A Day in the Life of a Learning Object Robert Wyatt, Western Kentucky University Learning Object Usage From Merlot site alone, can be hard to tell Why

A Day in the Life of a Learning ObjectRobert Wyatt, Western Kentucky University

Learning Object Usage• From Merlot site alone,

can be hard to tell• Why contribute material

if it is not used?• Probably are being used,

can be hard to tell• Look at unexpected and

unreported usage of LOs

A Day in the Life of a Learning Object

I. Learning Object Creation• Why• How used at WKU• Student Responses

II. Finding Learning Objects• Repositories vs• Search Engines


III. HOW – finding usage of Learning Objects

• Requests by email • LO Report Pages• Server Logs

IV. WHO - Learning Object users• Universities & Colleges • AP High School Classes• Other


V. WHAT – the users do with LOs (detective work)

LO Background• Created for Lab Created for Lab

accompanying an accompanying an Introductory Biology Introductory Biology class @ WKUclass @ WKU

• 300 students/semester300 students/semester


The problem:• Students come to lab

unprepared• Then focus on

mechanics and manipulations instead of science

• Lab manual was “out-of date” and“cookbook”


Created online “Prelabs” (learning objects)

• Started with existing Lab Manual (old and standard stuff)

• Animal Behavior• Spectroscopy• Genetics• Biochemistry/Titration• Evolution• Metabolism


Created online “Prelabs”

• “Walk-through” of F2F lab

• Labs use Flash and Active Server Pages

• Students walk through virtual lab, create data, analyze/answer questions, submit information


Created online “Prelabs” Students receive a receipt (name, date, data, and their answers to questions).

• Receipts were required, or extra credit, or points.

• Voluntary survey of students at the end of semester


Created online virtual labs Example instructions from manual

• Using a wax marking pencil, number four clean test tubes.

• Using 5.0 ml pipettes, place into:Tube #1:1.0 ml of stock protein solution and 2.0 ml of diHOHTube #2:2.0 ml of stock protein solution and 1.0 ml of diHOHTube #3:3.0 ml of stock protein solutionTube #4:3.0 ml of diHOH

• Using a 10.0 ml graduated cylinder, add 2.0 ml of NaOH (sodium hydroxide) to each of the four test tubes.

• Using a 1.0 ml pipette, place 0.50 ml of 0.50% CuSO4 (copper sulfate) into each of the four test tubes. Mix the contents thoroughly.

• Record below any color reaction observed in each tube:

• Tube #1:Tube #2:Tube #3:Tube #4:

• Secure four clean spectrophotometer tubes. Note: Remove residual water in each spectrophotometer tube by “snapping” each while holding the tube upside-down.

• Transfer the contents of Tubes #1, #2, #3 and #4, individually, into the four clean spectrophotometer tubes.

• Using the Spectronic 20, determine the absorbance (@560 nm) of the contents of each tube. Record the absorbance values of your Group as well as those of the other Groups in the Table below and on the blackboard.


Created online virtual labs (learning objects)

• Show you two LOs• Protein/Spectroscopy• Mendelian

Genetics/Statistics

http://bioweb.wku.edu/courses/Biol121/Protein/Spec20.htm



• Show you two LOs• Protein/Spectroscopy• Mendelian

Genetics/Statistics

(Where the tracking comes from)

http://bioweb.wku.edu/courses/Biol121/Genetics/genetics4.asp



• Student responses

530

650

260210

610

510

780

880

130 120

250200

10 0 0 00 0 0 00

100

200

300

400

500

600

700

800

900

1000

Overall Opinion Computer SkillsRequired

Helped 121 Grade Helped Lab Skills



• Student comments “I found the prelabs to be very helpful when I studied for my first test. I redid every one of them and understood what all the rest of the material was saying”

• “My comments are i honestly think that it helps to visually see things in the pre-labs prior to actually doing them”

• “Any prelab experiment that was the exact same as the one we did in class was very beneficial. I understood what was going on a lot better”



• Student comments “I'll admit, sometimes I dreaded taking the time to do the pre-lab, but after the first few, I realized what a HUGE help they were in preparation for the quiz and for our knowledge in performing the lab. I think it's a great idea and very helpful to those who actually take the time to read it. Thanks”

• “I have no complaints about the 121 prelabs, but I would like to find more tutorials for the actual Biol 120 class”



• Student comments “My comments are i can tell that i do know more when i get to class about the labs. the actual class is like doing the whole lab over again, which helps to remember the ideas and concepts. the more you study something, then the more you liable you are to remembering it, and this is evident with these pre-labs.”

• “Pre labs are helpful; they highlight important points and can be used to study for the final. Thank you!”



• Student comments “This is a great way to help student, especially ones like myself who don't have the greateset understanding of Biology, really understand what is going on and reflect that knowledge in the class and with my grade. Thanks so much!”

• “I always thought the prelabs helped to understand what we were doing that day... not to meantion that they helped out my grade a little bit.. I think they are great!”


II. Finding LOs - Learning Object Repositories (there are a bunch)

MERLOT (>9000) Wisc-online (1900) Maricopa (1115) SMETE (5000)

http://www.wisc-online.com/

http://www.merlot.org/Home.po

http://www.mcli.dist.maricopa.edu/mlx/

http://www.smete.org/smete/


II. Learning Object Repositories

MERLOT• MERLOT's users don't seem

to make enough of a commitment to the site

• What makes or breaks the success of such sites is user participation

• Amazon.com would lose a good deal of its usefulness if user reviews were few and far between and limited to one review per item

• Barbara Knauff Web teaching 2001

http://www.merlot.org/Home.po


II. Learning Object Repositories • Reviewed- Very nice (Thanks)• Collections (4) Nice• Member comments (0) not so nice• Is anybody using these things (or are they not the kind of

guys who write letters?)


III. Learning Object Usage – IntroA. From LO Report Pages (very long lists)• Reports are provided to Instructors (TAs) as

back-up for student receipts• Shortened version of DB data• Over time noticed usage was greater than

expected• Usage occurred outside “normal times”• Large number of Section “Visitor” hits• Unusual patterns of usage (several repeated

hits from same or similar IPs; synch & asynch)• Large number without names• Very diverse set of IP addresses


III. Learning Object Usage “?????”• A. From LO Report Pages• From: Jessica Moore Section Staff-013 score; 40 Date: 9/2/2004

11:24:58 AM 161.6.195.134-----------------------------------------------------------

• From: Jessica Hampton Section Staff-013 score; 10 Date: 9/2/2004 11:27:06 AM 161.6.214.141

• ---------------------------------------------------------------------• From: Tasha Section Visitor score; 20 Date: 9/3/2004 11:29:54 AM

24.224.2.62• --------------------------------------------------------------------• From: Lacey Section Visitor score; 20 Date: 9/3/2004 11:32:56 AM

24.224.2.62• ---------------------------------------------------------------------• From: Betty Section Visitor score; 30 Date: 9/3/2004 11:42:52 AM

24.224.2.62• ---------------------------------------------------------------------• From: Boc Section Visitor score; 0 Date: 9/3/2004 11:54:46 AM

24.224.2.62

http://www.cimarronschools.net/


III. Learning Object Usage “HS signature”• A. From LO Report Pages• From: Jessica Moore Section Staff-013 score; 40 Date: 9/2/2004

11:24:58 AM 161.6.195.134-----------------------------------------------------------

• From: Jessica Hampton Section Staff-013 score; 10 Date: 9/2/2004 11:27:06 AM 161.6.214.141

• ---------------------------------------------------------------------• From: Tasha Section Visitor score; 20 Date: 9/3/2004 11:29:54 AM

24.224.2.62• --------------------------------------------------------------------• From: Lacey Section Visitor score; 20 Date: 9/3/2004 11:32:56 AM

24.224.2.62• ---------------------------------------------------------------------• From: Betty Section Visitor score; 30 Date: 9/3/2004 11:42:52 AM

24.224.2.62• ---------------------------------------------------------------------• From: Boc Section Visitor score; 0 Date: 9/3/2004 11:54:46 AM

24.224.2.62


III. Learning Object Usage “?????”• A. From LO Report Pages (very long lists)• From: Section Visitor score; 0 Date: 3/31/2005 10:11:01 AM 24.43.7.172

--------------------------------------------------------------------------------• From: JM, CG, LT Section Visitor score; 40 Date: 3/31/2005 10:28:12 AM

134.29.35.67 • --------------------------------------------------------------------------------• From: R.E., G.G., M.K. Section Visitor score; 50 Date: 3/31/2005 10:32:21

AM 134.29.35.62 --------------------------------------------------------------------------------

• From: SW, LT, EC Section Visitor score; 50 Date: 3/31/2005 10:33:50 AM 134.29.35.47 --------------------------------------------------------------------------------

• From: AT, PW, JE Section Visitor score; 50 Date: 3/31/2005 10:35:20 AM 134.29.35.55 --------------------------------------------------------------------------------

• From: Katarzyna Lukasik Section Visitor score; 0 Date: 3/31/2005 10:36:30 AM 137.99.145.225--------------------------------------------------------------------------------


III. Learning Object Usage “Lab signature”• A. From LO Report Pages (very long lists)• From: Section Visitor score; 0 Date: 3/31/2005 10:11:01 AM 24.43.7.172

--------------------------------------------------------------------------------• From: JM, CG, LT Section Visitor score; 40 Date: 3/31/2005 10:28:12 AM

134.29.35.67 • --------------------------------------------------------------------------------• From: R.E., G.G., M.K. Section Visitor score; 50 Date: 3/31/2005 10:32:21

AM 134.29.35.62 --------------------------------------------------------------------------------

• From: SW, LT, EC Section Visitor score; 50 Date: 3/31/2005 10:33:50 AM 134.29.35.47 --------------------------------------------------------------------------------

• From: AT, PW, JE Section Visitor score; 50 Date: 3/31/2005 10:35:20 AM 134.29.35.55 --------------------------------------------------------------------------------

• From: Katarzyna Lukasik Section Visitor score; 0 Date: 3/31/2005 10:36:30 AM 137.99.145.225--------------------------------------------------------------------------------


III. Learning Object Usage• B. From Who links to you? (WhoToU -

("bioweb.wku.+edu/courses/Biol “) ~500• Web Lab on Enzymes

http://bioweb.wku.edu/courses/Biol114/enzyme/enzyme1.asp. Note: This activity uses a site for a university biology class. Turn in all your answers on… http://www.biologycorner.com/bio3/enzymelab_web.html - 9k -

• BIOL111LcDeschttp://bioweb.wku.edu/courses/Biol114/enzyme/enzyme1.asp. 6. W. 9/12. Cellular Respiration 1: Glycolysis. 7:155-165 www.cbu.edu/~seisen/BIOL111LcDesc.htm - 22k

• Biology Standards and Relevant Websiteshttp://bioweb.wku.edu/courses/Biol114/Vfly1.asp A virtual fly lab experiment allows students to cross fruit flies with various phenotypes.www.sailsinc.org/Durfee/resources/biologywebsites.htm - 67k

http://www.cbu.edu/~seisen/BIOL111LcDesc.htm

http://www.sailsinc.org/Durfee/resources/biologywebsites.htm


III. Learning Object Usage• B. From Who links to you?

("bioweb.wku.+edu/courses/Biol “) ~500• [PDF] The vast majority of the energy consumed by living

organisms stems ...REQUIRED tutorial on photosynthesis http://bioweb.wku.edu/courses/Biol120/images/Photosynthesis.asp animation of electron transport in thylakoid membrane..fire.biol.wwu.edu/trent/trent/3.03.04lecture.pdf

• index_html - [ Translate this page ]... Aerobic and Anaerobic Respiration in Yeast Externer Link! Lesson plan for a respiration lab. http://bioweb.wku.edu/courses/Biol114/Resp/Resp1.aspwww.schule-bw.de/unterricht/faecher/ englisch/bilingual/subjects/biology/metabolism - 39k

http://fire.biol.wwu.edu/trent/trent/3.03.04lecture.pdf

http://www.schule-bw.de/unterricht/faecher/englisch/bilingual/subjects/biology/metabolism




III. Learning Object Usage• C. From Server logs• 203.54.188.188, -, 4/10/2004, 0:40:55, W3SVC1, BIOSERVER, 192.168.1.228, 7000, 467, 15450, 200, 0,

GET, /courses/Biol121/Carbo/Carbo1.asp, -,• 203.54.188.188, -, 4/10/2004, 0:41:07, W3SVC1, BIOSERVER, 192.168.1.228, 6125, 364, 5520, 200, 0, GET,

/courses/Biol121/Carbo/linear_carbo.gif, -,• 203.54.188.188, -, 4/10/2004, 0:41:29, W3SVC1, BIOSERVER, 192.168.1.228, 21844, 359, 6255, 200, 0,

GET, /courses/Biol121/Carbo/disacch.gif, -,• 203.54.188.188, -, 4/10/2004, 0:41:30, W3SVC1, BIOSERVER, 192.168.1.228, 1250, 357, 0, 200, 64, GET,

/courses/Biol121/Carbo/IKI_1.gif, -,• 66.151.181.4, -, 4/10/2004, 0:41:37, W3SVC1, BIOSERVER, 192.168.1.228, 313, 237, 8302, 200, 0, GET,

/students/aug/calendar.asp, 203.54.188.188, -, 4/10/2004, 0:41:37, W3SVC1, BIOSERVER, 192.168.1.228, 41344, 273, 29552, 200, 0, GET, /courses/Biol121/Carbo/Benedicts2.swf, -,

• 203.54.188.188, -, 4/10/2004, 0:41:40, W3SVC1, BIOSERVER, 192.168.1.228, 5875, 357, 3064, 200, 0, GET, /courses/Biol121/Carbo/IKI_1.gif, -,

• 161.6.33.226, -, 4/10/2004, 0:41:44, W3SVC1, BIOSERVER, 192.168.1.228, 218, 447, 28420, 200, 0, GET, /faculty/philips/120syllabus.html, -,

• 203.54.188.188, -, 4/10/2004, 0:41:44, W3SVC1, BIOSERVER, 192.168.1.228, 4656, 357, 3779, 200, 0, GET, /courses/Biol121/Carbo/IKI_2.gif, -,

• 64.12.186.238, -, 4/10/2004, 0:41:53, W3SVC1, BIOSERVER, 192.168.1.228, 62, 263, 286, 200, 0, GET, /courses/Biol115/Wyatt/Heart.ram, -,

• 64.12.186.238, -, 4/10/2004, 0:41:53, W3SVC1, BIOSERVER, 192.168.1.228, 63, 226, 286, 200, 0, GET, /courses/Biol115/Wyatt/Heart.ram, -,

• 64.12.186.239, -, 4/10/2004, 0:41:54, W3SVC1, BIOSERVER, 192.168.1.228, 62, 264, 288, 200, 0, GET, /courses/Biol115/Wyatt/Immune.ram, -,

• 64.12.186.239, -, 4/10/2004, 0:41:54, W3SVC1, BIOSERVER, 192.168.1.228, 47, 227, 288, 200, 0, GET, /courses/Biol115/Wyatt/Immune.ram, -,


III. Learning Object Usage• C. From Server logs • Server logs (10 MB/day) used Microsoft Log Parser

and Excel to find “whatever”• Look for specific class or lab (biol121) webpage• Remove all WKU addresses• Remove other common IP addresses (local ISPs;

Logantel, local broadband, etc) (WKU + these = Local)

• Remove Spiders and Bots• Look for unique IPs and/or…• Look for repeated usage from associated IP

addresses 204.112.54.102; 204.112.54.11; 204.112.54.96


III. Learning Object Usage

• C. From Server logs • About 70,000 candidates for 2004• About 200+ unique IP addresses/Day (non-local)• Name from IP (DNS) script; About 1/3 (30.2%) “Failed

to resolve address”• .com ~25%• .edu ~15%• Other US (.net, .state, .gov, .org ...) ~35%• Foreign ~25%


• III. looking up 68.57.247.98• Official name: pcp09460980pcs.northw01.in.comcast.net• IP address: 68.57.247.98• looking up 129.98.80.172• Official name: warp.aecom.yu.edu • IP address: 129.98.80.172• Welcome to Yeshiva University• looking up 66.249.65.80• Official name: crawl-66-249-65-80.googlebot.com• IP address: 66.249.65.80• looking up 131.246.130.194• Official name: www.akleon.de• IP address: 131.246.130.194• AKLEON LIBRARY• Academic teaching material on-line• looking up 198.83.112.250• Official name: host250.subnet112.kbcc.cuny.edu• IP address: 198.83.112.250• looking up 205.208.227.31• Official name: west1.browseblast.com• IP address: 205.208.227.31• looking up 24.215.165.223• Official name: user-0cdf9ev.cable.mindspring.com• looking up 209.98.3.205• Official name: c1100-1.mpls.visi.com• IP address: 209.98.3.205• looking up 198.102.159.119• Official name: nat119.ucok.edu• IP address: 198.102.159.119• looking up 222.126.48.205• Official name: adsl-126.48.205.info.com.ph• IP address: 222.126.48.205• looking up 128.100.208.90• Official name: mrcpp37.med.utoronto.ca• IP address: 128.100.208.90• looking up 64.251.30.20• Official name: 20-30-251-64.serverpronto.com• IP address: 64.251.30.20

• pcp09460980pcs.northw01.in.comcast.net

• warp.aecom.yu.edu

• crawl-66-249-65-80.googlebot.com

• www.akleon.de

• host250.subnet112.kbcc.cuny.edu

• west1.browseblast.com

• Wireless-Gateway.MNSU.EDU

• client-151-199-197-173.henrico.k12.va.us

• cable.ubr03.sand.blueyonder.co.uk

• uitm.edu.my

• ei05wu3.cpmc.columbia.edu

• chem227.anu.edu.au



• C. From Server logs • 100+ High schools (26 multiple IPs or uses)• 100+ Universities (6 multiple IPS or uses)• 22+ countries (.au – Australia, .be - Belgium .cs –

Czechoslovakia, .dk – Denmark, .fr – France, hk - Hong Kong, .il – Israel, .it – Italy, .jp – Japan, .my – Malaysia, .uk - United Kingdom, .tw - Taiwan , .vi - U.S. Virgin Islands

• Often unique IP will visit several to many pages/objects/prelabs

• Only about 8% of IP visits “POST”


III. Learning Object Usage• D. From Email requests (~20)• Dear Sir,

In the name of Ort Israel, the Administration for Research and Development, we hereby address you with a request to give us permission to use the preview lab 4 from your site: http://bioweb.wku.edu/courses/Biol120/Web/enzyme1.asp

For your information, Ort Israel is a network of schools for advanced technology and sciences which is spread throughout the state of Israel. Ort Israel was acknowledged by the tax-authorities as an institute without profit intentions. Within the activities of Ort Israel, one of the aims of the R&D Administration is developing educational materials. We will be grateful if you give us your permission to translate and to integrate the text and images in our Biotechnology educational Internet site for high-school students: http://biotech.ort.org.il (The site is in Hebrew). As mentioned before, Ort Israel has no profit intentions and its purpose is only to help advance science and technology in education. We will, of course, make sure to mention in bold the origin of the module, which will certainly serve your aims.Yours sinkerlyxxxxxxx Information Specialist

http://biotech.ort.org.il/





• D. From Email requests (~20)• Greetings Dr. Wyatt,

I am currently involved in a M.A.S.T. (Math Applications Shaping Tomorrow) Program at xxxxxx College sponsored by NSF to enhance math and science teaching at high school, college and university levels. I am building a module for community college biology students entitled "Biotechnology and the Standard Curve" that uses real industry data to teach students the importance of the standard curve and its uses in certain jobs they may encounter. I have visited a local biotechnology firm near _____ that graciously donated staff time and laboratory space for several days so that I was able to collect data for use in this module. I am contacting you to request permission to use the Biuret Protein Assay that you have developed, which I have seen at http://bioweb.wku.edu/courses/Biol121/Protein/Biuret.asp, as a homework

assignment before the students manage real industry data, then later perform this same lab using Spec 20's in a real wet laboratory. Thank you for considering this request. I may be reached at:

[email protected].

Thank You,

xxxxxxxxx

Associate Professor of Biology


III. Finding Learning ObjectsSearch Engine vs. Repository -

Compare Bio 121 (on Merlot) to Bio 114 (not registered) • Bio 121 (30%) of hits• Bio 114 (70%) of hitsGoogle • “Enzyme lab” #2 (of 1.3M)

Compare• “Mendelian Genetics corn” #4• “Biology prelabs online” #1• “Fly lab” #2 (of 2.5 M)

http://www.google.com/webhp?hl=en


III. Finding Learning ObjectsMSN • “Enzyme lab” #2 (of 300K)• “Mendelian genetics corn” #16• “Biology prelabs online” #1• “Fly lab” # 12 (of 1.2 M)

From email responses (~25)• Search Engines (60%) users

cite above• Merlot (20%) • Campus Tech Article (20%)


I. Learning Object Creation• Why – improve learning• How used - supplement• Student Response - goodII. Learning Object Registration• Repositories – bunch, MERLOT• Metadata – for LOs/SCORM• Search Engines - diff metadataIII. Finding Learning Objects/Users• LO Reports, Server Logs,

WhotoU, and email requests, • Merlot vs Search Engines


III. Finding Learning Objects/Users• Reports – learned of high school,

colleges, and other usage. Probably most valid tool for (unreported) actual usage.

• WhotoU shows who is interested, but many are links to links.

• Server Logs show total visits but not the same thing as actual usage.

• Email requests and responses very valid, but few in number.


III. Finding Learning Objects/Users - Conclusions

• LOs used much, much more than suspected. Users don’t report it.

• MERLOT (repositories) vs. Search Engines. Why?

• Search Engines have larger “repositories” and are improving all the time.

• Instructors are usually “experts” and students probably don’t visit MERLOT.

Documents

A Day in the Life of a Learning Object Robert Wyatt, Western Kentucky University Learning Object Usage From Merlot site alone, can be hard to tell Why