Learning objects come in many forms

Learning objects are what the learners encounter.

We explained the most common instructional activities you are likely to deploy in the TECL guide, so the task now is to present each of them as an online learning object. Some examples include:

• the instructions to guide forum or gallery posts
• the video to explain a key concept
• the short quiz to check for understanding
• the steps in a worked example to demonstrate a procedure.

Some learning objects may present content via video, some may present in multi-media formats, while others will simply set out information or instructions in written text such as a PDF.

The communication methods you can use to build learning objects typically include the following or combinations of them:

• Written text
• Diagrams, tables, graphs and charts
• Images and photos
• Recorded Voice Overs (VO) (e.g. over PowerPoint slide decks)
• Video

Draft each learning object

Creating a script for each learning object is essential. A script may be unavoidable when providing written instructions, for example, but it is also important when you are creating your own bespoke videos as learning objects.

From the experience of many kadenze.com authors we have distilled six fundamentals for scripting learning objects. In the classroom, teachers can check for understanding by closely watching the non-verbal responses of their students. This feedback is not available in asynchronous settings so it is important to:

1. Define key terms precisely and use them consistently and logically across each session and course. It is advisable to include the name of the course and the session number in a Header for each PDF.
2. Provide opportunities to revisit and reuse definitions and uses of terms.
3. Prioritise clear and efficient expression, but not at the expense of your personality or enthusiasm for the topic.
4. Create explicit and logical transitions between instructional activities. Threads of connectivity are strengthened when authors use the NOWTTT acronym. NOW This Then That.
5. Test your learning object by asking a friend who is not an expert to read it aloud back to you.
6. Patiently draft and redraft instructions or directions. You are not likely to write the clearest version on the first draft.

If you decide to include existing resources, images and videos from the web make sure you have the necessary permissions, or they are covered by appropriate open source or Creative Commons licenses.

Video or multi-media learning objects 

Learning objects which feature the author on film, video or multi-media resource present distinctive challenges. For example, some authors find it necessary to write out a detailed script to know exactly what they want to say, while others may be more comfortable improvising around a set of points. Either way can work well.

Below are some links that may help guide your work. Use them to find a method which works effectively and efficiently for you.