Discussion Forum 2

Josh wrote:students are like sheep, who needs a shepherd to lead its way to the meadows and the shepherd is the guiding light when the sheep will be gone astray.
No matter how rich accesible knowledge we get from web-based learning center, we still need each other to enrich what we learn and we also need a teacher who will lead us to the right direction when time comes knowledge seem to be in the dark

Divinia Joy Tuzon wrote:Hello Kriselda! Truly, no matter how many sites and articles we try to read about a particular subject matter, it will not suffice a comprehensive learning. Hence, cooperative and interactive learning such as the approach we are using in our class will lead to a higher individual and group achievement. It also provides us with more new ideas and even solutions to existing problems. In addition, I’ve read from the Encyclopedia of Educational Technology that compared to individual or competitive work, students working in cooperative groups tend to be more intrinsically motivated, intellectually curious, caring of others, and psychologically healthy.

Baylon, C. (2005). Cooperative learning. In B. Hoffman (Ed.), Encyclopedia of Educational Technology. Retrieved August 14, 2008, from http://coe.sdsu.edu/eet/articles/coopgroups/start.htm

Cristina Mariano wrote:It is indeed true that automated materials and the electronic medias are easy to access and is convenient for readers. However, the substantial risk of these is the quality of texts that we get and utilize from the internet that we have to evaluate. Going to libraries and doing the traditional reading of books, journals and other materials will be the best tool to utilize combined with the e-banks of sources in the internet.

This clearly depicts the timely utilization of technology in planning the learning objectives of the study. We should be aware to combat the issues along with the traditional style of putting the context of learning object into usage. Since scoping may be done to address and limit the study into 1 topic, it paves the way for students learn to practice and apply their learnings into actual practice.

Reusing materials is one way to keep important aspects of the literatures intact in a way that it should not be too tiring for the instructors. Knowing how to design and put correct variables of a context into the learning object is critical because misplaced variables may affect the understanding of the entire learnings presented which may lead to the so-called “Sixth sense” where students end up thinking they learn something which is totally not there.

The principles of the education system and its core should be preserved in a manner that it is not being given away. Open course projects bare valuable education but not the core values itself. The world is such an immense place where hybrids of sorts of learners live in and with enriching styles and approaches to tickle their learning is of a great challenge to the instructor with the use of the learning objectives.

Josh wrote:It is not my intention not to reply or conceptualize, the reson why i started aasking questions is to stimulate my mind and maybe others to dig deeper into the issue.

silva731 wrote:

Cristina Mariano wrote:admitedly the article assigned to us was quite technical and complex in the choice of the author's words. but if you noticed 3 out of the 4 guide questions, you need not read the article as the questions we posed are analytical and based on experience. it is therefore your prerogative whether or not any of you want to reply.

Josh wrote:Gone are the days of scarcity of books and educational materials and now is the moment where knowledge is encapsulated.

If learning objects is to be construed as, content objects, strategy objects….content chunks or information containers readily available one click away, then what kind of knowledge content does it bear? Does it address quality education? Are ethical standards and values being embedded in the learning objects? What competencies of students does it aim to acquire? If automation aims to provide logical topic sequencing, does it discard the need of classroom lecturer?

My ignorance to the real issue or meaning and purpose of the articles limit me to comment further. My apology

technicality of the material is already given, but what is important is on what we have conceptualized. as we are instructed to do so, all we have to say is what we have thought of the material using other learning objects that may have help us conceptualized something.

Kriselda Manzano wrote:
hi tina,
combining traditional and technological learning leads to a good or even excellent outcome. One must be diligent enough to sort items that are substantial and considered necessary for learning to avoid erroneous information in the future.

Cristina Mariano wrote:It is indeed true that automated materials and the electronic medias are easy to access and is convenient for readers. However, the substantial risk of these is the quality of texts that we get and utilize from the internet that we have to evaluate. Going to libraries and doing the traditional reading of books, journals and other materials will be the best tool to utilize combined with the e-banks of sources in the internet.

This clearly depicts the timely utilization of technology in planning the learning objectives of the study. We should be aware to combat the issues along with the traditional style of putting the context of learning object into usage. Since scoping may be done to address and limit the study into 1 topic, it paves the way for students learn to practice and apply their learnings into actual practice.

Reusing materials is one way to keep important aspects of the literatures intact in a way that it should not be too tiring for the instructors. Knowing how to design and put correct variables of a context into the learning object is critical because misplaced variables may affect the understanding of the entire learnings presented which may lead to the so-called “Sixth sense” where students end up thinking they learn something which is totally not there.

The principles of the education system and its core should be preserved in a manner that it is not being given away. Open course projects bare valuable education but not the core values itself. The world is such an immense place where hybrids of sorts of learners live in and with enriching styles and approaches to tickle their learning is of a great challenge to the instructor with the use of the learning objectives.

Divinia Joy Tuzon wrote:Hello Sir Josh. You posed a very interesting question. I tried to read more about the topic and hopefully this could help. Advances in communication technology paved the way for a feasible educational option such as the utilization of learning objects. The idea in virtual or distant learning is that a teacher can reach his or her students in remote locations, which enables students to learn subjects to which they would not otherwise have access. This is its major advantage – it allows anyone, anywhere, to study anything. Learning objects also allow students to progress at their own pace (from simple to complex or from one topic after another) which makes them eventually knowledgeable and competent in the long run.

It is a fact that not everyone has embraced this development. Critics charge that it is cold and impersonal, and although there are opportunities for classroom camaraderie (through e-mail and electronic bulletin boards, for example), it doesn’t replicate the experience of a real classroom (Stennes, n.d.).

Stennes further adds that historically, virtual learning has tended to be a little dry, relying mainly on text and graphs to convey information. Advances in computing power and communication networks are changing this, but multimedia-learning experiences remain richer and easier in a traditional classroom setting. Moreover, the use of object learning makes students more initiative than traditional classroom learning, a value that object learning offers its students if that is what you are looking for.

However, I understand your point. Just like what I’ve mentioned from my first reply, I still prefer going to the library and borrow books instead of using the internet as a resource. I firmly believe that though web-based learning is a beneficial educational tool nowadays, it cannot and will probably never replace, traditional learning. In order to maximize its effectiveness though, it still depends on the educators to develop, adapt and modify a teaching technique designed to properly meet the needs of the students.

I hope this could help in any way.

Stennes, C. (n. d.). Advantages and Disadvantages of Web-based Learning. Retrieved August 14, 2008 from http://www.resourcesunlimited.com

Josh wrote:students are like sheep, who needs a shepherd to lead its way to the meadows and the shepherd is the guiding light when the sheep will be gone astray.
No matter how rich accesible knowledge we get from web-based learning center, we still need each other to enrich what we learn and we also need a teacher who will lead us to the right direction when time comes knowledge seem to be in the dark

Divinia Joy Tuzon wrote:Hello Kriselda! Truly, no matter how many sites and articles we try to read about a particular subject matter, it will not suffice a comprehensive learning. Hence, cooperative and interactive learning such as the approach we are using in our class will lead to a higher individual and group achievement. It also provides us with more new ideas and even solutions to existing problems. In addition, I’ve read from the Encyclopedia of Educational Technology that compared to individual or competitive work, students working in cooperative groups tend to be more intrinsically motivated, intellectually curious, caring of others, and psychologically healthy.

Baylon, C. (2005). Cooperative learning. In B. Hoffman (Ed.), Encyclopedia of Educational Technology. Retrieved August 14, 2008, from http://coe.sdsu.edu/eet/articles/coopgroups/start.htm

Cristina Mariano wrote:to josh,

I guess the substance that automated materials hold is (may be) less credible compared to books and evidensed based researches then this address the type of learning students patronize. Since automated use is widely used everywhere quality education may be questionable if learners focuses only on these materials as major references.

I guess as like what ma'am joy has said regarding on the impact of the statement: “If good content were enough to support learning and human interaction were unnecessary, libraries would never have evolved into universities.”, going to libraries also teaches us the value of patience and resourcefulness along the process of exploring through books and journals, extensive and valuable informations are gained by us.

No, for me it does not discard the need for classroom lectures, all these go hand in hand together to continually lead the learners of the path of learning fuitfully.

Josh wrote:It is not my intention not to reply or conceptualize, the reson why i started aasking questions is to stimulate my mind and maybe others to dig deeper into the issue.

silva731 wrote:

Cristina Mariano wrote:admitedly the article assigned to us was quite technical and complex in the choice of the author's words. but if you noticed 3 out of the 4 guide questions, you need not read the article as the questions we posed are analytical and based on experience. it is therefore your prerogative whether or not any of you want to reply.

Josh wrote:Gone are the days of scarcity of books and educational materials and now is the moment where knowledge is encapsulated.

If learning objects is to be construed as, content objects, strategy objects….content chunks or information containers readily available one click away, then what kind of knowledge content does it bear? Does it address quality education? Are ethical standards and values being embedded in the learning objects? What competencies of students does it aim to acquire? If automation aims to provide logical topic sequencing, does it discard the need of classroom lecturer?

My ignorance to the real issue or meaning and purpose of the articles limit me to comment further. My apology

technicality of the material is already given, but what is important is on what we have conceptualized. as we are instructed to do so, all we have to say is what we have thought of the material using other learning objects that may have help us conceptualized something.

Kriselda Manzano wrote:
hi tina,
combining traditional and technological learning leads to a good or even excellent outcome. One must be diligent enough to sort items that are substantial and considered necessary for learning to avoid erroneous information in the future.

Cristina Mariano wrote:It is indeed true that automated materials and the electronic medias are easy to access and is convenient for readers. However, the substantial risk of these is the quality of texts that we get and utilize from the internet that we have to evaluate. Going to libraries and doing the traditional reading of books, journals and other materials will be the best tool to utilize combined with the e-banks of sources in the internet.

This clearly depicts the timely utilization of technology in planning the learning objectives of the study. We should be aware to combat the issues along with the traditional style of putting the context of learning object into usage. Since scoping may be done to address and limit the study into 1 topic, it paves the way for students learn to practice and apply their learnings into actual practice.

Reusing materials is one way to keep important aspects of the literatures intact in a way that it should not be too tiring for the instructors. Knowing how to design and put correct variables of a context into the learning object is critical because misplaced variables may affect the understanding of the entire learnings presented which may lead to the so-called “Sixth sense” where students end up thinking they learn something which is totally not there.

The principles of the education system and its core should be preserved in a manner that it is not being given away. Open course projects bare valuable education but not the core values itself. The world is such an immense place where hybrids of sorts of learners live in and with enriching styles and approaches to tickle their learning is of a great challenge to the instructor with the use of the learning objectives.

Josh wrote:A very delightful comment! as educators we have the great responsibility to lead our students to the right path, right education and right materials to be used. i am also not discouraging learning objects, but just trying to pose a caution to eceryone, if being overwhelmed with the eaccessibility of knowledge in the internet, our students might lost the authentic joy of acquiring knowledge through the test of time and effort.

Divinia Joy Tuzon wrote:Hello Sir Josh. You posed a very interesting question. I tried to read more about the topic and hopefully this could help. Advances in communication technology paved the way for a feasible educational option such as the utilization of learning objects. The idea in virtual or distant learning is that a teacher can reach his or her students in remote locations, which enables students to learn subjects to which they would not otherwise have access. This is its major advantage – it allows anyone, anywhere, to study anything. Learning objects also allow students to progress at their own pace (from simple to complex or from one topic after another) which makes them eventually knowledgeable and competent in the long run.

It is a fact that not everyone has embraced this development. Critics charge that it is cold and impersonal, and although there are opportunities for classroom camaraderie (through e-mail and electronic bulletin boards, for example), it doesn’t replicate the experience of a real classroom (Stennes, n.d.).

Stennes further adds that historically, virtual learning has tended to be a little dry, relying mainly on text and graphs to convey information. Advances in computing power and communication networks are changing this, but multimedia-learning experiences remain richer and easier in a traditional classroom setting. Moreover, the use of object learning makes students more initiative than traditional classroom learning, a value that object learning offers its students if that is what you are looking for.

However, I understand your point. Just like what I’ve mentioned from my first reply, I still prefer going to the library and borrow books instead of using the internet as a resource. I firmly believe that though web-based learning is a beneficial educational tool nowadays, it cannot and will probably never replace, traditional learning. In order to maximize its effectiveness though, it still depends on the educators to develop, adapt and modify a teaching technique designed to properly meet the needs of the students.

I hope this could help in any way.

Stennes, C. (n. d.). Advantages and Disadvantages of Web-based Learning. Retrieved August 14, 2008 from http://www.resourcesunlimited.com

Josh wrote:students are like sheep, who needs a shepherd to lead its way to the meadows and the shepherd is the guiding light when the sheep will be gone astray.
No matter how rich accesible knowledge we get from web-based learning center, we still need each other to enrich what we learn and we also need a teacher who will lead us to the right direction when time comes knowledge seem to be in the dark

gary.orosa wrote:As a bystander viewing everyone’s remarks, it seems that the discussion is no longer focussed on the guide questions. To quote Prof Butcon:

“For those assigned to lead the discussion of this article, post your discussion paper as a group then provide guide questions to provide focus for the reactions.”

Same rules apply as quoted from the 1st & 2nd forums. I presume we should limit the topics being discussed to the guide questions as we did in the first forum. Good morning.

silva731 wrote:

Josh wrote:It is not my intention not to reply or conceptualize, the reson why i started aasking questions is to stimulate my mind and maybe others to dig deeper into the issue.

silva731 wrote:

Cristina Mariano wrote:admitedly the article assigned to us was quite technical and complex in the choice of the author's words. but if you noticed 3 out of the 4 guide questions, you need not read the article as the questions we posed are analytical and based on experience. it is therefore your prerogative whether or not any of you want to reply.

Josh wrote:Gone are the days of scarcity of books and educational materials and now is the moment where knowledge is encapsulated.

If learning objects is to be construed as, content objects, strategy objects….content chunks or information containers readily available one click away, then what kind of knowledge content does it bear? Does it address quality education? Are ethical standards and values being embedded in the learning objects? What competencies of students does it aim to acquire? If automation aims to provide logical topic sequencing, does it discard the need of classroom lecturer?

My ignorance to the real issue or meaning and purpose of the articles limit me to comment further. My apology

technicality of the material is already given, but what is important is on what we have conceptualized. as we are instructed to do so, all we have to say is what we have thought of the material using other learning objects that may have help us conceptualized something.

i agree with that, i also tried to reply with your first query. for us to go deeper to this article.

silva731 wrote:

Kriselda Anne Moreno wrote:As defined, learning object is a resource that is readily available, and can be used and re-used to support learning. It doesn’t necessarily have to bear the entire information. As I understand it, a learning object is basically a “summary” or “keywords” of information. You still have to do extensive reading and research, maybe the traditional way, if you want to obtain a more comprehensive work.

Josh wrote:Gone are the days of scarcity of books and educational materials and now is the moment where knowledge is encapsulated.

If learning objects is to be construed as, content objects, strategy objects….content chunks or information containers readily available one click away, then what kind of knowledge content does it bear? Does it address quality education? Are ethical standards and values being embedded in the learning objects? What competencies of students does it aim to acquire? If automation aims to provide logical topic sequencing, does it discard the need of classroom lecturer?

My ignorance to the real issue or meaning and purpose of the articles limit me to comment further. My apology

I think I agree with miss moreno but let us also think that the less specific the internal context of the learning object, the more instructional context it would fit in. So reusability of the learning object depends on the on the speficity of the internal context. am i right?

Kriselda Manzano wrote:Josh,

As i understand the article, the reason why learning objects are utilized is breakdown the teaching content into smaller unit thus making learning a bit easier.

Like what I’ve said earlier, a good learning must be in the form of interaction to foster better knowledge. Communication is a good vehicle for this. Excellent education will be preserved if human interaction sets in.

Not all types of learners can utilize the learning objects specially the young. That is where the role of the teacher as the facilitator takes place.

Josh wrote:If to facilitate learning is the objective, is the quality of education being preserved? Does it aim to address all types of learner or different capabilities and learning styles of students were considered?

Kriselda Manzano wrote:The way I understand it, learning objects are created to make learning easier but it is inevitable for the face educators to encounter problems using them. The good side of utilizing learning object is, it facilitates breakdown of the teaching content into smaller units, self-contained, and most of the time can be re-used.


I found myself wanting more to read about the “learning objects” so I did extra reading using the net. I found lots of sites and interactive means to understand it fully. After several minutes I realized that I am using the “learning objects” to meet my cravings for knowledge!


On the contrary, I know that facing the computer for hours will not suffice learning, thus a good interaction will augment and foster better knowledge. That is the reason why our online class was created, for us to communicate and interact.

Kriselda Anne Moreno wrote:Yes you are right. The reusability of the learing objects depend how simple it is. The more simple the learning object, the more chances of its reusability. Therefore, learning objects are indeed just lke "keywords" to a certain information.

silva731 wrote:

Kriselda Anne Moreno wrote:As defined, learning object is a resource that is readily available, and can be used and re-used to support learning. It doesn’t necessarily have to bear the entire information. As I understand it, a learning object is basically a “summary” or “keywords” of information. You still have to do extensive reading and research, maybe the traditional way, if you want to obtain a more comprehensive work.

Josh wrote:Gone are the days of scarcity of books and educational materials and now is the moment where knowledge is encapsulated.

If learning objects is to be construed as, content objects, strategy objects….content chunks or information containers readily available one click away, then what kind of knowledge content does it bear? Does it address quality education? Are ethical standards and values being embedded in the learning objects? What competencies of students does it aim to acquire? If automation aims to provide logical topic sequencing, does it discard the need of classroom lecturer?

My ignorance to the real issue or meaning and purpose of the articles limit me to comment further. My apology

I think I agree with miss moreno but let us also think that the less specific the internal context of the learning object, the more instructional context it would fit in. So reusability of the learning object depends on the on the speficity of the internal context. am i right?

yvette wrote:In addition, regarding its designed for reusability, if i am right as i understood it, it is good that there's a way to reuse a materials as it has been without the use of extensive formats, its like gaining information on a first hand basis.

Kriselda Anne Moreno wrote:Yes you are right. The reusability of the learing objects depend how simple it is. The more simple the learning object, the more chances of its reusability. Therefore, learning objects are indeed just lke "keywords" to a certain information.

silva731 wrote:

Kriselda Anne Moreno wrote:As defined, learning object is a resource that is readily available, and can be used and re-used to support learning. It doesn’t necessarily have to bear the entire information. As I understand it, a learning object is basically a “summary” or “keywords” of information. You still have to do extensive reading and research, maybe the traditional way, if you want to obtain a more comprehensive work.

Josh wrote:Gone are the days of scarcity of books and educational materials and now is the moment where knowledge is encapsulated.

If learning objects is to be construed as, content objects, strategy objects….content chunks or information containers readily available one click away, then what kind of knowledge content does it bear? Does it address quality education? Are ethical standards and values being embedded in the learning objects? What competencies of students does it aim to acquire? If automation aims to provide logical topic sequencing, does it discard the need of classroom lecturer?

My ignorance to the real issue or meaning and purpose of the articles limit me to comment further. My apology

I think I agree with miss moreno but let us also think that the less specific the internal context of the learning object, the more instructional context it would fit in. So reusability of the learning object depends on the on the speficity of the internal context. am i right?

weng wrote:
2. How to introduce learning objects to traditional students -- One way is to use the methods that Mr. Butcon is already employing: Lecture with the students face-to-face while the other school-related work or activities that we traditionally know -- such as homeworks, school papers, reporting, further reading, group work -- are introduced via the use of learning objects and other digital paraphernalias. This method introduces slowly to traditional students digital learning objects; thus lessening percentage of rejection.

weng wrote:
2. How to introduce learning objects to traditional students -- One way is to use the methods that Mr. Butcon is already employing: Lecture with the students face-to-face while the other school-related work or activities that we traditionally know -- such as homeworks, school papers, reporting, further reading, group work -- are introduced via the use of learning objects and other digital paraphernalias. This method introduces slowly to traditional students digital learning objects; thus lessening percentage of rejection.

luder wrote:I'd like to begin by saying that one of the wekanesses of discussion forums is that if you've been typing for quite sometime there is a chance that your work may not be posted. i learned the hardway. it just happened.