5. Principles of structural design of learning objects

Among the principles for the construction of the structure of a didactic resource are:

Objects and sequences. Each SD (Learning Sequence) will be formed by several OA (Learning Objects) organized in sequence.

Information and interaction. This means that the student will be give some information to process and solve the interaction applying what he-she has been learned. So, we can see that the LOs (Learning Object) are formed by an element of information and another element of interaction.

Independence. The OA offers the student enough information to solve the interaction without needing to consult other sources, so the OA will be more independent and autonomous.

Variety of activities. When designing a didactic sequence it should include different types of activities focused on the same content, such as filling gaps or associate items.

Simplicity. It means that digital educational materials should be easy to use without diminishing its quality and didactic approach. It should be avoided that they are too heavy to "move" or that they require a very deep learning before giving minimal results.

Cognitive effort. It refers that the didactic quality of the interactive activities will be given as the student develops his interaction with the resource. To do this, the designer must reflect on what the student think during his interaction and for this it is convenient that, among others, the designer investigates, develosp and evaluates needs of processes and results. In this way, we can say that a learning object is qualitatively better if it has more variety of mental processes to be demanded from the studend.

Immediate feedback. That is, the student receives feedback regarding the outcome of his-her interaction.

Counter of hits/failures. It is convenient that the material registers a final data statistic so that the teacher can consult it.

Significant reinforcement. The material must give the student a positive reinforcement for the interactions carried out, without taking into account the time spent and the number of errors.

Analysis of answers In activities with open answers, synonyms and orthographic varieties should be taken into account, among others.

Error treatment. It is required that the student has the option to return and have a new attempt if he makes a mistake during the activity. Additionally, it is convenient that the clues to solve problems are shown only when the student requires it.

Individual / collective use. Ideally, the materials should be designed so that the student has the option to interact individually or in pairs or groups.

Use time. The approximate duration for a didactic sequence should be ten minutes, since this will facilitate its application within the classroom context.

Predominance of the interaction. It means that the interaction should be the priority way of acquiring the information by the student, avoiding presenting the information as a textbook.

Randomness. It refers that it is advisable that randomness could be implemented for the same interaction so that the resource does not run out quickly after several attempts.

	Erstellt von Laura Velasquez vor mehr als 5 Jahre

In this Report I am going to present a summary of the material read in class which is an article written by Fernando Posada Prieto in March 2012 and it contains topics, subtopics, images, videos, and links to other materials and also conclusions and references.