2. Discuss how blended learning could be integrated into a traditional classroom environment and a distance-learning environment. Additionally, discuss how a blended learning solution could enhance ESL idiom learning module.© BrainMass Inc. brainmass.com March 21, 2019, 1:58 pm ad1c9bdddf
Please see response attached, including one supporting chapter. I hope this helps and best of luck!
1. Define the concept of instructional (or learning) objects and explain how the application of reusability could affect the design of ESL idiom learning module.
There is no consensus on a definition of learning objects. However, the following definitions are useful, where the author defines learning objects in terms of types. The definitions help to explain how the application of reusability could affect the design of ESL learning module through the application of the various types of learning objects.
Learning object type definitions.
The five types of learning objects have been exemplified and their characteristics have been described in the article attached. While the creation of strict definitions for these types is an ongoing effort, the author's current best thinking with regard to definitions of each type is captured below.
? Fundamental Learning Object- An individual digital resource not combined with any other, the fundamental learning object is generally a visual (or other) aid that serves an exhibit or example function (Wiley & Nelson, 1998).
? Combined-closed Learning Object- A small number of digital resources combined at design time by the learning object's creator, whose constituent learning objects are not individually accessible for reuse (recoverable) from the Combined-closed learning object itself. A video clip exemplifies this definition, as still images and an audio track are combined in a manner, which renders these constituent pieces unrecoverable (or, at least difficult to recover). The Combined-closed learning object may contain limited logic (e.g., the ability to perform answer sheet-referenced item scoring) but should not contain complex internal logic (e.g., the capacity to intelligently grade a set of item forms or case types) since this valuable capability would not be reusable in other learning objects. Combined-closed learning objects are generally single purpose, that is, they provide either instruction or practice.
? Combined-open Learning Object - A larger number of digital resources combined by a computer in real-time when a request for the object is made, whose constituent learning objects are directly accessible for reuse (recoverable) from the Combined-open object. A webpage exemplifies this definition, as its component images, video clips, text, and other media exist in reusable format and are combined into a learning object at request-time. Combined-open learning objects frequently combine related instructional and practice-providing Combined-closed and Fundamental objects in order to create a complete instructional unit.
? Generative-presentation Learning Object - Logic and structure for combining or generating and combining lower-level learning objects (Fundamental and Combined-closed types). Generative-presentation learning objects can either draw on network-accessible objects and combine them, or generate (e.g., draw) objects and combine them to create presentations for use in reference, instruction, practice, and testing. (Generative-presentation learning ...
Defines the concept of instructional (or learning) objects and explains how the application of reusability could affect the design of ESL idiom learning module. Discussrs how blended learning could be integrated into a traditional classroom environment and a distance-learning environment. Additionally, it discusses how a blended learning solution could enhance ESL idiom learning module. It also explores the factors that would be taken into consideration when determining the most appropriate learning platform or learning management system (LMS) for a middle school, and why. Supplemented with an article on e-learning.