Investigating the Usage of Learning Objects in Context

2 Summary The purpose of the study was to investigate the role and characteristics of virtual learning objects in advanced pedagogical settings in selected classroom cases. The four Finnish cases studied represented pedagogical approaches such as student-centeredness, process orientation, and collaborative inquiry. Through the case studies, it was possible to investigate the teachers' and the students' concrete practices and evaluate the use of learning objects in ordinary teaching and learning sequences in a classroom setting. The goals of the study were to examine the interrelatedness of the pedagogical practices, the characteristics and the affordances of learning objects in order to better understand how learning objects can support the development of the learning culture in schools. The study was conducted in the context of European CELEBRATE project. The data of the case studies were qualitative. It included the participating teachers' agendas before and after the observed lessons, and observations and video recordings during the classroom activities. The results indicate that learning objects were mostly used as exploration tools, information sources, assessment models and objects of discussion. It appears that an expert-like use of knowledge was characteristic in the pedagogical settings, especially when the teacher was experienced with using ICT in classroom. However, all learning objects used did not support such practices.