Use Of Reusable Learning Objects Research Articles

Using reusable learning objects (RLOs) in wound care education: Undergraduate student nurse's evaluation of their learning gain

BackgroundBoth nationally and internationally concerns have been expressed over the adequacy of preparation of undergraduate nurses for the clinical skill of wound care. This project describes the educational evaluation of a series of Reusable Learning Objects (RLOs) as a blended learning approach to facilitate undergraduate nursing students learning of wound care for competence development. Constructivism Learning Theory and Cognitive Theory of Multimedia Learning informed the design of the RLOs, promoting active learner approaches. Clinically based case studies and visual data from two large university teaching hospitals provided the authentic learning materials required. Interactive exercises and formative feedback were incorporated into the educational resource. MethodsEvaluation of student perceived learning gains in terms of knowledge, ability and attitudes were measured using a quantitative pre and posttest Wound Care Competency Outcomes Questionnaire. The RLO CETL Questionnaire was used to identify perceived learning enablers. Statistical and deductive thematic analyses inform the findings. ResultsStudents (n=192) reported that their ability to meet the competency outcomes for wound care had increased significantly after engaging with the RLOs. Students rated the RLOs highly across all categories of perceived usefulness, impact, access and integration. ConclusionThese findings provide evidence that the use of RLOs for both knowledge-based and performance-based learning is effective. RLOs when designed using clinically real case scenarios reflect the true complexities of wound care and offer innovative interventions in nursing curricula.

The Use of Reusable Learning Objects to Enhance the Delivery of Veterinary Education

The increased demand from learners in higher education to access resources flexibly has resulted in considerable development in the use of Reusable Learning Objects (RLO) via a blended learning format across the sector. This critical review sets out to identify what is currently known about RLO and how those concepts can be applied to veterinary-related degree courses. The review provides an insight into an aspect of blended learning which is currently limited in terms of published research. The effect of computer confidence, students' choice to use and the impact on student performance are some of the variables which have been measured to date. The approach to RLO by students from different courses may vary, but prior experience of technology, alignment of content and availability of technical support are some of the key drivers for usage and reuse. A positive effect is likely to occur following RLO use because those students have adopted a process of active engagement, which the authors know can bring about a deeper approach to learning.

The Use of Reusable Learning Objects for Integration of Research

The Use of Reusable Learning Objects for Integration of Research

A blended learning approach to safety training: Student experiences of safe work practices and safety culture

Within the furniture manufacturing industry a high proportion of occupational accidents are as a result of non-compliance to machining regulations and incorrect work practices. Safety training plays an important role in reducing accidents and promoting a safety culture within this sector. This article details an action research study undertaken during the first year of a new Degree in Timber Product Technology, which set out to evaluate the impact a blended learning environment and reusable learning objects (RLOs) could have on promoting safe work practices and a safety culture amongst students. A constructivist approach was taken and the module design was underpinned by Kolb’s model of experiential learning, placing more responsibility on the learners for their own learning and encouraging them to reflect upon their experiences. The findings of this study suggest that students with prior industry machining experience required a change in their attitude to machining which was achieved within the practical labs, while students with no machining experiences were intimidated by the learning environment in the practical labs but whose learning experience was enhanced through the use of RLOs and other eLearning resources. In order to reduce occupational accidents in the furniture manufacturing industry the promotion of continuing professional development (CPD) training courses is required in order to change workers’ behaviour to machine safety and encourage lifelong learning so as to promote a safety culture within the furniture manufacturing industry.

Information Literacy Development at a Distance: Embedded or Reality?

A small library using two full time equivalent (FTE) professional staff integrated into the Moodle environment of over 40 postgraduate distance courses with the potential to reach over 1,800 students and getting results. How? This is not embedding as many would think of it, with the librarian an active teacher throughout the entire length of the course. Through the use of reusable learning objects, and by working collaboratively with academic staff to place authentic information literacy development tasks at the point of need in the online environment, a small team has been able to make considerable in-roads into the postgraduate programs of the entire College in a short space of time. This paper outlines the model used, and how the librarians are using evaluation of outcomes to support evidence based library and information practice.

Instructivist ideology: education technology embracing the past?

It is argued that against the background of a neo-managerial and market-driven global education system, the production and use of technology to support teaching and learning perpetuates hegemonic behaviorist values. Activity theory, as a lens, is used to explore the power relations that are integral to the development and use of Reusable Learning Objects, Learning Management Systems, blended learning and computer video games. The analyses show that education technologies are often designed to support masculine hegemonic behaviorist instruction practices. As an extension, education technology is used in the classroom as the object of instruction to support fundamentalist values rather than a tool to mediate knowledge construction. However, collaborative solving puzzles that are part of complex computer video games, or interactive learning environments, can be used as a means to mediate contemporary learning practices. Apart from managerial rules, management authority and expert authority, power associated with individuals can disrupt activity systems in order to support their own individual epistemological positions.

Problem solving and creativity in engineering: conclusions of a three year project involving reusable learning objects and robots

AbstractThe necessity for creative problem solving skills within the sciences and engineering are highlighted in benchmark and policy statements as essential abilities. None of these statements, however, offer any guidance on how these skills might be fostered, let alone assessed.This paper presents findings from the second cycle of an action research project to develop a dedicated creative problem solving module for first year engineering undergraduates. In the module problem based learning (PBL) techniques have been used with Lego Mindstorm NXT robots to develop creative problem solving skills. The focus of the module has been on developing process skills as opposed to the simple methodical solving of routine problems. Process skills have been introduced and mediated by the use of reusable learning objects (RLOs) within a virtual learning environment (VLE). Separate RLOs have also been used to develop skills in using the robots.The action research cycle has been informed by a parallel project involving ...

Computer-Based Learning Objects in Healthcare: The Student Experience

Web-based computer learning objects, such as Reusable Learning Objects (RLOs), are becoming more commonplace in nursing and medical education. However, evaluation of RLOs specifically has been limited. The aim of the study was to determine how RLOs impact on the student learning experience and to compare the use and evaluation of RLOs by nursing and medical students. An online questionnaire survey was completed by 233 students (163 nursing and 73 medical). RLOs were more commonly used by nursing students than medical students. Students in both disciplines valued RLOs for flexibility of learning, as revision aids, and to supplement classroom-based learning. Nursing and medical students have different learning needs, and developing materials at the right level of learning is important. Barriers to the use of RLOs included lack of IT competence, technical difficulties, and lack of staff awareness of computer-based learning aids.

It's not about the tool, it's about the ideology

While it is often argued that technology could act as a change agent and transform educational practices, individuals, communities, government and society holding their own ideological beliefs limit such a liberalisation of the educational system. To show that the use of educational technology is part of a dialectical struggle this article explores the: current use of technology in the classroom; development of standards and approaches to learning technology; and the use of computer and video games. The design, development, integration and use of technology in the classroom is driven by individual and institutional ideologies that support current hegemonic constructions maintained through observation and control systems. The development of standards for learning management systems (for example the Sharable Content Object Reference Model and the associated Learning Object Metadata Standard) underpin the concept of Reusable Learning Objects (RLO). The conceptualization, development, deployment and use of RLOs is ideologically driven and has little to do with contemporary ideas of learning and everything to do with fundamental and totalitarian ideologies of instruction. The blended approach to learning, where technology is introduced into existing courses where appropriate, sees technological objects (such as digital information, discussion boards, and chat sessions) as an additional component to existing courses. The use of technology in such a way does not allow for the re-conceptualisation of existing ideological practices and therefore limits educational transformation. Computer game technology could be used as a powerful tool to support learning. However, many supporters of the use of games in education argue for the use of simulations that are either ideologically suspect (for example the use of game software used to train military personal as a useful educational device) or based on model-using rather that model-building. An analysis of successful computer games shows that players are presented with either realistic environments that include complex multifaceted characters involved in richly textured narratives or are designed to support male fantasies (both erotic and authoritarian), inculcate self-discipline (especially through reflex), include control-and-monitoring (preparing workers for a global economy) and are gender exclusive. This article argues that technology can only be used within specific idiosyncratic, homological and inclusive ideologies that in most cases reproduce the past into the future, which is making real a neo-liberal dream. South African Journal of Higher Education Vol. 21 (6) 2008: pp. 655-671