GLOOTT Model: A Pedagogically-Enriched Design Framework of Learning Environment to Improve Higher Order Thinking Skills
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Tan, W.C., Aris, B. & Abu, M.S. (2006). GLOOTT Model: A Pedagogically-Enriched Design Framework of Learning Environment to Improve Higher Order Thinking Skills. AACE Journal, 14(2), 139-153. Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/6198.
Volume 14, Issue 2, April 2006
Association for the Advancement of Computing in Education (AACE) Chesapeake, VA
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Learning object design currently leads the instructional technologist towards more effective instructional design, development and delivery of learning content. There is a considerable amount of literature discussing about the potential use of learning object in e-learning. However, most of the works were mainly focused on the standard forms of metadata and technical-related issues leaving behind the importance of pedagogical factors. This paper comprises two parts. In the first part, the authors examine the attributes of learning objects in providing a customized, individualized and flexible learning environment with an approach that is grounded in generative learning principles of learner-centered and learner-controlled learning environment. The cognitive and pedagogical relationships between generative learning and higher order thinking skills (HOTs) are briefly reviewed. The second part proposes a design and development framework of Generative Learning Object Organizer and Thinking Task (or simply called GLOOTT), a pedagogically-enriched web-based learning environment designed to improve HOTs.
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