Reusable Learning Objects Research Articles

Using Interactive Elements Between Disciplines

<div class="abstract_container"> <strong>Abstract:</strong> A range of web based activities developed for individual and specific learning contexts are described. These learning resources reuse Flash programs which create the interaction and are, essentially, free of subject content. Working closely with academic staff across the institution, each development is highly specific and contextualised within discipline. The rationale for individual projects and process of specification, design, development and evaluation is described along with examples. </div> <p class="editors_container"> <strong>Editors:</strong> Stuart Lee. <p class="demo_container"> <strong>Interactive demonstrations:</strong> A demonstration of the sample reusable learning objects accompanies this article as a website linked from within the article, also available as a <a href="http://www-jime.open.ac.uk/2004/16/demo/sieber-demo.zip">downloadable .zip file</a> (8.07Mb). You will need a web browser with the <a HREF="http://sdc.shockwave.com/shockwave/download/">Macromedia Shockwave</a> plug-in to view these. </pv>

Online student induction: a case study of the use of mass customization techniques

New technology within Open and Distance learning (ODL) provides new opportunities for the delivery of learner support resources. Mass customization techniques offer the advantages of efficient production combined with the development of a learning experience precisely tailored for the individual's study requirements. In this article, we discuss both the delivery and evaluation of such resources. XML technology and reusable learning objects were used to facilitate automated delivery of online induction for ODL students in the UK. Although the resources are produced ‘en masse’, the chosen approach allows the provision of an induction experience set firmly within the context of the individual's course. In the longer term, this work offers a useful model of mass customization for other learning support resources.

Evaluation and multimedia learning objects: towards a human‐centred approach

If initial attempts to incorporate reusable multimedia into university teaching were characterised by the efforts of enthusiasts, the growth of the “Learning Object” economy in recent years requires a more strategic and systems‐based approach. While all reusable learning materials have a value, both financial and educational, multimedia in particular is expensive to produce. Systematic production (based on ISO 14915 standards (2002a, 2002b, 2003) and evaluation of fitness for purpose, are paramount. Human‐centred design (HCD) methodologies, based on the ISO 13407 standard (1999), are now well‐established for ensuring that investments in technology result in benefits, and in particular lay heavy emphasis on the frequent use of evaluation. This paper reviews literature in educational multimedia production, interaction design, HCD, and pedagogy, and summarises ongoing attempts to standardise a definition of reusable learning objects (RLOs), with multimedia learning objects (MLOs) as a specific example. We conclude that evaluation must be central to the production and deployment of MLOs. We report on experiences applying an existing framework for effective production of multimedia learning resources, and propose revisions to this framework to add effective evaluation mechanisms.

Technology and Human Issues in Reusing Learning Objects

Reusing learning objects is as old as retelling a story or making use of libraries and textbooks, and in electronic form has received an enormous new impetus because of the World Wide Web and Web technologies. Are we at the brink of changing the shape and form of learning, ... of being able to truly increase and improve human learning and performance (Hodgins, 2000)? We are sceptical, for human and educational reasons. One of our arguments is that human aspects not technology will constrain what will be done with learning objects. Our other argument is that the learning philosophy that seems to underlie many of the discussions and the technology relating to learning objects will limit their depth of development and impact. In this paper, we examine the life cycle of a reusable electronic learning object, including steps involved with creating, capturing, indexing, archiving, finding, wanting to use, using, revising, and maintaining it. We also explore the human issues as well as the technology-related aids in each of the above phases. We illustrate the influence of context -- higher education, corporate learning, military training, in these life cycles, together with the effect of two educational philosophies, namely those of acquisition and participation/contribution.

Commentary on: Collis, B. and Strijker, A. (2004). Technology and Human Issues in Reusing Learning Objects

Abstract: The article by Betty Collis and Allard Strijker represents a welcome consideration of some of the human, or social, issues that surround the use of online media in education and training, especially, with respect to the re-use of learning objects. Paper: Collis, B. and Strijker, A. (2004). Technology and Human Issues in Reusing Learning Objects . Editors: Terry Anderson and Denise Whitelock.

Commentary by Terry Anderson on Littlejohn, A. (2003) Reusing Online Resources, Chapter 17: A Comparison of Issues in Reuse of Resources in Schools and Colleges, by Allison Littlejohn, Insung Jung and Liz Broumley

Abstract: There is much to be learned from the study of real applications of learning objects in authentic use and development applications. These chapter reviews two such studies and in the process helps to identify factors that will likely both exacerbate and promote re-usable learning object adoption. The framework provided is useful for reminding us that education is multi-faceted and multi-staged and that learning objects need to be integrated within culturally defined learning sequences. Thus, diverse needs often warp around instruction, support, assessment, and encouragement and each can be critical to effective use and integration. Editors: Allison Littlejohn and Simon Buckingham Shum.

Current issues in medical education.

Medical education has witnessed recently an accelerated and worldwide trend of change. The race is on for curricula that are relevant, appropriate and accountable. One of the consequences of this is the need for a drastic reassessment of how we devise curricula, and of what models, approaches, and strategies to adopt. Outcomes-based education is currently offered as an alternative to the content-based approach, which has been criticized by many educational experts in the past. Although this new approach has its detractors, it holds some promise of being able to improve on a current situation that is in deadlock with itself. There has been a great deal of interest in educational strategies in the last decade. This has been associated with the development of new concepts such as "problem-based learning", "student-centered learning", and "integrated teaching". Each school has to assess each of these strategies and adopt what ever will serve the aims of the curriculum. Similarly, the considerable progress that has taken place in the design and development of instructional materials and instructional technology should be appreciated. This includes, development in computer assisted learning, virtual reality, the use of simulated subjects, e learning, and the new concept of Reusable Learning Objects (RLO's). Finally, it was realized, with the rapid development in medical education that medical education requires professional training. The assumption that any good medical practitioner has the ability to teach no longer holds and professional training is required.

Educational modelling language and learning design: new opportunities for instructional reusability and personalised learning

Learning technologies offer new opportunities to meet the rapidly growing demand for new, constructivist ways of learning (such as competency-based, collaborative or adaptive learning). They have the potential to act as catalysts for more effective exchange and reuse of learning objects to enable personalised learning. This article examines the extent to which current learning technology specifications contribute to educational change to actual sharing and reuse in educational practice. Furthermore, the article describes the need for an Educational Modelling Language centred on learning activities to give instructional meaning to learning objects. To date, specifications for learning objects have primarily been designed to ensure interoperability at a rather low infrastructural level (e.g., test items, meta-data), focusing on technology issues and reuse of learning objects. We argue that more widespread adoption of e-learning specifications and standards calls for a pedagogical framework at a higher infrastructural level (e.g., a complete course), focusing on the instructional value and reuse of learning activities. Such a framework is offered by the new Learning Design (LD) specification. LD enables the description of both learning content and processes from a variety of pedagogical perspectives, both objectivist and constructivist.

Rapid prototyping for a virtual medical campus interface

The Virtual Medical Campus Graz uses e-learning to make the human medicine curriculum digitally accessible to a target population of 4500 students and teachers. This project occurred parallel to the development of a new curriculum and thus involved all medical teachers and students. The VMC system architecture includes a multimedia repository for reusable learning objects; middleware containing the VMC logic that arranges learning objects into lectures, themes, and modules; and user interface. To ensure the interface suited the target population, we used the user-centered design method.

On the Concepts of Usability and Reusability of Learning Objects

&lt;p&gt;&#x0D; “Reusable learning objects” oriented towards increasing their potential reusability are required to satisfy concerns about their granularity and their independence of concrete contexts of use. Such requirements also entail that the definition of learning object “usability,” and the techniques required to carry out their “usability evaluation” must be substantially different from those commonly used to characterize and evaluate the usability of conventional educational applications. In this article, a specific characterization of the concept of learning object usability is discussed, which places emphasis on “reusability,” the key property of learning objects residing in repositories. The concept of learning object reusability is described as the possibility and adequacy for the object to be usable in prospective educational settings, so that usability and reusability are considered two interrelated – and in many cases conflicting – properties of learning objects. Following the proposed characterization of two characteristics or properties of learning objects, a method to evaluate usability of specific learning objects will be presented.&#x0D; &lt;/p&gt;&#x0D; &lt;p&gt;&lt;b&gt;Key Terms:&lt;/b&gt; Learning objects, reusability, usability evaluation, learning technology standards&lt;/p&gt;

Implementation and Evaluation of a Course Concept Based on Reusable Learning Objects

This article describes the implementation and evaluation of a learning objects based computer aided system for an advanced engineering course at Ghent University, Belgium. A new syllabus concept was introduced: students had access to a Web-delivered component and received an identical printed component as two sources of information additional to the altered lectures. The latter were redesigned as interactive, application-oriented sessions, centered around two case studies which actively engaged students in the learning process. Both pre-test and post-test surveys were conducted to investigate the impact and the effects of the new teaching approach. The following issues were addressed: changes in students' attitudes toward the use of ICT; the impact of the new approach on students' ways of learning; and their appreciation for the entire course concept. The issue whether multimedia and lectures are complementary or alternative in nature as well as some gender related issues are also discussed.

NOTHING BUT NET …

Abstract Section Editor's Note: Although I have included discussions of learn-ing objects and learning object repositories in other “Nothing But Net” columns, the growing number of learning object environments, increas-ing research in the use of learning objects, the increased discussion of use of learning objects in information literacy, and the movement of li-brarians to archive their own learning objects for sharing among ex-perts led me to revisiting the current world of reusable learning objects.

Design principles for authoring dynamic, reusable learning objects

&lt;div class="page" title="Page 1"&gt;&lt;div class="layoutArea"&gt;&lt;div class="column"&gt;&lt;p&gt;&lt;span&gt;The aim of this paper is to delineate a coherent framework for the authoring of re-purposable learning objects. The approach is orthogonal to the considerable work into learning object metadata and packaging conducted by bodies such as IMS, ADL and the IEEE. The 'learning objects' and standardisation work has been driven largely by adding packaging and metadata to pre-constructed learning artefacts. This work is very valuable. The argument of this paper, however, is that these developments must be supplemented by significant changes in the creation of learning objects. The principal aim of this paper is to delineate authoring principles for reuse and repurposing. The principles are based on a synthesis of ideas from pedagogy and software engineering. These principles are outlined and illustrated from a case study in the area of learning to program in Java.&lt;/span&gt;&lt;/p&gt;&lt;/div&gt;&lt;/div&gt;&lt;/div&gt;

Reusable Learning And Information Atoms Approach To Web-Based Education

Traditional academic and training courses are built as large, monolithic structures that are (1) non-flexible, (2) difficult to repurpose into searchable self-paced objects, and (3) fixed in length, sequence, and scope. The traditional instructor-led model of learning does not address the need for similar knowledge and skills to be taught on self-paced, media-driven platforms such as Web-based learning and Web-based training. The innovative reusable learning objects (RLOs) approach addresses this problem. An online course that is built-on RLO strategy (1) is very flexible to timely updates, modifications, adaptation, and customization; (2) strongly supports competency-based, customized, personalized types of e-learning and e-training; and (3) gains a "value-add" that in most cases will pay off many times over (in terms of learning effectiveness, development time, costs, etc.). This research article attempts conceptually and systematically to describe a hierarchy and modularity (granularity) of learning sequences, learning activities and actions, RLOs and resuable learning atoms, and reusable information atoms. The premise is that later on those conceptual modular models can be formalized in the form of working programme models (e.g., agent-based models) and used by various Web-based education (WBE) systems, providing increased effectiveness and efficiency of both WBE-related instructional design, and teaching and learning processes.

CanCore: Metadata for Learning Objects

The vision of reusable digital learning resources or objects, made accessible through coordinated repository architectures and metadata technologies, has gained considerable attention within distance education and training communities. However, the pivotal role of metadata in this vision raises important and longstanding issues about classification, description and meaning. The purpose of this paper is to provide an overview of this vision, focusing specifically on issues of semantics. It will describe the CanCore Learning Object Metadata Application Profile as an important first step in addressing these issues in the context of the discovery, reuse and management of learning resources or objects.

La Contextualisation Des Banques de Ressources: Barrières et Clés

When developing learning resource banks for telearning, it is important to recognize known barriers to the re-use of learning objects and some possible solutions. First, in order that the resources be reused, they must have been created in a modular fashion, separating the resources from their intended context, storing separately the documents and their use in scenarios, or in the case of executable code in autonomous segments. Next, in order to promote the gradual exploration, understanding, evaluation and choice of learning objects, it is important to link the resources not only with metadata, but also explicit documentation on the theoretical and practical aspects of their use, as well as any relevant evaluation material. Finally, if we really want these resource banks to hold this rich ancillary information, we need to build tools that support this contextualization and the activities of all the actors in the telelearning environment from conception, through development and use.

The Learning Object Economy: Implications For Developing Faculty Expertise

The evolving use of learning technologies and systems, such as learning object systems, to support more social learning environments in which learners have more agency than ever before to construct their own learning experiences is an innovation that involves both faculty and learners in a process of difficult sociocultural change. Programs of faculty support that acknowledge that faculty’s learning needs extend beyond the development of technical skills to the development of new pedagogical skills are indicated. This paper argues that the evolving concept of learning objects systems, and the "economy" that is emerging around the idea of sharable, reusable learning objects managed by repositories, presents new challenges and opportunities for our community. Faculty working with these systems may need to be supported through a personal process of reconceptualizing the nature of teaching and learning within these environments. This process of personal transformation has the potential for change in institutional policy and practice, the institutional cultural change of which Tony Bates (2000) and others speak (cf. Advisory Committee for Online Learning, 2000). The Collaboration for Online Higher Education Research (COHERE) is an alliance of eight research-intensive Canadian universities that is examining these challenges through a multi-pronged research program, one focus of which is supporting faculty as they research their own practice related to technology-enhanced teaching innovations. More specifically, this paper is itself a collaboration among the COHERE partners to share our collective belief about the potential for faculty and institutional transformation through participation in these "e-learning evolutions".

Learning objects &amp; ISD

Performance ImprovementVolume 41, Issue 7 p. 30-34 Article Learning objects & ISD Chuck Barritt, Chuck Barritt cbarritt@cisco.com Over the last four years, Chuck Barritt has been a Program Manager working on the Reusable Learning Object Strategy and its implementation at Cisco Systems. Chuck's responsibilities include internal consulting on learning objects, supporting the author community, and creating LO templates and standards. He also works on improving the strategy through evaluations, research, author feedback, and participation with external standards groups. Prior to his work with Cisco Systems, Chuck was also a part of an LO-based project at Oracle, Corp. He has more than 10 years of experience in e-learning, instructional design, and performance support development. Chuck holds an MA in Instructional Technology from California State University, Chico.Search for more papers by this author Chuck Barritt, Chuck Barritt cbarritt@cisco.com Over the last four years, Chuck Barritt has been a Program Manager working on the Reusable Learning Object Strategy and its implementation at Cisco Systems. Chuck's responsibilities include internal consulting on learning objects, supporting the author community, and creating LO templates and standards. He also works on improving the strategy through evaluations, research, author feedback, and participation with external standards groups. Prior to his work with Cisco Systems, Chuck was also a part of an LO-based project at Oracle, Corp. He has more than 10 years of experience in e-learning, instructional design, and performance support development. Chuck holds an MA in Instructional Technology from California State University, Chico.Search for more papers by this author First published: 08 February 2007 https://doi.org/10.1002/pfi.4140410707Citations: 2 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volume41, Issue7August 2002Pages 30-34 RelatedInformation

An international virtual medical school (IVIMEDS): the future for medical education?

The introduction of new learning technologies, the exponential growth of Internet usage and the advent of the World Wide Web have the potential of changing the face of higher education. There are also demands in medical education for greater globalization, for the development of a common core curriculum, for improving access to training, for more flexible and student-centred training programmes including programmes with multi-professional elements and for maintaining quality while increasing student numbers and working within financial constraints. An international virtual medical school (IVIMEDS) with a high-quality education programme embodying a hybrid model of a blended curriculum of innovative e-learning approaches and the best of traditional face-to-face teaching is one response to these challenges. Fifty leading international medical schools and institutions are participating in a feasibility study. This is exploring: innovative thinking and approaches to the new learning technologies including e-learning and virtual reality; new approaches to curriculum planning and mapping and advanced instructional design based on the use of 'reusable learning objects'; an international perspective on medical education which takes into account the trend to globalization; a flexible curriculum which meets the needs of different students and has the potential of increasing access to medicine.

Meta-Data and Media Management in a Multimedia Interactive Telelearning System

This paper describes the system design and the components of a web-based multimedia interactive Telelearning system (MITS) with emphasis on metadata and media content management mechanisms. Metadata model is defined and exploited in designing the overall architecture to support courseware creating, management, delivery, and learner performance evaluation. Multimedia document architecture is used to describe the media contents which represent the course material. Metadata and media contents are generated, stored, and utilized to facilitate the search and on-demand presentation of learning objects. Learner preference, performance and progress information is maintained by profile database to make courseware presentation adaptable and more interactive. The system provides a multimedia interactive learning environment with easy-to-search and highly reusable learning objects.