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=Learning Objects Wiki=

Please post your learning object here:
This learning object is meant to be an introduction for people to understand and develop a comfort level being able to talk to people about death. It is a very uncomfortable subject for many people and this video gives a brief insight into death without dwelling in the "healthcare" aspect of it, but instead allowing for imagination and a view that death is not always as we might think. There are better ways to help people plan and to live every last moment. It is meant to invoke emotion and encourage discussion amongst the students.
 * Lisa Blohm's Learning Object; []**

====**Kay Griep's Learning Objects**: For this assignment I investigated the Wisc-Online: Wisconsin Online Learning Center. This website is affiliated with the Wisconsin Technical College System, with the learning objects produced by faculty and multimedia personnel. I found several learning objects appropriate for my class. The one I choose features a review of respiratory system terms with an interactive matching game. I would use this as a review and a foundation on which to build my course: Nursing Care of a Patient with Respiratory Difficulty. []==== ==== This learning object is meant to be a review of previously learned terms and concepts. The students would need to be very familiar with these terms in order to plan nursing care for a patient with respiratory difficulty. ====

====**Chelle Barnaby's Learning Objects** - I've been teaching a face to face course in emergency preparedness for years, in a community education setting. I'm now changing that course into 2 courses. One is a hybrid, and the other will be completely online.==== ====The first flash is from the Red Cross and is very basic, but a nice introduction. The second item is a Youtube sample that helps me be able to demonstrate a process that was previously a "hands on" experience. The third is something I currently "lecture" on f2f, but could adapt to use online.====

__ **Cindy Zoromski’s Learning Object**: __ Of all the Learning Objects we have been discovering can you believe two of us had the same one. I was the Heart and Lung sounds found in [|**MERLOT**] - the Multimedia Educational Resource for Online Teaching. I would use this learning object in my teaching as we discuss the patient head to toe physical assessment. The steps include having the right equipment, using the correct method of assessment, following an organized sequence and having basic knowledge of what is normal. []I also was very impressed by another that are online web seminars and interactive at ** http://learningcenter.nsta.org. ** It gives wonderful examples of how to present many topics that could be used in online classrooms.

**__Bonnie Lang: Learning Object__** Some of the best resources in teaching Personal Finance are government websites. They are well-developed and include actual data, forms, and information pertaining to current laws. Even though book websites offer some alternative activities; websites designed for students offer additional current, motivating, and sometimes entertaining alternatives to learning at an appropriate grade-level. For example, this website allows students to practice preparing a Form W-4 given a specific situation that needs to be considered throughout the short simulation. [] The resources, tutorials, simulations, activities, are almost endless at the IRS student website. One needs to pick and choose what relates to objectives, what provides a variety for activities, and what addresses various learning styles. I n addition, as students visit websites like this one, they start to make a connection that should prompt them to visit the main web site to get needed information throughout their lives.

The course I use online learning in is titled "Workplace Diversity Strategies." Traditionally I have used a basic broad "quiz" that allows learners to see that they perhaps don't know as much as they think they do. While teaching this course online, the learning object that I use is a Multicultural Awareness quiz developed by Paul C. Gorski, a Professor at Hamline University in St. Paul. You can view and take the quiz by visiting: [] After students take this quiz, I have them post on a discussion board two questions that surprised them.
 * __Damian Hanft's Learning Objects__**

Another learning object that I have used in class that can translate into the virtual environment is Implicit Association Testing. ([]) This test was developed at Harvard and allows those taking the test to learn whether they may have a bias towards a particular group of people. In addition, there is research information associated with this site allowing students to learn further about hidden biases.

I teach a course entitled "Basic Nursing Skills." These are first semester nursing students. In one module, the content is asepsis, isolation, and the chain of infection. I utilize this learning object: [] I like this particular learning object because it reviews the material, has visual and quiz-like components. It is fairly basic, but I feel it reinforces the ideas and allows the students to apply it to "real life" situations.
 * __Melissa Anibas: Learning Object__**

When teaching a unit on short stories, I like to add an audio option, so students can hear the words they are reading. Librivox provides audio downloads of public domain stories [] For Shirley Jackson's "The Lottery," I found this Youtube video of an old TV production. It is very faithful to the story but, of course, it doesn't have the advantage of being a word-for-word representation of the text. I have not found an audio of the story, so I would probably record my own and upload it to a podcast site. []
 * __Jerry Cavanaugh's Learning Object__**

__**Mary Hopple's Learning Object**__ I teach academic chemistry to high school juniors, since most concepts in chemistry are abstract, seeing atoms and molecules, for example, any learning object that simulates atoms and molecules is definitely a boost to student's understanding. On the [|ChemThink website], students take a tutorial on select concepts, such as "Structure of Atoms", "Ions" or "Chemical Reactions", presented in an interactive flash format. Post tutorial students then take an interactive flash Question Set, where they must successfully answer at least 8 of 10 randomly selected questions of various degrees of challenge or they must retake the set. I grade them on how many tries it takes them to successfully pass the Question Set. The structure of the web is such that students have little confusion finding and using the materials. No additional instruction or assessment has to follow this learning object, unless the teacher wants to expound further. The site is a "teacher's dream" because you can load a whole class of students in minimal time, then you can access all files with a click of the mouse, even printing them out and offers a degree of management of student files. The site appeals to visual and kinesthetic/tactual learners, gives students immediate feedback and are able to be completed in a class period or less. In addtion, those students who do not finish in the time allotted or are absent, can complete the lesson on their own time and on a computer with high speed Internet access. I have used these tutorials in the introductory, mid-unit, or end of a unit of study. What is nice about this learning unit is that it can be used equally in a F2F, blended or online course in academic chemistry.

I teach in the Accounting program at NorthCentral Technical College in Wausau, WI. In some of my classes, I teach about developing a business plan. The following is the URL for a learning object on making a business plan for Deep Grooves. This could be used for an Accounting class or a Marketing class. It would be used as a way for students to learn the parts of a business plan. It would be used as the reading portion of the unit. This site also hits the visual or auditory learner. But, I feel it lacks activities that students could actually do. Some type of activity would have to follow this learning object. I like having students doing something "hands-on" as well. []
 * Dora Szemborski's Learning Object**

I teach in a chiropractic program at a Health Sciences University. In a number of my courses we discuss the "locus of control" from a patient perspective. I am particularly interested in injuries that occur in the workplace. As such, I use a video clip that is posted on YouTube to emphasize a point. The clip is taken from an I Love Lucy episode in which Lucy and Ethel are working at a specific task. As it happens, Lucy and Ethel have no control over the speed with which the task is performed (external locus of control). As they get further behind, the stress level mounts. The clip can be seen at... [] I also use a clip that is a wave file. It's titled "perception" perception.wmv but I can't figure out how to attach it to this wiki. It's a very interesting video clip and has to do with seeing what's there, not what you're looking for. I'll figure out the details and post it here.
 * Paul Hooper's Learning Object**

I teach 5th grade for the Ohio Virtual Academy. Parents are the primary educator, and I over see progress and attendance as well as offer classes to enhance the curriculum, which students are required to attend. My favorite sessions are the writing sessions and for that I make use of a very helpful website called [|Writing Fix] Another very useful learning object, to encourage students to participate in our online activities is to invite them with a voki, very similar to the one that Susan used in one of her introductions: [|voki]'s. Students also benefit from listening to and viewing mentor texts and I really like, [|Storyline Online] or how about visiting [|The World of Brian P. Cleary] and have fun learning that "Words are Categorical" All of the above and many more are very useful in my virtual classroom.
 * Jenniffer Millisor's Learning Object**

I teach in the Human Services Program at Northcentral Technical College. I have two clips that I use in my Issues in Child and Family Maltreatment class to discuss the Internet and Child Maltreatment. They are shown in the same learning plan. The first is an ad about [|Internet and Child Sexual Abuse]. I use it to demonstrate the outstanding statistics regarding the internet and child maltreatment. This video tends to make the students feel a little astounded and sad. The second video is a little harsher and has cookie monster: [|The Internet is for Porn]. He uses slang terms (watcher be aware). The students usually watch this video and laugh. When the video is done,we discuss their initial reaction. Then, the discussion moves into "How funny would this video be if your 5 year old was watching it?" " Would you even give a second glance to your 5 year old watching sweet, innocence Cookie Monster on the computer screen?" The discussion progresses from there. Most of the students are shocked that this type of media is readily available to kids. Both clips are powerful in regard to audio and visual tools that deepen the students comprehension of our class material.
 * Tammy Gorski's Learning Object**

In my World History II class we look at the holocaust and its effect on the people that survived it. This unit, living in Saudi Arabia, can be a bit controversial. I have been trying to find an incontrovertible source to help explain the effects of the holocaust. In the past I have used movie clips (//The Pianist, Band of Brothers or Why We Fight//) but have always felt these were lacking something. So, I decided to use this assignment to fill that gap for next year. What I found was a collection of testimonials at the University of Southern California, and sponsored by the Shoah Foundation. They are very powerful and should have a strong impact on my students. Here is the URL: []
 * Alex Braden's Learning Object**:

This learning object allows the students to match terms with the definitions. I use this so that I don't have to spend time with the terms and can move onto the other content of the learning plan. [|Pharmacology Terms learning object] is a portion of a learning objective and used as a instructional agent that includes several learning styles. Students can complete this object unlimited until they have mastered the terms. The instructor provides the direct link to this object so students can view/play without getting lost in a site.
 * Anita Polacek's Learning Object**~ Pharmacology Terminology

I like to use gaming to reinforce content in my pediatric nursing course. Game Show Presenter - E-Learning Edition was purchased by our college a few years ago. I was able create a review game of immunizations and communicable diseases that I post online for both my traditional and blended track students to use as an independent self-assessment regarding how well they know the content. More games can be created by any faculty member at Rhodes State College. The game I use with my students is [|Yikes, I'm Contagious!].
 * Deb Geis's Learning Object**:

I plan to use this learning object for the introduction to the brain / brain anatomy section of the Psychology of Fear online course because I need students who have never taken a psychology course to be up-to-speed on the brain at the beginning of the class. It's a bit hokey, but it's part of its charm... []
 * Jason Hollenberger's Learn Object**:

I plan on using a [|course expectations slideshare presentation] I just created. I like using slideshare because it allows me to build interactive content right on my homepage (or LMS), without having my users have to click from link to link to link. This process is called embedding a widget. You can also do this with youtube videos, poll sites, google docs, and many other web2.0 applications. media type="custom" key="4055353"
 * Jen Hegna's Learning Object**:


 * Dana Luehr's Learning Object**: Trackstar

A teacher assigns a research topic to students, escorts the students to the media center, and then turns them loose to begin the assignment. The first thing the students do is go to Google, type in the very broad search term, and click on the first link that shows up!! Fifty minutes later the students are either still looking for some information to use or they have copy/pasted paragraphs from the first site into a word document, say they are finished, and are cruising around the net. I know that none of you have done such a thing, but I have witnessed this scenario more than once (and it drives me nuts!!)

You are all familiar with webquests, which allow teachers to search for valuable websites and build a simulation around those sites. In my experience, students enjoy taking on roles and duties as they either work independently or as a team to complete an assignment.

You may have heard of or used the website: [|http://4teachers] .org. It is a very valuable resource and it is free. I have used many of the site’s features, but the one I’d like to share with you is similar to a webquest and that is Trackstar.

Trackstar are webquest-like designed activities for all ages and all topics. You can search by track number, author, or keywords. You can browse by themes and standards and also grade level and content area. You can also create your own original track on any topic using websites of your own choosing. Format options include resources lists, worksheets, extended learning or demos.

If I was going to introduce middle school learners to computer basics I could have them start with this Trackstar: [] This isn’t the best example but it gives you an idea of the potential a Trackstar could have.

There are advantages and disadvantages I’d like to point out about this learning object, but give it a try if you find it interesting.

Advantages: Ready to use Variety of subjects, grade levels, and formats Can create and edit your own original track Eliminates students wasting time searching for websites Can design track to incorporate critical thinking skills Can focus on a set of particularly good websites Can provide differentiated instruction by choosing/creating tracks that match reading levels of your students Are web-based so require no saving on your own server Free

Disadvantages:
 * Instructor needs to search for appropriate track**
 * Some tracks are not challenging**
 * Advertising**
 * Some sites outdated or links are broken**
 * Students don’t learn to search and evaluate sites on their own**

Susan Stalewski's Learning Object** - Medical Terminology Jukebox This one is from WISC [[[] |online]] It is useful for online students who need to learn the vocabulary of a profession. This will be useful in one of my courses because the students are introductory level, new to medical terminology, using a relatively high level text. This will help get them over the terminology hump. There is no downside except that the vocabulary is not exhuastive. The audio is a little bit irregular. There is no advertising or risk of a commercial site. I apprectiate the fact that most of the objects in this particular section are created by instructors that I know.

__Gwen Nachman's__ Learning Object -- Trackstar "Resources for Foods" I may teach Foods & Nutrition this school year. I found a number of candidates for Learning Objects. I think that I would want to change them a little, but if time was a problem maybe not! One is from Trackstar, thanks to Dana's suggestions. I would use this in my class Objective: Students will be able to evaluate their own diets using the Trackstar activity which shows the relationship between nutrition and health.

Title: Resources for Foods []

As an assignment, students would use the Track to evaluate their own diets as well as plan better meal decisions by using the Cyberdiet. In addition students will understand that the internet is a resource for healthy eating as well as recipes and play.

Another Webquest activity I like is Title: Ready, AIM, Fire []

This is a Career Planning Webquest that I would use as a tool for the objective:Explore educational opportunities and job trends in the food industry Using this Webquest students would select a food industry career to research and use as a resource for a class presentation.

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