to use the materials properly. But by integrating such well-designed, forward-thinking tools into lesson plans, teachers can make great advances in engaging students in the learning process.