Orientations to university systems and resources are keys to learner success in online environments. Pattison (2003) identifies orientation materials as a factor contributing to higher levels of student satisfaction with distance education. Dupin-Bryant's work (2004) connects prior training and orientation programs to student retention in online courses. As higher education institutions give deeper consideration to distance education, orientation materials and programs continue to be priorities in ensuring student success. Orientation for distance learners is not a new concept. Several programs and approaches have been discussed in the literature over the years. What has changed in today's online learning environments is the approach to the design and delivery of orientation materials and programs. The evolution of technology and the deeper integration of that technology into systems and services supporting distance learners offers new possibilities. As discussed by Wozniak, Mahony, Lever, and Pizzica (2009), expectations associated with orientation materials are also changing, with the learning that occurs from these materials being given more emphasis. To address new approaches to design and delivery, one can look to learning object design models. Beginning in the early 2000s, learning object design came to the forefront in an attempt to modularize, customize, and reuse instructional materials. The highlights of this movement include the notion that instructional materials should be broken down into smaller components (instructional units) to ensure learning mastery. Limiting the number of learning goals covered by materials allows for more focused content and for the possibility of reusing components in a variety of learning environments. Technical standards, such as those offered by the International (IEEE) Learning Technology Standards Committee, are also a result of interest in learning object design models. Aside from technical specifications, the learning object model fits well with recent trends in the Open Educational Resource (OER) movement. This initiative demonstrates the many opportunities that result when instructional materials are easily shared and repurposed. Learners benefit from broader access to instructional materials, not only course materials but those designed to orient learners to institutional systems and services. The design of these sharable instructional materials is also receiving greater attention. As higher education institutions develop orientation materials and consider the best approaches to teaching learners how to effectively navigate support systems and services, important connections to instructional design best practices can be made. Instructional design principles, such as those associated with Cognitive Load Theory (Clark, Nguyen, & Sweller, 2006) and Mayer's (2001) Multimedia Principles, provide guidance for designing materials to maximize learner development of the skills and dispositions necessary to effectively use support service tools and resources. In addition, these principles incorporate components against which learning achievement can be assessed. Bringing together learning object design, instructional design theory, and the design and delivery of orientation materials, this presentation will focus upon the University of Nebraska at Omaha's efforts to create learning objects to assist distance learner orientation to support services offered by the university. This project developed out of discussions amongst campus representatives from the University of Nebraska system who participated in a Support Services Community of Practice (SSCoP). The purpose of this group is to discuss and recommend solutions to issues related to the support of learners in online and hybrid learning environments. One area that has come to the forefront of the SSCoP discussions is the development of orientation materials and modules. As a result of discussion, the SSCoP recommended a series of modules be created to provide learners with opportunities to become familiar with support services and systems used at each campus. These modules cover a broad range of service / system areas, including library services, advising, registration, and the like, as well as technical requirements and learning management system components. An additional module addressing the skills and dispositions needed to succeed in online learning environments rounds out the offerings. From this broad set of orientation module ideas, the University of Nebraska at Omaha (UNO) set forth to create learning objects for support service systems and resources. The goal of this presentation is to invite a broader discussion of the possibilities that reconceptualizing orientation materials and other support services offerings as learning objects could bring in the provision of support services in online learning environments. References Clark, R., Nguyen, F., & Sweller, J. (2006). Efficiency in learning: Evidence-based guidelines to manage cognitive load. San Francisco, CA: John Wiley & Sons, Inc. Mayer, R. (2001). Multimedia learning. Cambridge University Press, New York. Pattison, S. (2003-2004). The effect of an orientation on distance - program satisfaction. Journal of College Student Retention: Research, Theory & Practice, 5(2), 205-233. Wozniak, H., Mahony, M. J., Lever, T., & Pizzica, J. (2009). Stepping through the orientation looking glass: A staged approach for postgraduate students. Australasian Journal of Educational Technology, 25(2), 221-234. Retrieved from http://www.ascilite.org.au/ajet/ajet25/wozniak.html
