LIBERATING LEARNING OBJECT DESIGN FROM LEARNING STYLE OF STUDENT INSTRUCTIONAL DESIGNERS

Yavuz Akpınar

Abstract
Learning objects are new forms of learning resource, and design of these digital environments requires many facets. It is important to stimulate student instructional designers to reflect and engage in higher orders of designing in order to help them consider the needs of learner diversity. To investigate senior instructional design students' use of reflection tools in designing learning objects, a series of studies were conducted. The participants designed and developed learning objects in a non-commercial content development system using the Reflective Action Instructional Design tool and Learning Object Review Instrument as reflection tools. Analysis of the participants' learning objects and answers to reflections tools revealed that most participants found the reflection aid questions useful in revising design decisions. They also valued the Learning Object Review Instrument in improving design decisions. However, the interaction between the learning style of the participants and some components of their designed learning objects was observed, which shows that intensive use of reflection tools are needed to free learning object design from the personal learning traits of design candidates.

Akpinar,Y. Liberating Learning Object Design from the Learning Style of Student Instructional Designers. Performance Improvement, v46 n10 p32-39 Nov-Dec 2007