blinded by our paradigms?
DESCRIPTION
What is the use of learning objects? John Cook (Centre Manager) & Carl Smith (Multimedia Developer) Reusable Learning Objects Centre for Excellence in Teaching and Learning (CETL) [email protected] [email protected]. Blinded by Our Paradigms?. - PowerPoint PPT PresentationTRANSCRIPT
What is the use of learning objects?
John Cook (Centre Manager) &
Carl Smith(Multimedia Developer)
Reusable Learning Objects
Centre for Excellence in Teaching and Learning (CETL)
Blinded by Our Paradigms?
• First ATM was located inside a bank and was available only during banking hours.
• Real innovation did not occur until ATMs were placed outside the bank
RLO CETL
• London Metropolitan University and its partners, the Universities of Cambridge and Nottingham have launched a CETL in Reusable Learning Objects (RLOs)
• Easily accessible electronic aids to learning for students• Each year: 90 RLOs to be designed, developed, used and
evaluated with 2,000 - 3,000 across partner sites• These objects are transferable and can be used in all sorts of
learning situations
Stages for the RLO development1. Concept2. Specification3. Peer review 14. Development5. Peer review 26. Student Peer review7. Revision8. Delivery9. Packaging and metadata10. Deposited
List of RLOs
http://www.rlo-cetl.ac.uk/rlos/completed_rlos.htm
Imagineering
http://www.rlo-cetl.ac.uk:8080/rlos/imagineering/Imagineering_RLO.html
Imagineering: Formative Evaluation
Very helpful Helpful
0
20
40
60
80
100
Pe
rce
nt
18.2
81.8
2. How helpful has the learning object been for learning this subject?
Imagineering: Formative Evaluation
Yes
0
20
40
60
80
100
Pe
rce
nt
100
3. Would you recommend it to others?
Imagineering: Formative Evaluation
Yes
0
20
40
60
80
100
Pe
rce
nt
100
4. Would you like more of these learning objects in other modules?
Imagineering: Formative Evaluation 5. What did you like most about this learning object?
The way it is structured
The unusual non-academic approach
Too short
It was getting us involved coz not everyone learns by sitting and listening. Some people learn better by getting involved.
It was very informative
Having a new concept on marketing
It was interactive, not just the lecturer talking, you 'discover' the subject yourself
Brainstorming
Imagineering: Formative Evaluation 6. What did you not like about this learning object?
Too short
Too short
Nothing
Slides I found boring
It needed more examples, different sweets
It started off a bit confusing but once you get to grips it's OK
It was a bit slow
None
Too short, 10:00 start! (LOL), It wasn't in depth
Referencing Books
http://www.rlo-cetl.ac.uk:8080/rlo/referencing_books/referencing_books_rlo.html
Referencing: Formative Evaluation
3 4 Very much
0
20
40
60
80
100
Pe
rce
nt
14.3
85.7
1. Did you enjoy the Referencing RLO?
Referencing: Formative Evaluation
3 4 Very much
0
10
20
30
40
50
60
Pe
rce
nt
57.14
42.86
2. Do you feel the Referencing RLO provided a good introduction to referencing
your work at university?
Referencing: Formative Evaluation
2 3 4 Very much
0
10
20
30
40
50
60
Pe
rce
nt
28.6
57.1
14.3
3. Did you find the Referencing RLO easy to follow and understand?
Referencing: Formative Evaluation
1 Very easy 2
0
20
40
60
80
Pe
rce
nt
71.4
28.6
4. Did you find the Referencing RLO difficult or easy?
5. What aspect did you enjoy most about the Referencing RLO?
“It shows you where you can find the Author,date,title and publisher of a book. It also tell us ways of referencing either from a book or website. Loved the positive way it presented referencing - it is about research & joining an academic community - rather than the deficit - it's about avoiding plagiarism angle. Loved the moving graphics & general look of the whole site. watching things being revealed or highlighted animated book the animation The exercises at the end”
“The self tests is very good”
“the book”
“the movement of text”
“3d book”
“the moving text”
6. What aspect did you not like about the Referencing RLO?
I loved every aspect of it. It was easy to understand and I enjoyed it.
I wondered whether or not a student would find it as easy as I did - and thus whether or not you need to say a little more about the purpose of referencing?NB page 3 - the Laurillard bit is a QUOTE - and thus needs the page number in the text also - THUS you could extend the text:Quoting - requires Author date & page numberReferring to - author date...Page 4 - we always give the location before the publisherAND - I think it needs to go on to REVEAL a bibliography AND maybe to provide a downloadable Bibliography template (I have one from Sports Science that is good)?
some of the instructions needed reading twice to get the over simple testing Might not have worked with as screen reader. Not sure if there was audio as PC was playing up.
The issue of plagiarism was not tackled. I assume that there will be more pagesabout covering the other types of referencing. the guidance
M-Learning Survey What the students said:Question: How useful would it be to access learning materials
via your mobile? As Table 3 shows, 41% thought it would be ‘extremely useful’, whereas 34% said it was ‘not useful at all’.
Question: How would you view the university contacting you via your mobile for learning purposes? As Table 4 shows, 51% of the students answered that ‘it would be a positive aspect’. Only 23% thought ‘it would be a negative aspect’.
M-Learning @ Tate Modern
http://www.mboard.co.uk
Multimedia Mobile Learning
What about Reuse?What the staff said: “Can I have it … to do the same for
me in language learning?” Cécile Tschirhart, Academic & E-Learning Manager Open Language Programme
People Power
RLO-CETL Repository
Build it and they will come?
The Technology Side of the Story
RLO-CETL Repository
Build it and they will come?
Conclusions
• Big challenges for RLO CETL
• To merge the bottom up communities of practice approach
with top down standards and repositories, etc.
• Maintain high quality and creativity of pedagogy and design
• Sustainability