Learning from research: Digitalising learning in tertiary settings

The current educational climate is highly competitive, both for funding, and student enrolments. Tertiary institutions are looking for new ways to attract student enrolments and there is a high expectation among students for learning to be digitalised. Research has concluded that Learning Objects (LOs) are effective motivators and help to engage learners with content. It has also been suggested that LOs are most effective when incorporated in a blend of traditional and digital instructional methods. Tertiary institutions are well positioned to incorporate LOs within existing units, thereby capitalising on the benefits such instructional tools offer by building on the more traditional methods pervasive within the field. This poster will present the findings from a schoolbased project conducted in Queensland, Australia which trialed LOs with middle-school secondary science students. The results from the study will be applied to the tertiary settings and it will suggest that LOs present as a useful approach for learners in tertiary settings. Defining learning objects A learning object is a self-contained block of learning that fulfils a single, stated learning objective. In general, learning objects can be launched and assessed independently. Based on open systems standards, they can be used within multiple learning management systems. To add to the complexity, learning objects employ a broad array of media ranging from simple text-based formats to sophisticated multimedia experiences. Indeed, learning objects can be delivered through any medium. For instance, they can take the form of an online lesson, a classroom-based seminar, or a role-play simulation. (ASTD & SmartForce, 2006, p.3)