Keeping the Keeping the Learning in Learning in

Learning ObjectsLearning ObjectsPreliminary Results for NLII 2003 Preliminary Results for NLII 2003 Fall Focus Session, Columbus, OHFall Focus Session, Columbus, OH

NMC Online Conference 10/03NMC Online Conference 10/03

Vicki Suter, NLII DirectorVicki Suter, NLII Director

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The AudienceThe Audience

I can’t see you, andI can’t see you, and

you can’t see me,you can’t see me,

so let us imagine each other.so let us imagine each other.

• Who are we?Who are we?

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Who are we?Who are we?• Learning object Learning object

designer?designer?• Faculty member?Faculty member?• Faculty Faculty

development development specialist?specialist?

• Librarian?Librarian?• Administrator?Administrator?• Student?Student?• Software developer?Software developer?

• Instructional Instructional technology staff technology staff member?member?

• Learning designer?Learning designer?• Other information Other information

technology staff technology staff member?member?

• Repository Repository manager?manager?

• Educational Educational researcher?researcher?

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NLII CommunityNLII Community

• NNational ational LLearning earning IInfrastructure nfrastructure IInitiative (EDUCAUSE)nitiative (EDUCAUSE)

• For more information, see For more information, see

http://www.educause.edu/nliihttp://www.educause.edu/nlii

• Our approach is to bring ALL the Our approach is to bring ALL the stakeholders to the table, because we stakeholders to the table, because we believe it will take all of us working believe it will take all of us working together to get the job done.together to get the job done.

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Members of a communityMembers of a community

• Each of us is a member of a community Each of us is a member of a community of individuals that is interested in the of individuals that is interested in the potential of learning objects to support potential of learning objects to support learning.learning.

• In the same way, the NLII is a member In the same way, the NLII is a member of a community of organizations with of a community of organizations with similar interests – for example, NMC, similar interests – for example, NMC, MERLOT, IMS, CNI, TLT Group, AAHE.MERLOT, IMS, CNI, TLT Group, AAHE.

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NLII 2003 Fall Focus NLII 2003 Fall Focus SessionSession

• 10/10/03, Columbus Ohio - a focus 10/10/03, Columbus Ohio - a focus session on “Keeping the Learning session on “Keeping the Learning in Learning Objects” – seein Learning Objects” – see

http://www.educause.edu/nlii/meetings/nlii034http://www.educause.edu/nlii/meetings/nlii034

• 60 participants, with the same 60 participants, with the same characteristics as this audience, characteristics as this audience, tackled 3 areas:tackled 3 areas:

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The questionsThe questions

• If deeper learning is the focus:If deeper learning is the focus:• What are the teaching and learning issues What are the teaching and learning issues

related to learning objects?related to learning objects?• What are the potential approaches for What are the potential approaches for

evaluating learning objects?evaluating learning objects?• What are the other issues, including those What are the other issues, including those

related to policy, technology and related to policy, technology and management and what are the implications management and what are the implications for next steps for this community?for next steps for this community?

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How can we talk about How can we talk about these issues?these issues?

• With such a diverse group, we With such a diverse group, we have many differenthave many different• theoretical backgrounds – theoretical backgrounds – we think about we think about

things differentlythings differently• meanings for terms – meanings for terms – we don’t share a we don’t share a

common languagecommon language• methodologies for approaching problems methodologies for approaching problems

– – we have different prioritieswe have different priorities

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The NLII & Conceptual The NLII & Conceptual FrameworksFrameworks

• Conceptual framework to overcome Conceptual framework to overcome these differences – these differences – for the purposes of for the purposes of our work toward shared goalsour work toward shared goals, we , we create and agree to use:create and agree to use:• Common vocabulary (glossary)Common vocabulary (glossary)• Shared “map” of the domain or space – a Shared “map” of the domain or space – a

way to portray the important elements and way to portray the important elements and their relationships to each othertheir relationships to each other

• Observation tools for reflective activities Observation tools for reflective activities that bring us to common understandingsthat bring us to common understandings

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NLII Learning Objects Work NLII Learning Objects Work GroupGroup

• Chaired by Susan Metros (OSU) Chaired by Susan Metros (OSU) and Patricia McGee (NLII Fellow)and Patricia McGee (NLII Fellow)

• Built upon existing “Deeper Built upon existing “Deeper Learning Conceptual Framework”Learning Conceptual Framework”

• Built learning object conceptual Built learning object conceptual framework (for focus session use)framework (for focus session use)

• Other work products as wellOther work products as well

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Deeper Learning Conceptual Deeper Learning Conceptual FrameworkFramework

Learner-Centered

Principles for Deeper Learning

Technology Uses

Teaching Practices

Deeper Learning

Learning Activities

Design ImplicationsLearner-

Centered Principles for Deeper Learning

Technology Uses

http://www.educause.edu/nlii/keythemes/lcp

Design Implications

Learning Activities

Deeper Learning

Teaching Practices

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Deeper LearningDeeper Learning

Ownership

Engagement

Social

Contextual

Active

DEEPER LEARNING

REQUIRES

ENCOURAGESIS

IS

IS

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Learning Object Conceptual Learning Object Conceptual FrameworkFramework

• Learning Object GlossaryLearning Object Glossaryhttp://educ3.utsa.edu/pmcgee/nlii/glossary/http://educ3.utsa.edu/pmcgee/nlii/glossary/

• Principles Observation Tool – tool for reflecting Principles Observation Tool – tool for reflecting on deeper learning principles manifested in on deeper learning principles manifested in selected learning objectsselected learning objects

http://people.cohums.ohio-state.edu/dagefoerde2/http://people.cohums.ohio-state.edu/dagefoerde2/NLII_LO/examples_obstool.htmNLII_LO/examples_obstool.htm

• The “map of the space” - Learning Object The “map of the space” - Learning Object OntologyOntology

http://people.cohums.ohio-state.edu/dagefoerde2/NLII_LO/ontology/ohttp://people.cohums.ohio-state.edu/dagefoerde2/NLII_LO/ontology/ontology.htmntology.htm

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What is an ontology?What is an ontology?• At its most basic level, an ontology can be thought At its most basic level, an ontology can be thought

of as a series of related concepts. of as a series of related concepts.

• Philosophy:Philosophy: Ontology is the theory of objects and Ontology is the theory of objects and their ties. The unfolding of ontology provides criteria their ties. The unfolding of ontology provides criteria for distinguishing various types of objects (concrete for distinguishing various types of objects (concrete and abstract, existent and non-existent, real and and abstract, existent and non-existent, real and ideal, independent and dependent) and their ties ideal, independent and dependent) and their ties (relations, dependences and predication).(relations, dependences and predication).

• Computer Science:Computer Science: An ontology is a description of An ontology is a description of the concepts and relationships that can exist for an the concepts and relationships that can exist for an agent or a community of agents. agent or a community of agents.

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Where do you live on this Where do you live on this map?map?

• Design/Develop/Share?Design/Develop/Share?• Find/Use/Evaluate?Find/Use/Evaluate?• Support?Support?• Store/Index/Catalog?Store/Index/Catalog?• Adopt/Govern?Adopt/Govern?

We asked the 60 focus session participants We asked the 60 focus session participants to show us where they “live” now, and where to show us where they “live” now, and where they thought they would be living in 3 years.they thought they would be living in 3 years.

Take a look at the map again.Take a look at the map again.

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http://people.cohums.ohio-state.edu/dagefoerde2/NLII_LO/ontology/ontology.htm

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Much of our work has Much of our work has been herebeen here

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The primary “focus” of the The primary “focus” of the NLII sessionNLII session

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Where we looked firstWhere we looked first

• Learners – identified as a current focus Learners – identified as a current focus point for 9 participants.point for 9 participants.

• Evaluation – identified as a current Evaluation – identified as a current focus point for 9 participants.focus point for 9 participants.

The NLII experience is that attention to The NLII experience is that attention to the learners and to evaluation are two the learners and to evaluation are two critical points of attention for effective, critical points of attention for effective, successful learning technology successful learning technology adoption…adoption…

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The secondary focusThe secondary focus

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http://venus.atlantic.edu/kolitsky/NLIIPolicies_v2.html

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Learning Objects Learning Objects Conceptual FrameworkConceptual Framework

A (draft) Learning Object A (draft) Learning Object on Learning Objectson Learning Objects

http://people.cohums.ohio-state.edhttp://people.cohums.ohio-state.edu/dagefoerde2/NLII_LO/examples.hu/dagefoerde2/NLII_LO/examples.htmtm

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Some early meeting Some early meeting insightsinsights

• ““These issues being raised are the same These issues being raised are the same issues as for every other learning technology issues as for every other learning technology adoption cycle I’ve been involved in . . .”adoption cycle I’ve been involved in . . .”

• ““Teaching and learning with technology is a Teaching and learning with technology is a social process, not a technical process; yet social process, not a technical process; yet we spend much of our energy on the we spend much of our energy on the technical issues.”technical issues.”

• ““It would be valuable to establish some first It would be valuable to establish some first principles and best practices we could re-principles and best practices we could re-use, instead of starting over with every new use, instead of starting over with every new technology cycle.”technology cycle.”

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Short term work products Short term work products (11/04)(11/04)• Suggested revisions and additions to the ontological Suggested revisions and additions to the ontological

model describing the end-to-end life cycle of model describing the end-to-end life cycle of learning objects (from conceptualizing a piece of learning objects (from conceptualizing a piece of knowledge and transforming it into a learning object knowledge and transforming it into a learning object framework to managing, storing, delivering, and framework to managing, storing, delivering, and archiving learning objects within a repository archiving learning objects within a repository framework). framework).

• Suggested revisions to the conceptual framework Suggested revisions to the conceptual framework for understanding learning objects in the larger for understanding learning objects in the larger context of transforming teaching and learning with context of transforming teaching and learning with technology. (Feedback forms were at each table for technology. (Feedback forms were at each table for noting suggested changes/questions, and a small noting suggested changes/questions, and a small

group also tackled this during the session itself.)group also tackled this during the session itself.)

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Interim work products Interim work products (by 12/03)(by 12/03)

• Meeting Proceedings Meeting Proceedings see see http://www.educause.edu/nlii/meetings/http://www.educause.edu/nlii/meetings/nlii034 nlii034

• Detailed plan for next steps, based on Detailed plan for next steps, based on work of focus session participants and work of focus session participants and the NLII Learning Objects work group, the NLII Learning Objects work group, coordinated with the community of coordinated with the community of organizations (NMC among them)organizations (NMC among them)

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Work Products – longer Work Products – longer term (1/04)term (1/04)

• A draft set of criteria for evaluating A draft set of criteria for evaluating institutional readiness to use learning institutional readiness to use learning objects effectively. objects effectively.

• A draft set of principles for the A draft set of principles for the development and use and delivery of development and use and delivery of learning objects in teaching and learning objects in teaching and learning environments. learning environments.

• A methodology for evaluating learning A methodology for evaluating learning objects in the context of deeper objects in the context of deeper learning.learning.

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ResourcesResources

• Learning Object on Learning Objects (draft)Learning Object on Learning Objects (draft)http://people.cohums.ohio-state.edu/dagefoerde2/NLII_LO/examples.htmhttp://people.cohums.ohio-state.edu/dagefoerde2/NLII_LO/examples.htm

• Learning Objects Key Theme PageLearning Objects Key Theme Pagehttp://www.educause.edu/nlii/keythemes/learningObjects.asphttp://www.educause.edu/nlii/keythemes/learningObjects.asp

• NLII 2003 Fall Focus SessionNLII 2003 Fall Focus Sessionhttp://www.educause.edu/nlii/meetings/nlii034http://www.educause.edu/nlii/meetings/nlii034 • Learning Objects Virtual Community of PracticeLearning Objects Virtual Community of Practicehttp://www.educause.edu/vcop/learning_objects.asphttp://www.educause.edu/vcop/learning_objects.asp

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Contact InformationContact Information

• Vicki SuterVicki Sutervsuter@educause.eduvsuter@educause.edu

• To join or find out more about the To join or find out more about the Learning Objects Virtual Community of Learning Objects Virtual Community of PracticePracticeLearningObjects@educause.eduLearningObjects@educause.edu