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.

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Journal Information

AACE Journal
ISSN 1065-6901
Volume 14, Issue 2, April 2006
Association for the Advancement of Computing in Education (AACE)  Chesapeake, VA

More Information on AACEJ

Authors

Wee Chuen Tan, Southern College, Malaysia; Baharuddin Aris, Mohd Salleh Abu, University Technology of Malaysia, Malaysia

Abstract

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.

Keywords

• Information Sciences
• Educational Technology
• Instructional Design
• Learning Objects

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