Abstract
Useful lifetime of educational materials should be defined by their continuing ability to help meet defined learning objectives. More often lifetime is compromised by changes in the educational environment that do not specifically relate to the capacity of the material to assist learning. Approaches for integration of materials into the learning environment can be designed to maximise useful lifetime of materials against potential barriers created by, for example, instances of technological change. In this study, the impact of different approaches is demonstrated by examining the development of 163 learning objects, based on several licensed collections of streaming video procured for cross-sector educational use by the UK Lifesign project. Constraints relating to sustainability work within the limitations of a short-term project environment are specifically considered.
Highlights
Interesting and engaging educational resources that are effective for learners require considerable thought and meticulous planning to achieve; good applicable materials become used over and over again
Short-term projects seeking long-term adoption of their educational materials must address transferability and preservation issues that relate to their educational content, in addition to the technical format of their original production. (Littlejohn, 2003; Phillips, 1997)
Without a minimum level of stability, material produced, or made available, quite will not be used. It is more valuable for resources and materials developed for learning to degrade through changes in educational requirements, rather than being driven by technological developments
Summary
Interesting and engaging educational resources that are effective for learners require considerable thought and meticulous planning to achieve; good applicable materials become used over and over again. The impact of the constraints described are examined against decisions made within the project environment in respect of the nature of the media itself (England & Finney, 2002; Shephard et al, 2000-2003), developing its wider use in the classroom (Boyle & Cook, 2004; Conole & Dyke, 2004a, 2000b), and emerging findings characterised by rapid developments towards a learning object economy (Duncan, 2003a, 2004) This example illustrates how the natural component design of a real project has allowed its materials to be adopted into a more modern delivery structure, while preserving the educational benefit provided by the original context
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