Christopher’s learning object - Barista - cafe quality espresso coffee at home By Airsource

The iPhone app identified as Barista is a useful example of a learning object. I found this iPhone app useful for three reasons.

http://itunes.apple.com/us/app/barista-cafe-quality-espresso/id302556126?mt=8
http://www.iphonebuzz.com/home-barista-iphone-app-for-coffee-drinker-235865.php

First, it looks like it is an example of a learning object which includes real-life examples. The Barista app shows pictures and videos along with instructions on how to make several types of drinks. It clearly shows real world examples in video and pictures.

One concern I had with the Flash based simulators was that those objects were so removed from reality. The animations were loose representations. The Barista app raises the standard on quality with pictures and videos.

Learning objects which could be classified as being of the type “contextual representation” (Churchill 2007) are ones which show real-life examples and display data as it emerges from an authentic situation. The Barista app appears to meet this requirement.

Second, I believe the coffee making app meets another criteria of Chruchill’s learning object which is defined as the contextual representation type. The app allows users to collect data about the coffee that is produced; the app allows users to take pictures of their artful pictures made in steamed milk. Not only does the app present and explain the way to make several types of coffee, it also allow users to collect data, i.e. pictures, and save and share the data with other users. This learning object clearly allows users to display data “...as it emerges from represented authentic scenario” (ibid 2007).

The third reason I find the Barista app useful is that it situates the information it presents in a socio-cultural practice. This app allows coffee makers to compare their artistic coffee creations, and that is likely one reason this app has been so successful. Not only do users learn the facts and steps to make several types of coffee, but the information is situated within a social practice.

I am impressed with the approach as it makes use of a way of ordering information in a way that works for the users. This app allows users to make sense of the information in a socio-cultural context. Similarly, my research on information literacy seeks to better understand information literacies situated in practices, and why not start this research over a cup of coffee or tea?

Churchill, D. (2007). “Towards a useful classification of learning objects”, Education Tech Research 55:479-497.