GLOOTT model : a pedagogically-enriched design framework of learning environment to improve higher order thinking skills
Learning object design currently leads the instructional technologist towards more effective instructional design, development and delivery of learning content. There is a considerable amount of literature discussing about the potential use of learning object in e-learning. However, most of the work...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
2006
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| Subjects: | |
| Online Access: | http://eprints.utm.my/id/eprint/8161/1/8161.pdf http://eprints.utm.my/id/eprint/8161/ http://www.editlib.org/j/AACEJ |
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| Summary: | Learning object design currently leads the instructional technologist towards more effective instructional design, development and delivery of learning content. There is a considerable amount of literature discussing about the potential use of learning object in e-learning. However, most of the works were mainly focused on the standard forms of metadata and technical-related issues leaving behind the importance of pedagogical factors. This paper comprises two parts. In the first part, the authors examine the attributes of learning objects in providing a customized, individualized and flexible learning environment with an approach that is grounded in generative learning principles of learner-centered and learner-controlled learning environment. The cognitive and pedagogical relationships between generative learning and higher order thinking skills (HOTs) are briefly reviewed. The second part proposes a design and development framework of Generative Learning Object Organizer and Thinking Task (or simply called GLOOTT), a pedagogically-enriched web-based learning environment designed to improve HOTs. |
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