Abstract
Abstract: Working on multiple large-scale eLearning projects forces teams to try and standardise processes and procedures. Tools such as XML allow us to manipulate and exploit content in ways previously impossible. However, no academic from any discipline likes to imagine that their content is standard. And terms such as 'reuse' and 'repurposing' make academics even less comfortable. And perhaps they are right. This article describes a formalised development methodology created by one eLearning development team based at the University of Oxford, designed as a generic system flexible enough to cope with a wide range of subjects and audiences. This paper will also set this development process in the broader world of academic eLearning development across the disciplines, looking especially at the role of standards to consider future directions and the applicability of any development methodology to wider learning development contexts. Editors: Stuart Lee.
Highlights
ELearning development has long been divided between the world of training with defined job roles and management techniques and the academic world where development was first pioneered by enthusiasts and only more recently supported by teams dedicated to the use of technology to support a university education
This article describes a formalised development methodology created by one eLearning development team based at the University of Oxford, designed as a generic system flexible enough to cope with a wide range of subjects and audiences
As a self-funded team Technology-Assisted Lifelong Learning (TALL) has always been under pressure to deliver courses on budget and in time, so from an early stage project management has been a significant part of the development process
Summary
ELearning development has long been divided between the world of training with defined job roles and management techniques and the academic world where development was first pioneered by enthusiasts and only more recently supported by teams dedicated to the use of technology to support a university education. This article describes a formalised development methodology created by one eLearning development team based at the University of Oxford, designed as a generic system flexible enough to cope with a wide range of subjects and audiences. This process has been successfully implemented in several different contexts this paper will address its application only from the perspective of developing largescale eLearning programmes (i.e. full Masters online). This paper will set this development process in the broader world of academic eLearning development across the disciplines, looking especially at the role of standards to consider future directions and the applicability of any development methodology to wider learning development contexts
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