Reconceptualisation of Learning Objects as Meta-Schemas

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Author(s): Mohan Chinnappan (University of Wollongong, Australia)
Copyright: 2009
Pages: 16
Source title: Handbook of Research on Learning Design and Learning Objects: Issues, Applications, and Technologies
Source Author(s)/Editor(s): Lori Lockyer (University of Wollongong, Australia), Sue Bennett (University of Wollongong, Australia), Shirley Agostinho (University of Wollongong, Australia)and Barry Harper (University of Wollongong, Australia)
DOI: 10.4018/978-1-59904-861-1.ch039

Keywords: Education / Educational Technologies / Information Science Reference / Instructional Design

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Abstract

The shift in the way we visualise the nature of mathematics and mathematics learning has presented educational technologists with new challenges in the design of rich and powerful learning environments. Against this background, the design and use of learning objects in supporting meaningful mathematical learning assumes increased significance. I argue that learning objects need to be sufficiently pliable such that both teachers and learners could engage in knowledge construction that provides further avenues for growth and sophistication of mathematical schemas. In this chapter, the author aims to show the limitations of current views about mathematical learning objects and the need to reconceptualise these in terms of generic meta-schemas. A meta-schematic framework would provide the mathematics community with powerful pedagogical tools to support and assess mathematics learning. Two examples of these meta-schemas for geometry are described.

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Reconceptualisation of Learning Objects as Meta-Schemas

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