Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/18603
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dc.contributor.authorMacDonald, Colla J-
dc.contributor.authorStodel, Emma-
dc.contributor.authorThompson, Terrie Lynn-
dc.contributor.authorMuirhead, William-
dc.contributor.authorHinton, Chris-
dc.contributor.authorCarson, Brad-
dc.contributor.authorBanit, Erin-
dc.date.accessioned2016-11-02T07:35:06Z-
dc.date.issued2005-
dc.identifier.urihttp://hdl.handle.net/1893/18603-
dc.description.abstractIn many universities there seems to be an “eLearning Contradiction” between the expressed need to integrate technology into the teaching-learning process and what is actually occurring in the majority of classrooms. In this paper we describe the collaborative process we used to design an online Conceptual Framework Learning Object (C-FLO). The object can be viewed at http://innovation.dc-uoit.ca/cloe/lo/cf/ This account is grounded in practical experiences and supported by the research literature. First, we offer a rationale for the development of C-FLO. We then illustrate how an interdisciplinary collaborative perspective enhanced both the process and learning outcomes. The impact of this learning object from both the learners’ and professors’ perspectivesis detailed. Collaborative projects such as C-FLO, where professors share resources and expertise to improve student learning, could be a first step toward addressing the eLearning Contradiction.en_UK
dc.language.isoen-
dc.publisherInforming Science Institute-
dc.relationMacDonald CJ, Stodel E, Thompson TL, Muirhead W, Hinton C, Carson B & Banit E (2005) Addressing the eLearning contradiction: A collaborative approach for developing a conceptual framework learning object, Interdisciplinary Journal of Knowledge and Learning Objects, 1 (1), pp. 79-98.-
dc.rightsThe publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study. Article is available at: http://www.ijklo.org/Volume1/v1p079-098McDonald.pdf-
dc.subjectlearning objectsen_UK
dc.subjecthigher educationen_UK
dc.subjecte-learningen_UK
dc.subjectcollaborationen_UK
dc.subjectconceptual frameworksen_UK
dc.titleAddressing the eLearning contradiction: A collaborative approach for developing a conceptual framework learning objecten_UK
dc.typeJournal Articleen_UK
dc.rights.embargodate2999-12-31T00:00:00Z-
dc.rights.embargoreasonThe publisher does not allow this work to be made publicly available in this Repository therefore there is an embargo on the full text of the work.-
dc.citation.jtitleInterdisciplinary Journal of Knowledge and Learning Objects-
dc.citation.issn1552-2210-
dc.citation.volume1-
dc.citation.issue1-
dc.citation.spage79-
dc.citation.epage98-
dc.citation.publicationstatusPublished-
dc.citation.peerreviewedRefereed-
dc.type.statusPublisher version (final published refereed version)-
dc.identifier.urlhttp://www.ijklo.org/Volume1/v1p079-098McDonald.pdf-
dc.author.emailterrielynn.thompson@stir.ac.uk-
dc.contributor.affiliationUniversity of Ottawa-
dc.contributor.affiliationUniversity of Ottawa-
dc.contributor.affiliationEducation-
dc.contributor.affiliationUniversity of Ontario Institute of Technology-
dc.contributor.affiliationUniversity of Ontario Institute of Technology-
dc.contributor.affiliationUniversity of Ontario Institute of Technology-
dc.contributor.affiliationUniversity of Ontario Institute of Technology-
dc.rights.embargoterms2999-12-31-
dc.rights.embargoliftdate2999-12-31-
Appears in Collections:Faculty of Social Sciences Journal Articles

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