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RLO Reusable Learning Objects(RLOs) March 31, 2010

Filed under: CECS 5510 Technology- based learning environments — Echang @ 5:54 pm

What are RLOs?

Learning Objects which educators can submit, use, or exchange.

Reusable Learning Object (RLO)
A specific chunk of content and code that represents an assessment, exercise, instructional content, etc. In theory, RLO’s can be used in many different courses. Like the tooth fairy, Santa Claus and the famed jackalope, RLO’s are frequently discussed and seldom ever seen. (

Reusable learning object (RLO)
Reusable learning object is the smallest building block used in any eLearning program. The main value of using the
learning object approach/philosophy in training projects is the idea that LO’s can stand independently of a framework
such as a eLearning section/course/program and be reused in a totally different training setting. This means that LO’s
can reused resulting in a much higher return on investment due to the reuse of existing assets within the organization.
An important/essential factor that aids in the reuse of LO’s is the labeling of metadata. If LO’s are given accurate
descriptors with the necessary categorization then the reuse of LO’s are much more likely. (



characteristics: 1. small , bite sized chucked learning

                                 2. particular narrow topic

                                 3. 15-30 min. shorter timeschedule

                                 4. accessed at anywhere with web browser and Internet connection

                                5. simply linked from your LMS

                                6. usually required password

characteristics, small and portable.

                                2. sharable and practical for use in multiple coursesies

                                3. a pedagogical goal

1. presented as videos, slides, and audio components

2. no cost

3. used as a tutorials, simulation, games, evaluation, assignment, activities

4. ready to use

Hodgins, H. W. (2000). The future of learning objects. In D. A. Wiley (Ed.), The Instructional Use of Learning Objects: Online Version. Retrieved MONTH DAY, YEAR, from the World Wide Web:

Taylor, D. L., & Stewart, G., Dunn, T. L., (2005) The Design of reusable learning objects to teach database concepts

International Journal of Learning; 2005/2006, Vol. 12 Issue 8, p129-141, 13p retrieved March 31, 2010, from

Korean version articles

1. supporting self directed learning (자기주도 학습), knowledge management system (지식경영)

2. Chunk Barritt (2000)

3. categories – Content Items, Practice Items, Assessment Item

1. concept- Wayne Hodgins (1994)


The successful repositories are:

Merlot (



What purpose/s do RLOs have in online instruction?

Are they (a) teaching strategies? (b) managment objects? (c) learners’ study aids? or (d) all of the above?


Process of language comprehension March 30, 2010

Activity 3: Blog Reflection – Try to have a ten minute conversation with two different people in which you DO NOT use the letter “n.” Write a reflection about the experience.

I think this is about ” Process of Language Comprehension” On page 364, there is a boxed explanation. I think it is the same situation as our assigned experiment.

While we communicate with other language speakers, we need to care about these processes: speech perception, semantics, and syntax.

There are some elements to improve your conversation: speed, pause, consonant sound, vowel sound, sentence construction.

With these elements, we can see different result from the experiment.


As a non-native speaker of English, I was very curious how the result was. I tried it with my daughter who is bilingual speaker. While we were talking about snack after school, she seemed not to recognize my missing N project. She just answered naturally for my askings: Do you like ora_ge juice or milk? _o. (no)  Can you _otice? etc. She didn’t notice and we continued several sentences. Finally, she said to  me ” Mom,  You are speaking, missing some letters.”

I think for this time, she didn’t notice and the experiment didn’t go well because of my dull skill.

I asked her to try this at school. The next day, my daughter tried it with her friend who is also bilangual of English and Bulgarian. He also didn’t notice what was going on their conversation. When she asked him, then he noticed that something was missing .

I think I already made my speaking pace slowly and made some pause I planned missing N because it was not natural for me. Therefore, the audiences could not notice it.

I read other classmates’ blog, they expressed how difficult  they continued conversation.

I am curious how sentences could be heard for this experiment. When I asked my daughter about her perception, she said she didn’t realize at the first, then she felt some letters are missing not one.

Then she figured out what it was after I gave hints. 


instruction concept map March 23, 2010

Filed under: CECS 5510 Technology- based learning environments — Echang @ 11:44 pm

conceptual-map12 instructional Conceptual map  conceptual-map12 pdf

Design_online_education ppt presentation Design_online_educationpdf


My favorite online application

  • BLOG: Recommend at least two online apps, youtube videos, podcasts, wikis, etc. that you find most inspiring and useful for your own design of online instruction. These could two of those you used in your learning scenario assignment.
  • I like youtube videos because they are suitable for visual learners or novices. Video clips provide visual tutorials and obvious directions of instruction. Therefore, technology instruction or other procedural instructions can be shown through videos. In addition, most learners are familiar TV environment, so youtube videos are easy to learn or apply for education. However, searching suitable videos is not easy for begginers. Therefore, some alternative sites which have only educational video clips like, or educational channel within youtube  are more helful. I applied this application for older generation or ordinary people in the community educational centers for technology or book making courses.


    I like wikis which provide a collaboration tool for asynchronous cooperation with peers or other learners.

    With web 2.0, the more people can create their own learning materials as project presentation or certain virtual spaces for collaboration. They can upload their files, exchange e-mails and use discussion section to share their ideas.

    With certain duration of learning, learners work together asynchronously. I applied this application for making project webpage in social studies or writing class. Accumurating thier ideas, learners can make a virtual space where learning materials are stored and presented. In addition, anytime, they can update the contents with edit functin. It is very convenient for collaboration.


    social presence


  • CODING SOCIAL PRESENCE: see Rourke, et al (1999) on page 61. Re-read all your contributions in our forums in Blackboard so far and code them according to the categories and indicators described in Table 1. Provide your feedback and reflection in your blog.
  • Social presence is difined as a ability of learners to project themselves socially and affectively into a community of inquiry.

    There are three categories for social presence: Affective, Interactive, and cohesive.

    In affective category, there are three types of indicators: expression of emotions, use of humor, self-disclosure.

    While I am posting, I tend to use this category frequently because I usually use emotion for learning. Learning is not a duty for my age, but I need some motivation for learning. I like learning something new.It is very pleasant experience, but I feel little bit frustrated or overwhelmed when I get new things. After overcome this moment, my learning experiences can be stored as pleasant moment. I would like to concentrate this processing. Not every learners are good at learning, but instructors need to motivate them to envolve in learning at any how. Therefore, I need to know when is suffering and what is a key to overcome. As a result, I tend to analyze my learning or ongoing project in emotional way. That’s why I often use this category  of affective presence for my posting expessing my feeling, and disclose my life. I am always comparing others and me in learning or learning processing because I can get some hints about what I should know or learn at this moment.

    For interactive presence, there are several methods to do so: continuing a thread, quoting from other’s messages, refering explicity to others’ messages, asking questions, complementing expressing appreciation, expressing agreement.

    I frquently tried to use this method to being connected with others. Online learning gives a feeling of distance. Especially as a foreigner, I tried to call others’ name or greetings in the beginning of my posting. I felt I could show my friendship or my positive position for them, using this methods. Therefore, I can be more involved with learning. Interaction is very important element for learning.

    Cohesive seems like interactive category, referring names, adressing the group as we, us, our group, and using greetings and closures. It’s more calling function, while the interctive category is for facilitating discussion.

    I can find all these categories from my postings and efforts to be connected.

    However, I didn’t use them all from first time. Over time, I have accepted these methods from interaction with others, doing posting activities. When I have gotten positive expessions, I have used them for myself for the courses.

    I was very surprised when I read these analysis in document just like I have experienced.


    memory process March 18, 2010

    Filed under: CECS 5300 Cognitive Psychology — Echang @ 5:36 am

    Attention and Consciousness

    Filed under: CECS 5300 Cognitive Psychology — Echang @ 5:31 am

    attention and consciousness

    conceptual map