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This workbook offers an introduction to the realm of reusable learning resources and addresses some of the core issues.Most importantly it provides a series of design sheets to enable the end user a sound pedagogic methodology of producing RLRs
Citation preview
2012 DJ
Developing Reusable Learning
Resources & Activities
Workbook 2008
Contributors David Jennings & Diane Cashman
UCD Teaching and Learning
Developing Reusable Learning Resources (RLRs) and Activities
2
Workshop Outcomes
By the end of this workshop you will be able to:
Define and distinguish the key elements that form reusable learning resources
(RLRS)
Identify potential resources for reuse
Apply guidelines in the creation of RLRs
Create a storyboard for the planning and development of a RLR
Identify and evaluate appropriate tools in the creation of RLRs
Discuss the issues of copyright application in elearning
Developing Reusable Learning Resources (RLRs) and Activities
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What are Reusable Learning Resources
Activity 1
In pairs, discuss the following: a) A definition of RLRs?
b) What makes RLRs reusable? List at least ten elements.
d) Can you identify potential RLRs in your own teaching? List at least
five RLRs.
What are Reusable Learning Resources? To maximise reusability… digital teaching and learning resources are typically fine grained e.g. an image, a map, a piece of film or audio, a piece of text, an assessment, a simulation, a segment of interactive multimedia, or a combination of more than one of these.
NDLR Proposal, 2005
In an effort to maximise potential reusability and academic expertise, it is suggested that
digital teaching and learning resources appear as fine grained elements or assets. Wiley
(2000) goes further declaring that one of the main premises of reusable learning resources,
or as he refers to them 'learning objects' (see definitions App.2), is their ability to allow the
breakdown of educational content into small components that may be reused in a variety
of different learning environments and situations
Multiple definitions of learning objects and/or learning resources are manifold, some are
purposefully flexible to allow for innovation and development others offer precise terms of
Developing Reusable Learning Resources (RLRs) and Activities
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reference to enable carefully constructed materials to fit exact models. Crucially in an
academic context many learning objects are linked to a definitive learning outcome.
A learning resource can said to be:
− Any entity that may be used for learning, education or training
− A basic chunk of content (optimised for recombination into higher order structures or
where pedagogical process is added)1
− In possession of a “Micro-context” for learning – i.e. it’s explicitly designed for flexible
(re) combination into higher order pedagogical structures.
− Organised around on elearning objective/goal
− Design for reuse
− Design for pedagogical effectiveness (content, interactivity/engagement, rich
constructivist ideas
1 Wiley 2003 is critical of “content chunks” approach because (i) based on 1980’s ideas of instructional design, (ii) Orientated to
military trainihng rather than education (iii) Clashes with modern constructivist ideas
Developing Reusable Learning Resources (RLRs) and Activities
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RLR Development Process A common methodology that can be applied to the development process of any elearning
resource is the ADDIE 5 step model, figure 1. Each phase of the development process
feeds into the subsequent one.
Figure 1. ADDIE 5 Step Model
Analyse
The existing module design and student profile is analysed. This
will help determine which RLRs should be developed to
integrate and enhance existing teaching methodologies.
Design
A storyboard / design document is developed based on the
requirements highlighted in and Analysis Step. This document
will outline how the RLR will be sequenced, what content
Developing Reusable Learning Resources (RLRs) and Activities
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(media types) it will require. Finally any issues relating to
implementation and the development of RLR will be
highlighted at this phase.
Develop
Once the RLR has been designed on paper, the RLR can be
developed using the appropriate technologies indicated in the
design document.
Implement
Once the RLR is constructed it can be integrated into teaching
practices. It is preferable that any issues relating to this phase
will been identified in the design document and strategies to
facilitate the implementation the RLR will be in place.
Evaluate
The final phase of the RLR development process requires the
RLR to be evaluated for its effectiveness in teaching. Student
feedback may alter subsequent implementations of the RLR as
it is possible that the RLR will re-enter the development phase
to accommodate student feedback.
Developing Reusable Learning Resources (RLRs) and Activities
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RLR Guidelines Learning Outcome
Each learning resource should address one learning outcome
Learning Activity
Where an assessment task/activity occurs it must be designed to match learning
outcome
Accessibility
User controls, alternative version and device independence
Usability
Visual Communication, consistency, navigation and interactions, Human Computer
Interaction (HCI), user-centric interface
Reusability
Licensing and copyright clearance, self-contained, context free, device and system
independent
RLR Development – 10 Points for Success 1. Use a 'pedagogy first, technology second' approach
2. Map out a storyboard of the learning object
3. Use consistent language and terminology within a topic area
4. Present information in easily accessible and comprehensible formats
5. Present information for onscreen consumption
6. Create information/content that is free-standing and easily adaptable to multiple
contexts
7. Apply keywords to allow easy retrieval of learning objects
8. Ensure that all materials are copyright cleared
Developing Reusable Learning Resources (RLRs) and Activities
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9. Conform with W3C AAA (Web Content Accessibility) Guidelines 1.0
10. Start simply...
Activity 2
In pairs, use and complete part 1 of the storyboard as a guide to brainstorm a RLR that you would like to develop for your teaching. Use the poster sheets to map and explore potential RLRs plans. Present your RLR to the group.
Developing Reusable Learning Resources (RLRs) and Activities
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RLR Examples
NDLR (www.ndlr.ie)
1. While loops (https://www.ndlr.ie/intralibrary/IntraLibrary?command=preview-
item&learning_object_id=34&learning_item_id=27)
CETL (http://www.rlo-cetl.ac.uk/rlos.htm)
2. Probability Associated with Inferential Statistics
http://www.nottingham.ac.uk/nursing/sonet/rlos/statistics/probability/4.html
Developing Reusable Learning Resources (RLRs) and Activities
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Apple Interchange (http://ali.apple.com/ali_sites/ali/tours/hed.html) &
(http://edcommunity.apple.com/ali/)
3. Videography for Educators
Developing Reusable Learning Resources (RLRs) and Activities
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3. mLearning and the Three Ps: iPods, PDAs and (mobile) Phones
(http://edcommunity.apple.com/ali/story.php?itemID=742)
Developing Reusable Learning Resources (RLRs) and Activities
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4. Veterinary Dentistry, RVC London (http://www.rvc.ac.uk/Review/Dentistry/)
Developing Reusable Learning Resources (RLRs) and Activities
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Storyboard 1 - Analysis & Brainstorm
Date:
Author:
Module Details: Use this section to outline existing practices in your module, give its title, brief description, aims, current teaching methodology. Identify and issues or opportunities in current teaching. How would you address these?
Intended Audience: Who are they? What are the curriculum pre-requistes (e.g. completed prior module).
Developing Reusable Learning Resources (RLRs) and Activities
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Brainstorm Potential RLRs: Indicate the scope of your choosen RLR (i.e. What will it not cover?)
Developing Reusable Learning Resources (RLRs) and Activities
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Brainstorm Potential RLRs: Indicate the scope of your choosen RLR (i.e. What will it not cover?)
Developing Reusable Learning Resources (RLRs) and Activities
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Activity 3
In your pairs, complete storyboard 2&3 -
Developing Reusable Learning Resources (RLRs) and Activities
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Storyboard 2 – RLR Design Date:
Author:
Title:
Learning Objective:
Learning Outcome:
Sequence of Events
Description of what the learner will do: e.g. Step 1: Listen to an introduction audio clip of Learning Contracts, detailing what a learning contract is.
Required Content: e.g. Narration Script & Completed Audio File
Ideal Media Type: Audio File & Printable Script (Accessibility Compliant)
Developing Reusable Learning Resources (RLRs) and Activities
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Storyboard 3 – RLR Development Plan For your RLR will you need to produce any media? Have you access to any existing materials? If so can you use them, will there be copyright issues? Generate a list of all media (text, audio, visual, video, quiz etc) you will require.
Required Media
Do they need to be developed? (y/n)
If not, are those accessible? (y/n)
Do they require adaptation? (y/n)
Are they copyright Cleared? (y/n)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Date:
Author:
Developing Reusable Learning Resources (RLRs) and Activities
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If you have identified any new RLR content which needs to be developed, what software / technologies do you propose to use? Will you need additional support to complete your RLR? Do you require guidance in the choice of the available software / technologies? Generate a list...
Software required
Do you have access to this
software? (y/n)
Will you require training? Will you require additional support of any kind, please list?
1.
2.
3.
4.
5.
Generate a list of descriptors for your RLR. 1. Name:
2. Description:
3. Author:
4. Learning Objective:
5. Subject:
6. Keywords:
Developing Reusable Learning Resources (RLRs) and Activities
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Authoring Tools The most common development software packages used by professional are from the
Adobe Suite. These software packages, however, are expensive to purchase and generally
require a high-end machine to run. You may also require specialised training to acquire a
basic skill set to in order use the software package tool effectively. Many Institutions offer
training in e.g. Photoshop. (Some workshops are available from the UCD Audio Visual
Centre, www.ucd.ie/avc/etech_courses.html).
There are, also, a wide range of easy-to-use software packages available that will
provide you with the basic functions you require to develop, quizzes, presentation,
movies, Podcasts etc. Many are freely available to download from the Internet or
come free with your PC or Mac. Below is a useful list of these software packages
that will provide you with the same outputs as the professional packages.
Professional
Package
What it Does Comparable Easy-
to-Use Software
Available From
Flash Interactive Content
e.g. Quizzes, Click &
Display, Presentations
etc.
Articulate: Presenter,
Engage & Quizmaker
www.articulate.com
Hotpotatoes www.hotpot.uvic.ca (free)
Captivate – Screen
Capture Software
www.adobe.com
Dreamweaver Websites Microsoft FrontPage UCD Network
Contribute www.adobe.com
Photoshop Photograph Editing
and Manipulation
Paint Shop Pro UCD Network
Illustrator Graphic creation Inkscape www.inkscape.org (free)
Developing Reusable Learning Resources (RLRs) and Activities
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FinalCut Pro Movie Editing and
Creation
iMovie Free on Mac
www.apple.com/ilife/imovie/
Movie Maker Pro Free on Microsoft Windows
www.microsoft.com/windowsxp/using/
moviemaker/videos/likeapro.mspx
Soundforge Audio Editing Audacity www.audacity.sourceforge.net
(free)
Other Useful Links www.tucows.com This is a repository of free shareware and demonstration software for both PC and Mac. http://www.ucd.ie/itservices/applications/application.html RLO Builders Once you have created your content media you can build your learning object by using a free learning object generators, for example: Xerte – learning object generator (www.nottingham.ac.uk/xerte) Onscreen Development Guidelines Appendix 5 lists several guidelines for effective interface development. These refer to how much text is displayed on
Developing Reusable Learning Resources (RLRs) and Activities
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Introduction to Metadata and Copyright What is Metadata and why is it important? Meta-data is defined as ‘data about data.’ In data processing, meta-data is definitional data
that provides information about or documentation of other data managed within an
application or environment. Using the analogy of a book one can easily identify a series of
data entries e.g. Author, Publisher, Date published, Subject classification, ISBN etc
In the real world context it allows one to describe and locate information, to be able to
form a judgement as to the relevance of said information and consequently promote good
information management processes for future interactions. The latter provides the
fundamental hook, in allowing individuals the realisation that the data they input will serve
to benefit the categorisation and classification of each item (RLR).
Common Copyright Issues Often seen as a ‘grey’ area, nothing can be further from the truth, a grave misconception
and at times reckless regard for copyright law2 may lead one to violate / break copyright on
numerous fronts.
Although copyright issues are often to the fore when discussing online initiatives there are a
number of other acts that one must be aware of in their use of ICT services: Data
Protection Act, Computer Misuse Act, Intellectual Property Rights, and SENDA (Special
Educational Needs and Disability Act).
Copyright simply put protects creative or artistic works, and one should not use such work
without first gaining the permission of the owner. Within education we have the ‘fair
dealing’ exemption that allows for certain exact usage:
- In the course of instruction or in preparation
- or for examination
2 Ireland: Copyright and Related Rights Act 2000 http://www.irishstatutebook.ie/2000_28.html
Developing Reusable Learning Resources (RLRs) and Activities
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- by or on behalf of instructor
- 1 copy only
- with sufficient acknowledgement
- not available for reprography
Text Copyright
Although it is relatively easy to cut and past from multiple different electronic resources,
more than likely each of these is protected by copyright – therefore you are not a l lowed
to use full, part or extracts of text from sources such as books, journals and websites
without first gaining permission.
Fair dealing does allow ‘one’ to hold materials on your local PC (for personal research), but
does not a l low these to be republished or distributed via an virtual learning environment.
As in any referenced paper, you may cite or quote extracts from other sources, so long as
they are appropriately referenced.
Using Web links (URIs)
You may freely link to any place on the web, however some sites do have restrictions e.g.
requiring you to link to the HomePage first. Contact the owner and ask for relevant
permissions, give an undertaking that if you do not receive a response in ‘x’ days you
assume it will be ok to proceed.
Image Copyright
You may use any photographic image that you have taken and own. You are not a l lowed
to use images from other sources (books, magazines, websites etc) without first gaining
written permission. You may also not use images derived from other original sources e.g.
tracings of OS maps, copies of book illustrations
Developing Reusable Learning Resources (RLRs) and Activities
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References from text and Further Reading ADL SCORM, 2003, http://www.adlnet.org/
Bradley, C., & Boyle, T. (2004). Students' use of learning objects. Interactive Multimedia
Electronic Journal of Computer-Enhanced Learning, 6(2), Wake Forest University, USA, ISSN
1525-9102. Online: http://imej.wfu.edu/articles/2004/2/01/index.asp
Bradley, C., and Boyle, T. (2004). The design, development and use of multimedia learning
objects. Journal of Educational Multimedia and Hypermedia, Special Edition on Learning
Objects, 13, 4, 371-389.
Branson, R.K., Rayner, G.T., Cox, J.L., Furman, J.P., King, F.J., Hannum, W.H. Interservice procedures for instructional systems development. (5 vols.) (TRADOC Pam 350-30 NAVEDTRA 106A). Ft. Monroe, VA: U.S. Army Training and Doctrine Command, August 1975. (NTIS No. ADA 019 486 through ADA 019 490):
Boyle, T. (2003). Design principles for authoring dynamic, reusable learning objects.
Australian Journal of Educational Technology, 19(1), 46-58.
http://www.ascilite.org.au/ajet/ajet19/boyle.html
Clark, R., Mayer R. (2003) e-Learning and the Science of Instruction: Proven Guidelines for
Consumers and Designers of Multimedia Learning. Pfeiffer:San Fancisco.
Cisco Systems, Inc. 2004. Reusable Learning Object Strategy: Designing Information and
Learning Objects Through Concept, Fact, Procedure, Process, and Principle Templates. Version 4.
Chapman, B. and Hall, B. (2002). Learning Content Management Systems: Comparative
Analysis of Systems Used to Construct, Organize and Re-use Learning Objects,
http://www.brandon-hall.com
Developing Reusable Learning Resources (RLRs) and Activities
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Downes, S, 2003, Design, Standards and Reusability,
http://www.downes.ca/cgi-bin/page.cgi?db=post&q=crdate=1059622263&format=full
GLOs: Generative Learning Objects,
http://www.ucel.ac.uk/glos/
Heins, T. and Hines, F. (2002). Macromedia MX: Strategies and Architectures for eLearning
Content, White Paper. http://www.macromedia.com
Horton, S. (2000). Web Teaching Guide: A Practical Approach to Creating Course Web Sites,
Edwards Brothers: USA
IMS Metadata Specification, http://www.imsproject.org/metadata/
Leeder, D. 2004. RLO production life-cycle: benefits & challenges. www.ucel.ac.uk
Littlejohn, A (editor), 2003, Reusing Online Resources: a sustainable approach, Kogan Page
Morales,R. Leeder, D., Boyle, T. 2004. A Case in the Design of Generative Learning Objects
(GLOs): Applied Statistical Methods GLOs
http://www.ucel.ac.uk/glos/glo_info3.htm
Salmon, G 2003. E-Moderating: The Key to Teaching and Learning Online. Kogan Page.
UCEL Production Pack for RLOs,
http://www.ucel.ac.uk/resources/dev_pack.html
UK LOM CORE, UK Learning Object Metadata Core Application Profile,
http://www.cetis.ac.uk/profiles/uklomcore
Wenger, E., 1998, Communities of Practice: Learning, Meaning, and Identity, Cambridge
University Press, New York
Developing Reusable Learning Resources (RLRs) and Activities
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Wiley, D., 2000, The Instructional Use of Learning Objects, http://reusability.org/
Wiley, D. A. (2000). "Connecting learning objects to instructional design theory: A
definition, a metaphor, and a taxonomy," in D. A. Wiley, ed., The Instructional Use of Learning
Objects: Online Version. http://reusability.org/read/chapters/wiley.doc
Wharrad H., 2004. Crossing boundaries: Challenges and opportunities in the collaborative development and sharing of learning objects. www.ucel.ac.uk
Developing Reusable Learning Resources (RLRs) and Activities
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Appendix 1 International Repository Initiatives - POOL (The Portal for Online Objects in Learning)
- BELLE (Broadband Enabled Lifelong Learning Environment)
- CLOE (The Co-operative Learning Object Exchange)
- BCCAMPUS
- Wisconsin Online Resource Center
- EducaNext
- EdNA Online
- Connexions
- DLearn
- eduSource Canada (Canadian Network of Learning Object Repositories)
- MIT OpenCourseWare
- MERLOT
- The Learning Matrix
- ARIADNE (European Knowledge Pool System)
- AEShareNet
- LoLa
- Maricopa Learning Exchange
- CAREO (Campus Alberta Repository of Educational Materials)
- GEM (Gateway to Educational Materials)
- JORUM
Developing Reusable Learning Resources (RLRs) and Activities
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Appendix 2 Definitions of RLR/Os
− A learning object may be "...any digital resource that can be reused to support
learning.”
− "The main idea of 'learning objects' is to break educational content down into small
chunks that can be reused in various learning environments" (Wiley, D. A. 2004)
− “Learning Objects are defined here as any entity, digital or non-digital, which can be
used, re-used or referenced during technology supported learning.” (Standard for
Information Technology - Education and Training Systems - Learning Objects and
Metadata http://ltsc.ieee.org/wg12/index.html)
− “A learning object is any grouping of materials that is structured in a meaningful way
and is tied to an educational objective.” Johnson, L. (June 2003). Elusive Vision:
Challenges Impeding the Learning Object Economy [a white paper]. San Francisco:
Macromedia Inc. http://www.nmc.org/pdf/Elusive_Vision.pdf
− A RLO is a media asset + Activity + Assessment + links based on a single learning
objective. Leeder, D. (June 2005). RLO Production life-cycle: benefits & Challenges
(Workshop Presentation).
Developing Reusable Learning Resources (RLRs) and Activities
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Appendix 3 Accessibility Tools - http://www.webaim.org/techniques/articles/freetools
- A Review of Free, Online Accessibility Tools
- http://lynx.browser.org/
- Lynx: Text only Browser
- http://www.delorie.com/web/lynxview.html
- Web Simulation of Lynx
- http://www.hj.com/fs_downloads/jaws.asp
- JAWS: Trial Version for Download
- http://www.macromedia.com/macromedia/accessibility/
- Dreamweaver Extensions
- http://www.usablenet.com
- LIFT: Accessibility Tool
- W3C Guidelines (http://www.w3.org/TR/WAI-WEBCONTENT/)
- Simulations of disabilities issues www.webaim.org/simulations/screenreader.php
www.webaim.org/simulations/lowvision.php
www.webaim.org/simulations/cognitive.php
- JISC TechDis
- www.techdis.ac.uk
Developing Reusable Learning Resources (RLRs) and Activities
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Appendix 4 Pre–Digitisation Checklist (Based on work by by Alan Rae) 1. Separate the materials which are self-written from those which have third party materials in them. 2. Are the third party materials licensed by a blanket licence – e.g. ICLA? If not, does written permission to copy the materials exist? 3. Does the licensed material allow for change of media – there may be a licence for photocopying materials but does it say anything about digitising and electronic storage of the materials? If there is no agreement, permission may have to be sought. 4. If you have materials which are not covered by a licence nor by written permission and therefore you have no permission to digitise Permission must be sought from the rights-holders. 5. Can the rights-holders be identified from the materials? Is it easy to contact the rights-holders? 6. If existing digitised material (e.g. CD-ROM) forms part of the materials and is to be further copied by placement on a VLE, for example, it is unlikely that this transfer would be allowed Check the terms and conditions that come with the CD-ROM or other such materials. 7. Is the material still under a copyright term? 70 years after the death of the author Or 25 years from the date of the publication of the edition you want to use? Understand copyright duration (see final slide) 8. Are there any exceptions you can call upon? Personal (e.g. private use) , Purpose driven (e.g. educational), Institutional (e.g. library), Licence to use (e.g. Government) etc. Be clear before proceeding 9. If you are unable to digitise because there is no licence and / or it is difficult to contact the rights-holders Consider directing students to other digital resources e.g. Education Media Online etc Check with your local library/resource unit to determine which resources they have and which can be accessed by you and your students 10. Ensure that any materials which can be legitimately digitised are accompanied at all times by an acknowledgement or source.
Developing Reusable Learning Resources (RLRs) and Activities
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Appendix 5 Authoring Guidelines For On Screen Content Presentation (By Sarah Horton, 2000) Writ ing style 1. Summarise First 2. Be concise 3. Write for scanning If you have lengthy text you should provide a printable version. Readers prefer to read in hardcopy rather than online. Chunking 1. Chunk information – easer to read and scan online 2. Page Length – keep it short, reduce page scrolling if possible 4. Printing – Offer print version for long text sections 5. Fragmentation – Do not over divide your content Design 1. Colours – not sure what to use? Use a free online colour palette generator
(www.colorblender.com) 2. Remove any irrelevant graphics and lengthy audio, which is not directly linked
to the subject material (Clarke, 2003) 3. Keep it simple!!