developing reusable learning resources and activities: rlr workbook scd

2012 DJ

Developing Reusable Learning

Resources & Activities

Workbook 2008

Contributors David Jennings & Diane Cashman

UCD Teaching and Learning

Developing Reusable Learning Resources (RLRs) and Activities

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Workshop Outcomes

By the end of this workshop you will be able to:

Define and distinguish the key elements that form reusable learning resources

(RLRS)

Identify potential resources for reuse

Apply guidelines in the creation of RLRs

Create a storyboard for the planning and development of a RLR

Identify and evaluate appropriate tools in the creation of RLRs

Discuss the issues of copyright application in elearning


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What are Reusable Learning Resources

Activity 1

In pairs, discuss the following: a) A definition of RLRs?

b) What makes RLRs reusable? List at least ten elements.

d) Can you identify potential RLRs in your own teaching? List at least

five RLRs.

What are Reusable Learning Resources? To maximise reusability… digital teaching and learning resources are typically fine grained e.g. an image, a map, a piece of film or audio, a piece of text, an assessment, a simulation, a segment of interactive multimedia, or a combination of more than one of these.

NDLR Proposal, 2005

In an effort to maximise potential reusability and academic expertise, it is suggested that

digital teaching and learning resources appear as fine grained elements or assets. Wiley

(2000) goes further declaring that one of the main premises of reusable learning resources,

or as he refers to them 'learning objects' (see definitions App.2), is their ability to allow the

breakdown of educational content into small components that may be reused in a variety

of different learning environments and situations

Multiple definitions of learning objects and/or learning resources are manifold, some are

purposefully flexible to allow for innovation and development others offer precise terms of


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reference to enable carefully constructed materials to fit exact models. Crucially in an

academic context many learning objects are linked to a definitive learning outcome.

A learning resource can said to be:

− Any entity that may be used for learning, education or training

− A basic chunk of content (optimised for recombination into higher order structures or

where pedagogical process is added)1

− In possession of a “Micro-context” for learning – i.e. it’s explicitly designed for flexible

(re) combination into higher order pedagogical structures.

− Organised around on elearning objective/goal

− Design for reuse

− Design for pedagogical effectiveness (content, interactivity/engagement, rich

constructivist ideas

1 Wiley 2003 is critical of “content chunks” approach because (i) based on 1980’s ideas of instructional design, (ii) Orientated to

military trainihng rather than education (iii) Clashes with modern constructivist ideas


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RLR Development Process A common methodology that can be applied to the development process of any elearning

resource is the ADDIE 5 step model, figure 1. Each phase of the development process

feeds into the subsequent one.

Figure 1. ADDIE 5 Step Model

Analyse

The existing module design and student profile is analysed. This

will help determine which RLRs should be developed to

integrate and enhance existing teaching methodologies.

Design

A storyboard / design document is developed based on the

requirements highlighted in and Analysis Step. This document

will outline how the RLR will be sequenced, what content


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(media types) it will require. Finally any issues relating to

implementation and the development of RLR will be

highlighted at this phase.

Develop

Once the RLR has been designed on paper, the RLR can be

developed using the appropriate technologies indicated in the

design document.

Implement

Once the RLR is constructed it can be integrated into teaching

practices. It is preferable that any issues relating to this phase

will been identified in the design document and strategies to

facilitate the implementation the RLR will be in place.

Evaluate

The final phase of the RLR development process requires the

RLR to be evaluated for its effectiveness in teaching. Student

feedback may alter subsequent implementations of the RLR as

it is possible that the RLR will re-enter the development phase

to accommodate student feedback.


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RLR Guidelines Learning Outcome

Each learning resource should address one learning outcome

Learning Activity

Where an assessment task/activity occurs it must be designed to match learning

outcome

Accessibility

User controls, alternative version and device independence

Usability

Visual Communication, consistency, navigation and interactions, Human Computer

Interaction (HCI), user-centric interface

Reusability

Licensing and copyright clearance, self-contained, context free, device and system

independent

RLR Development – 10 Points for Success 1. Use a 'pedagogy first, technology second' approach

2. Map out a storyboard of the learning object

3. Use consistent language and terminology within a topic area

4. Present information in easily accessible and comprehensible formats

5. Present information for onscreen consumption

6. Create information/content that is free-standing and easily adaptable to multiple

contexts

7. Apply keywords to allow easy retrieval of learning objects

8. Ensure that all materials are copyright cleared


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9. Conform with W3C AAA (Web Content Accessibility) Guidelines 1.0

10. Start simply...

Activity 2

In pairs, use and complete part 1 of the storyboard as a guide to brainstorm a RLR that you would like to develop for your teaching. Use the poster sheets to map and explore potential RLRs plans. Present your RLR to the group.


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RLR Examples

NDLR (www.ndlr.ie)

1. While loops (https://www.ndlr.ie/intralibrary/IntraLibrary?command=preview-

item&learning_object_id=34&learning_item_id=27)

CETL (http://www.rlo-cetl.ac.uk/rlos.htm)

2. Probability Associated with Inferential Statistics

http://www.nottingham.ac.uk/nursing/sonet/rlos/statistics/probability/4.html


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Apple Interchange (http://ali.apple.com/ali_sites/ali/tours/hed.html) &

(http://edcommunity.apple.com/ali/)

3. Videography for Educators


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3. mLearning and the Three Ps: iPods, PDAs and (mobile) Phones

(http://edcommunity.apple.com/ali/story.php?itemID=742)


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4. Veterinary Dentistry, RVC London (http://www.rvc.ac.uk/Review/Dentistry/)


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Storyboard 1 - Analysis & Brainstorm

Date:

Author:

Module Details: Use this section to outline existing practices in your module, give its title, brief description, aims, current teaching methodology. Identify and issues or opportunities in current teaching. How would you address these?

Intended Audience: Who are they? What are the curriculum pre-requistes (e.g. completed prior module).


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Brainstorm Potential RLRs: Indicate the scope of your choosen RLR (i.e. What will it not cover?)


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Brainstorm Potential RLRs: Indicate the scope of your choosen RLR (i.e. What will it not cover?)


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Activity 3

In your pairs, complete storyboard 2&3 -


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Storyboard 2 – RLR Design Date:

Author:

Title:

Learning Objective:

Learning Outcome:

Sequence of Events

Description of what the learner will do: e.g. Step 1: Listen to an introduction audio clip of Learning Contracts, detailing what a learning contract is.

Required Content: e.g. Narration Script & Completed Audio File

Ideal Media Type: Audio File & Printable Script (Accessibility Compliant)


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Storyboard 3 – RLR Development Plan For your RLR will you need to produce any media? Have you access to any existing materials? If so can you use them, will there be copyright issues? Generate a list of all media (text, audio, visual, video, quiz etc) you will require.

Required Media

Do they need to be developed? (y/n)

If not, are those accessible? (y/n)

Do they require adaptation? (y/n)

Are they copyright Cleared? (y/n)

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Date:

Author:


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If you have identified any new RLR content which needs to be developed, what software / technologies do you propose to use? Will you need additional support to complete your RLR? Do you require guidance in the choice of the available software / technologies? Generate a list...

Software required

Do you have access to this

software? (y/n)

Will you require training? Will you require additional support of any kind, please list?

1.

2.

3.

4.

5.

Generate a list of descriptors for your RLR. 1. Name:

2. Description:

3. Author:

4. Learning Objective:

5. Subject:

6. Keywords:


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Authoring Tools The most common development software packages used by professional are from the

Adobe Suite. These software packages, however, are expensive to purchase and generally

require a high-end machine to run. You may also require specialised training to acquire a

basic skill set to in order use the software package tool effectively. Many Institutions offer

training in e.g. Photoshop. (Some workshops are available from the UCD Audio Visual

Centre, www.ucd.ie/avc/etech_courses.html).

There are, also, a wide range of easy-to-use software packages available that will

provide you with the basic functions you require to develop, quizzes, presentation,

movies, Podcasts etc. Many are freely available to download from the Internet or

come free with your PC or Mac. Below is a useful list of these software packages

that will provide you with the same outputs as the professional packages.

Professional

Package

What it Does Comparable Easy-

to-Use Software

Available From

Flash Interactive Content

e.g. Quizzes, Click &

Display, Presentations

etc.

Articulate: Presenter,

Engage & Quizmaker

www.articulate.com

Hotpotatoes www.hotpot.uvic.ca (free)

Captivate – Screen

Capture Software

www.adobe.com

Dreamweaver Websites Microsoft FrontPage UCD Network

Contribute www.adobe.com

Photoshop Photograph Editing

and Manipulation

Paint Shop Pro UCD Network

Illustrator Graphic creation Inkscape www.inkscape.org (free)


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FinalCut Pro Movie Editing and

Creation

iMovie Free on Mac

www.apple.com/ilife/imovie/

Movie Maker Pro Free on Microsoft Windows

www.microsoft.com/windowsxp/using/

moviemaker/videos/likeapro.mspx

Soundforge Audio Editing Audacity www.audacity.sourceforge.net

(free)

Other Useful Links www.tucows.com This is a repository of free shareware and demonstration software for both PC and Mac. http://www.ucd.ie/itservices/applications/application.html RLO Builders Once you have created your content media you can build your learning object by using a free learning object generators, for example: Xerte – learning object generator (www.nottingham.ac.uk/xerte) Onscreen Development Guidelines Appendix 5 lists several guidelines for effective interface development. These refer to how much text is displayed on


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Introduction to Metadata and Copyright What is Metadata and why is it important? Meta-data is defined as ‘data about data.’ In data processing, meta-data is definitional data

that provides information about or documentation of other data managed within an

application or environment. Using the analogy of a book one can easily identify a series of

data entries e.g. Author, Publisher, Date published, Subject classification, ISBN etc

In the real world context it allows one to describe and locate information, to be able to

form a judgement as to the relevance of said information and consequently promote good

information management processes for future interactions. The latter provides the

fundamental hook, in allowing individuals the realisation that the data they input will serve

to benefit the categorisation and classification of each item (RLR).

Common Copyright Issues Often seen as a ‘grey’ area, nothing can be further from the truth, a grave misconception

and at times reckless regard for copyright law2 may lead one to violate / break copyright on

numerous fronts.

Although copyright issues are often to the fore when discussing online initiatives there are a

number of other acts that one must be aware of in their use of ICT services: Data

Protection Act, Computer Misuse Act, Intellectual Property Rights, and SENDA (Special

Educational Needs and Disability Act).

Copyright simply put protects creative or artistic works, and one should not use such work

without first gaining the permission of the owner. Within education we have the ‘fair

dealing’ exemption that allows for certain exact usage:

- In the course of instruction or in preparation

- or for examination

2 Ireland: Copyright and Related Rights Act 2000 http://www.irishstatutebook.ie/2000_28.html


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- by or on behalf of instructor

- 1 copy only

- with sufficient acknowledgement

- not available for reprography

Text Copyright

Although it is relatively easy to cut and past from multiple different electronic resources,

more than likely each of these is protected by copyright – therefore you are not a l lowed

to use full, part or extracts of text from sources such as books, journals and websites

without first gaining permission.

Fair dealing does allow ‘one’ to hold materials on your local PC (for personal research), but

does not a l low these to be republished or distributed via an virtual learning environment.

As in any referenced paper, you may cite or quote extracts from other sources, so long as

they are appropriately referenced.

Using Web links (URIs)

You may freely link to any place on the web, however some sites do have restrictions e.g.

requiring you to link to the HomePage first. Contact the owner and ask for relevant

permissions, give an undertaking that if you do not receive a response in ‘x’ days you

assume it will be ok to proceed.

Image Copyright

You may use any photographic image that you have taken and own. You are not a l lowed

to use images from other sources (books, magazines, websites etc) without first gaining

written permission. You may also not use images derived from other original sources e.g.

tracings of OS maps, copies of book illustrations


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References from text and Further Reading ADL SCORM, 2003, http://www.adlnet.org/

Bradley, C., & Boyle, T. (2004). Students' use of learning objects. Interactive Multimedia

Electronic Journal of Computer-Enhanced Learning, 6(2), Wake Forest University, USA, ISSN

1525-9102. Online: http://imej.wfu.edu/articles/2004/2/01/index.asp

Bradley, C., and Boyle, T. (2004). The design, development and use of multimedia learning

objects. Journal of Educational Multimedia and Hypermedia, Special Edition on Learning

Objects, 13, 4, 371-389.

Branson, R.K., Rayner, G.T., Cox, J.L., Furman, J.P., King, F.J., Hannum, W.H. Interservice procedures for instructional systems development. (5 vols.) (TRADOC Pam 350-30 NAVEDTRA 106A). Ft. Monroe, VA: U.S. Army Training and Doctrine Command, August 1975. (NTIS No. ADA 019 486 through ADA 019 490):

Boyle, T. (2003). Design principles for authoring dynamic, reusable learning objects.

Australian Journal of Educational Technology, 19(1), 46-58.

http://www.ascilite.org.au/ajet/ajet19/boyle.html

Clark, R., Mayer R. (2003) e-Learning and the Science of Instruction: Proven Guidelines for

Consumers and Designers of Multimedia Learning. Pfeiffer:San Fancisco.

Cisco Systems, Inc. 2004. Reusable Learning Object Strategy: Designing Information and

Learning Objects Through Concept, Fact, Procedure, Process, and Principle Templates. Version 4.

Chapman, B. and Hall, B. (2002). Learning Content Management Systems: Comparative

Analysis of Systems Used to Construct, Organize and Re-use Learning Objects,

http://www.brandon-hall.com


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Downes, S, 2003, Design, Standards and Reusability,

http://www.downes.ca/cgi-bin/page.cgi?db=post&q=crdate=1059622263&format=full

GLOs: Generative Learning Objects,

http://www.ucel.ac.uk/glos/

Heins, T. and Hines, F. (2002). Macromedia MX: Strategies and Architectures for eLearning

Content, White Paper. http://www.macromedia.com

Horton, S. (2000). Web Teaching Guide: A Practical Approach to Creating Course Web Sites,

Edwards Brothers: USA

IMS Metadata Specification, http://www.imsproject.org/metadata/

Leeder, D. 2004. RLO production life-cycle: benefits & challenges. www.ucel.ac.uk

Littlejohn, A (editor), 2003, Reusing Online Resources: a sustainable approach, Kogan Page

Morales,R. Leeder, D., Boyle, T. 2004. A Case in the Design of Generative Learning Objects

(GLOs): Applied Statistical Methods GLOs

http://www.ucel.ac.uk/glos/glo_info3.htm

Salmon, G 2003. E-Moderating: The Key to Teaching and Learning Online. Kogan Page.

UCEL Production Pack for RLOs,

http://www.ucel.ac.uk/resources/dev_pack.html

UK LOM CORE, UK Learning Object Metadata Core Application Profile,

http://www.cetis.ac.uk/profiles/uklomcore

Wenger, E., 1998, Communities of Practice: Learning, Meaning, and Identity, Cambridge

University Press, New York


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Wiley, D., 2000, The Instructional Use of Learning Objects, http://reusability.org/

Wiley, D. A. (2000). "Connecting learning objects to instructional design theory: A

definition, a metaphor, and a taxonomy," in D. A. Wiley, ed., The Instructional Use of Learning

Objects: Online Version. http://reusability.org/read/chapters/wiley.doc

Wharrad H., 2004. Crossing boundaries: Challenges and opportunities in the collaborative development and sharing of learning objects. www.ucel.ac.uk


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Appendix 1 International Repository Initiatives - POOL (The Portal for Online Objects in Learning)

- BELLE (Broadband Enabled Lifelong Learning Environment)

- CLOE (The Co-operative Learning Object Exchange)

- BCCAMPUS

- Wisconsin Online Resource Center

- EducaNext

- EdNA Online

- Connexions

- DLearn

- eduSource Canada (Canadian Network of Learning Object Repositories)

- MIT OpenCourseWare

- MERLOT

- The Learning Matrix

- ARIADNE (European Knowledge Pool System)

- AEShareNet

- LoLa

- Maricopa Learning Exchange

- CAREO (Campus Alberta Repository of Educational Materials)

- GEM (Gateway to Educational Materials)

- JORUM


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Appendix 2 Definitions of RLR/Os

− A learning object may be "...any digital resource that can be reused to support

learning.”

− "The main idea of 'learning objects' is to break educational content down into small

chunks that can be reused in various learning environments" (Wiley, D. A. 2004)

− “Learning Objects are defined here as any entity, digital or non-digital, which can be

used, re-used or referenced during technology supported learning.” (Standard for

Information Technology - Education and Training Systems - Learning Objects and

Metadata http://ltsc.ieee.org/wg12/index.html)

− “A learning object is any grouping of materials that is structured in a meaningful way

and is tied to an educational objective.” Johnson, L. (June 2003). Elusive Vision:

Challenges Impeding the Learning Object Economy [a white paper]. San Francisco:

Macromedia Inc. http://www.nmc.org/pdf/Elusive_Vision.pdf

− A RLO is a media asset + Activity + Assessment + links based on a single learning

objective. Leeder, D. (June 2005). RLO Production life-cycle: benefits & Challenges

(Workshop Presentation).


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Appendix 3 Accessibility Tools - http://www.webaim.org/techniques/articles/freetools

- A Review of Free, Online Accessibility Tools

- http://lynx.browser.org/

- Lynx: Text only Browser

- http://www.delorie.com/web/lynxview.html

- Web Simulation of Lynx

- http://www.hj.com/fs_downloads/jaws.asp

- JAWS: Trial Version for Download

- http://www.macromedia.com/macromedia/accessibility/

- Dreamweaver Extensions

- http://www.usablenet.com

- LIFT: Accessibility Tool

- W3C Guidelines (http://www.w3.org/TR/WAI-WEBCONTENT/)

- Simulations of disabilities issues www.webaim.org/simulations/screenreader.php

www.webaim.org/simulations/lowvision.php

www.webaim.org/simulations/cognitive.php

- JISC TechDis

- www.techdis.ac.uk


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Appendix 4 Pre–Digitisation Checklist (Based on work by by Alan Rae) 1. Separate the materials which are self-written from those which have third party materials in them. 2. Are the third party materials licensed by a blanket licence – e.g. ICLA? If not, does written permission to copy the materials exist? 3. Does the licensed material allow for change of media – there may be a licence for photocopying materials but does it say anything about digitising and electronic storage of the materials? If there is no agreement, permission may have to be sought. 4. If you have materials which are not covered by a licence nor by written permission and therefore you have no permission to digitise Permission must be sought from the rights-holders. 5. Can the rights-holders be identified from the materials? Is it easy to contact the rights-holders? 6. If existing digitised material (e.g. CD-ROM) forms part of the materials and is to be further copied by placement on a VLE, for example, it is unlikely that this transfer would be allowed Check the terms and conditions that come with the CD-ROM or other such materials. 7. Is the material still under a copyright term? 70 years after the death of the author Or 25 years from the date of the publication of the edition you want to use? Understand copyright duration (see final slide) 8. Are there any exceptions you can call upon? Personal (e.g. private use) , Purpose driven (e.g. educational), Institutional (e.g. library), Licence to use (e.g. Government) etc. Be clear before proceeding 9. If you are unable to digitise because there is no licence and / or it is difficult to contact the rights-holders Consider directing students to other digital resources e.g. Education Media Online etc Check with your local library/resource unit to determine which resources they have and which can be accessed by you and your students 10. Ensure that any materials which can be legitimately digitised are accompanied at all times by an acknowledgement or source.


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Appendix 5 Authoring Guidelines For On Screen Content Presentation (By Sarah Horton, 2000) Writ ing style 1. Summarise First 2. Be concise 3. Write for scanning If you have lengthy text you should provide a printable version. Readers prefer to read in hardcopy rather than online. Chunking 1. Chunk information – easer to read and scan online 2. Page Length – keep it short, reduce page scrolling if possible 4. Printing – Offer print version for long text sections 5. Fragmentation – Do not over divide your content Design 1. Colours – not sure what to use? Use a free online colour palette generator

(www.colorblender.com) 2. Remove any irrelevant graphics and lengthy audio, which is not directly linked

to the subject material (Clarke, 2003) 3. Keep it simple!!

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