moving etools online merlot conference august 2006 peter tittenberger director, learning...
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Moving eTools online
Merlot ConferenceAugust 2006
Peter TittenbergerDirector, Learning Technologies CentreUniversity of Manitoba
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Learning Technologies CentreUniversity of Manitobaumanitoba.ca/learning_technologies
UM LTC definition of a learning object
▪ mandatory ▫ is digital▫ has learning outcome(s)▫ has content related to learning outcome(s)▫ is reusable ▫ is self contained
▪ optional▫ is interactive▫ has self-assessment built in▫ is ‘tagged’ with metadata▫ is stored in a repository▫ can easily be combined with other lo’s
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Learning Technologies CentreUniversity of Manitobaumanitoba.ca/learning_technologies
The promise of learning objects
“write once, use anywhere”
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Learning Technologies CentreUniversity of Manitobaumanitoba.ca/learning_technologies
The problem
▪ Can any learning object be context free? Is ummodified reuse possible across different disciplines, different students levels, . . .
▪ Does every instance/use need some modification?
▪ To be reusable, should an lo’s source code be modifiable?
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Learning Technologies CentreUniversity of Manitobaumanitoba.ca/learning_technologies
The context problem
“the idea of LEGO-like assembly of resources simply will not work from a learning perspective. The role of context is simply too great in learning, and the expectation that any educational resource could be reused without some contextual tweaking was either naive or stupid. I will here attribute learning objects’ inability to live up to the incredible hype and investment they received to the fact that the premise of the possibility of simple reuse was simply wrong.”
David Wiley http://opencontent.org/blog/archives/230
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Learning Technologies CentreUniversity of Manitobaumanitoba.ca/learning_technologies
More Wiley
▪ Wiley argues that lo’s are taking heat because of reusability – which is a technical
problem not a pedagogical one
▪ “reusing educational resources is a contextualization or localization exercise not a
technical one”
▪ “whether learning objects are dead or not, I couldn’t say. And to some extent, who
cares? As long as people are willing to (1) openly share (2) educational materials that
will (3) render properly in most web browsers, and they also (4) provide access to the
unobfuscated source for the materials (especially for Flash files, Java applets,
Photoshop images with many layers, and the like).”
David Wiley http://opencontent.org/blog/archives/230
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Learning Technologies CentreUniversity of Manitobaumanitoba.ca/learning_technologies
Another problem
▪ How big should a learning object be (scope/granularity)▫ A curriculum
· A course– A course module
» One unit of instruction» Etc
▪ Combination/sequence (lego or atoms)▫ how does one build a learning path by sequencing and
combining lo’s▪ As lo’s get smaller and more reusable the metadata overhead
increases
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Learning Technologies CentreUniversity of Manitobaumanitoba.ca/learning_technologies
A case study . . . 099.111 Introduction to University
▫ Large enrolment (1600)▫ Multiple section (~40)▫ 3 credit hour ▫ 35% of first year students take course
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Learning Technologies CentreUniversity of Manitobaumanitoba.ca/learning_technologies
099.111 background
▫ Designed to help students make the transition from high school to university by imparting the knowledge, skills, and attitudes requisite for success in university study
▫ Fundamental to the course are research and writing skills.
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Learning Technologies CentreUniversity of Manitobaumanitoba.ca/learning_technologies
099.111 history – step 1
▫ Initially the course was supplemented with traditional-style library tours and orientation classes, provided by the reference librarians of the Library.
▫ Attendance at these sessions was at the discretion of the instructor, and was optional for the students
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Learning Technologies CentreUniversity of Manitobaumanitoba.ca/learning_technologies
099.111 history – step 2 – 2002-2003
▫ the emphasis of instruction shifted away from a mechanical, product-based approach (i.e. how to use the catalogue, how to use a particular database) to an outcomes based approach, i.e. how will a student know when to use the catalogue, how and why will they choose a database, in which circumstances would they use a website
▫ In addition to traditional content on library use, the new content included instruction in the use of the University’s computers and network, as well as information on writing, citing and plagiarism
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Learning Technologies CentreUniversity of Manitobaumanitoba.ca/learning_technologies
099.111 history – step 2 (more)
▫ 4 mandatory face to face sessions delivered by Learning Assistance Centre (LAC), Student Services, Libraries, and Information Services and Technology (IST) in classrooms
▫ Sessions called ‘eTools for success’
▫ 5% online quiz through WebCT
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Learning Technologies CentreUniversity of Manitobaumanitoba.ca/learning_technologies
099.111 history – step 2 reaction
▫ logistics of scheduling and delivering sessions to 1400 students in 40 sections proved to be daunting
▫ Students wanted hands-on experience
▫ Only 2/3 of students attempted 5% quiz
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Learning Technologies CentreUniversity of Manitobaumanitoba.ca/learning_technologies
099.111 history – step 3 – 2003-2005
▫ 4 mandatory face to face sessions reduced to 3
▫ eTools became part of curriculum
▫ 5% online quiz simplified
▫ 2/3 of students attempted quiz
▫ concerns about staffing, space and scheduling continued
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Learning Technologies CentreUniversity of Manitobaumanitoba.ca/learning_technologies
099.111 history – step 4 – 2005-2006
▫ face to face sessions moved to online delivery
▫ face to face sessions slots given back to instructors
▫ resistance among librarians to moving etools online
▫ 5% online quiz reworked
▫ 2/3 of students attempted quiz
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Learning Technologies CentreUniversity of Manitobaumanitoba.ca/learning_technologies
etools online
▫ Content directly related to assignments in course▫ Open to all students▫ 200+ web pages▫ 25 flash tutorials▫ Assignment Manager▫ Assignment Calculator▫ umanitoba.ca/learning_technologies/etools
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Learning Technologies CentreUniversity of Manitobaumanitoba.ca/learning_technologies
099.111 history – step 4 – 2006-2007
▫ new super section format with lecture 1 class per week
▫ smaller tutorial sections 1 class per week
▫ 25% of course to be delivered online through webcapsi
▫ etools continues to be 5% of curriculum
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Learning Technologies CentreUniversity of Manitobaumanitoba.ca/learning_technologies
etools online - design and development
Content Specialists: ▫ Going online: IT department▫ Research skills: Libraries▫ Writing skills: Learning Assistance Centre and Student Advocacy▫ Course Coordinator/Instructor
Instructional Designer: Distance and Online Education
Technical Specialists: Learning Technologies Centre
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Learning Technologies CentreUniversity of Manitobaumanitoba.ca/learning_technologies
Role of the content specialists
▪ Developing the instructional content (e.g., writing instructional content, developing assessment questions)
▪ Previewing and recommending audio/video materials or other media, where appropriate
▪ Participating in the development of any in-house produced media, where appropriate.
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Learning Technologies CentreUniversity of Manitobaumanitoba.ca/learning_technologies
Role of the instructional designer
▪ Managing the development process
▪ Providing written instructional design direction and feedback to the content specialist, including editing, ensuring clarity and logical sequence of content presentation, and ensuring the appropriateness of content, exercises, evaluation, and media
▪ Ensuring that the final proof of the course materials is complete and correct.
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Learning Technologies CentreUniversity of Manitobaumanitoba.ca/learning_technologies
ID and CS shared responsibilities
▪ Developing the overall structure of the content
▪ Developing the learning activities
▪ Locating and choosing appropriate media
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Learning Technologies CentreUniversity of Manitobaumanitoba.ca/learning_technologies
Role of the technical specialists
▪ Development of the content management system
▪ Move the content online, including development of interactive learning objects in Flash.
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Learning Technologies CentreUniversity of Manitobaumanitoba.ca/learning_technologies
The development process: Three phases
▪ Phase one: Planning and giving it a try
▪ Phase two: Writing the remaining content
▪ Phase three: Moving the content online
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Learning Technologies CentreUniversity of Manitobaumanitoba.ca/learning_technologies
The development process: Phase one
▪ Develop learning outcomes▪ Content outline and sequencing▪ Media selection▪ Learning activities▪ Development schedule▪ Write a short portion▪ Decision to continue or not
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Learning Technologies CentreUniversity of Manitobaumanitoba.ca/learning_technologies
The development process: Phase two
▪ Develop course materials, using PowerPoint to create storyboards (mock ups)
▪ Locate and obtain copyright permissions for other materials▪ Revise other materials▪ Review of materials by designers and content specialists
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Learning Technologies CentreUniversity of Manitobaumanitoba.ca/learning_technologies
The development process: Phase three
▪ Materials published on the Web▪ Flash tutorials developed▪ Team members’ review▪ Revisions▪ Pilot test with students▪ Revisions▪ Department approval obtained
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Learning Technologies CentreUniversity of Manitobaumanitoba.ca/learning_technologies
eTools Online Sections
Section 1: Academic Computing & Library Account Information
Section 2: Doing A+ Research (Part One)
Section 3: Doing A+ Research (Part Two)
Section 4: Writing an A+ Paper
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Learning Technologies CentreUniversity of Manitobaumanitoba.ca/learning_technologies
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Learning Technologies CentreUniversity of Manitobaumanitoba.ca/learning_technologies
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Learning Technologies CentreUniversity of Manitobaumanitoba.ca/learning_technologies
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Learning Technologies CentreUniversity of Manitobaumanitoba.ca/learning_technologies
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Learning Technologies CentreUniversity of Manitobaumanitoba.ca/learning_technologies
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Learning Technologies CentreUniversity of Manitobaumanitoba.ca/learning_technologies
tools menu
static content
dynamic content menu
navigation
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Learning Technologies CentreUniversity of Manitobaumanitoba.ca/learning_technologies
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Learning Technologies CentreUniversity of Manitobaumanitoba.ca/learning_technologies
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Learning Technologies CentreUniversity of Manitobaumanitoba.ca/learning_technologies
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Learning Technologies CentreUniversity of Manitobaumanitoba.ca/learning_technologies
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Learning Technologies CentreUniversity of Manitobaumanitoba.ca/learning_technologies
data input fields
save student inputprint
Admin tools - edit page, edit tools, view page list
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Learning Technologies CentreUniversity of Manitobaumanitoba.ca/learning_technologies
list of assignments
list of assignments
Create new assignment
delete assignments
Rename assignmentPrint responsesEdit assignment responses
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Learning Technologies CentreUniversity of Manitobaumanitoba.ca/learning_technologies
etools stats – Sept 2005 – Dec 2005
▪ Total site hits 88,042▪ Total flash tutorial hits – 5,952▪ Most popular tutorial – Jump login Tutorial -1,569▪ Least popular tutorial – Using Google help -36
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Learning Technologies CentreUniversity of Manitobaumanitoba.ca/learning_technologies
Next steps . .
▪ etools online morphing into the Virtual Learning Commons, a non course specific aggregation of student learning support resources
▪ Multiple sections▫ Undergraduate▫ Graduate▫ International▫ Military
▪ Content organized and accessed through a controlled vocabulary▪ Social networking component added
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Learning Technologies CentreUniversity of Manitobaumanitoba.ca/learning_technologies
Virtual Learning Commons
▪ a web 2.0 application integrating student support resources within a social networking environment.
▪ facilitate the strengthening of existing communities of practice(Wenger)
▪ provide opportunities for the creation of new communities of practice
▪ approach student learning from a holistic perspective, recognizing that a student’s personal development is not separate from his/her academic development
▪ informal learning plays a crucial role in academic development▪ learning is a process of social participation.