Kathleen Bennett: Publications

Learning Objects Essay for Educational Technology: An Encyclopedia
  Learning objects are small chunks of learning or individual digital resources which provide a new way of thinking about learning content and delivery. Attempts to define this elusive concept have created controversy and vivid metaphors, ranging from Legos to atoms to snacking. Learning objects promise to make the design and development of instructional material streamlined and cost-effective.  
Wireless Instructional Strategies for the Humanities (WISH): Training Traditional Faculty for Change
  Placing powerful technology tools in students' hands along with activities designed to encourage collaboration, exploration, and critical thinking, causes a role shift to occur. Students become researchers and presenters, constructing knowledge and adding it to a global knowledge base. Faculty who incorporate technology into their course work then can become guides and facilitators. However, the challenges created by this role shift require a reframing of our faculty development model. The Innovative Technology Center at the University of Tennessee designed and imple-mented a pilot project, putting powerful, wireless laptops into student and faculty hands. The Humanities area of Arts and Sciences was chosen for this project because they are typically underserved in terms of technology resources, yet rich in opportunities for collaborative work. With laptop computers, a versatile suite of soft-ware tools, and a customized WISH institute for training before project launch, our implementation team crafted a model faculty development project that addressed key aspects of transitioning traditional faculty to a more collaborative and dynamic learning environment.  
Learning Objects in Higher Education
  Co-authored with Susan Metros for Educause Center for Applied Research. Volume 2002, Issue 19, October 1, 2002.

Sample: Placing powerful technology tools in students’ hands along with activities designed to encourage collaboration, exploration, and critical thinking, causes a role shift to occur. Students become researchers and presenters, constructing knowledge and adding it to a global knowledge base. Faculty who incorporate technology into their course work then can become guides and facilitators. However, the challenges created by this role shift require a reframing of our faculty development model. The Innovative Technology Center at the University of Tennessee designed and implemented a pilot project, putting powerful, wireless laptops into student and faculty hands. The Humanities area of Arts and Sciences was chosen for this project because they are typically underserved in terms of technology resources, yet rich in opportunities for collaborative work. With laptop computers, a versatile suite of software tools, and a customized WISH institute for training before project launch, our implementation team crafted a model faculty development project that addressed key aspects of transitioning traditional faculty to a more collaborative and dynamic learning environment.