susan metros, professor and deputy cio, the ohio state university lorcan dempsey, vice president,...
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• Susan Metros, Professor and Deputy CIO, The Ohio State University
• Lorcan Dempsey, Vice President, Research, OCLC, Inc.
• Kathie Sigler, President, Medical Center Campus, Miami-Dade Community College
• Kay Chitwood, Director, Educational Technology Services,Fox Valley Technical College
Landscape or Portrait? An Ontology
for Learning Objects
© Metros, Dempsey, Sigler, Chitwood 2003. This work is the intellectual property of the authors. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the authors.
What is a Learning Object?“Any digital resource that can be
reused to mediate learning.”
(Wiley, 2002)
• Characteristics• Reusable • Stand-alone and media independent• Searchable: tagged and referenced • Interoperable• Sharable• Digital• Modular • Assigned ownership (and a price) • Peer-evaluated (optional)
Data-Information-KnowledgeData Information Objects Learning Objects
Definition Statistics, facts, records, policies, etc.
Descriptors about institutional activities or functions
Digital resources w/o instructional scaffolding
Published and unpublished content
Digital resource containing learning objectives and outcomes, assessments, etc.
Unpublished content
Function Support management decision-making
Present coherent pictures of business conditions at a single point in time
Provide end users with a support tool to perform data analyses
Provide a vetted collection of discipline specific, text and multimedia information
Provide users access to current, multipurpose research and material
Provide a searchable, Web-based collection of multi-disciplinary teaching materials, knowledge and insight.
Provide educators and learners efficient ways to build learning experiences
Home Data Warehouse Digital Library Knowledge Repository or Referatory
A Learning Object Ontology
Responsible Parties
• Educational technologists• Information scientists and catalogers• Information technologists • Web programmers• Web designers• Visual designers• Writers• Faculty• Students
… it is likely that a large part of the student and teacher experience will be managed within a systems framework which manages the learning life-cycle and interfaces to multiple systems and services…
The coupling of learning and information is quite deliberate because no learning environment can be successful without relatively seamless access to information resources at the point of need.
Neil Mclean, Director IMS Australia
Learning object repositories in a managed environment
• An environment of services – distributed repositories
• A community of metadata
• A managed repository
Learning objects will be ..
• .. in many repositories
• .. used alongside resources from other repositories (image collections, electronic journals, textbooks, …)
One response …
“This specification acknowledges that a wide range of content formats, implemented systems, technologies, and established practices already exist in the area of digital repositories.”
IMS Digital Repositories Interoperability – Core Functions Information Model
An environment of services
Search
Gather
OAI-PMH
A community of metadata
• Interoperability becomes very real!
• Interoperability as recombinant potential
• Three levels• Syntax (XML)• Semantics (Schema)• Content (Subject, audience, etc)
• Profiles
Learning objects will be …
• .. subject to different terms and conditions of use
• .. curated over time in many versions, recombinations, …
• .. subject to unknown long-term management and cost issues..
• .. variably valuable as part of the long term scholarly record ..
Managing repositories
In the eagerness to implement and institutionalize LMSs, most institutions with which I am familiar have paid very little attention to the information-management policy issues surrounding the deployment and use of these systems. This islikely to cause significant problems as issues arise …
Clifford Lynch, Director, Coalition for Network Information
Some references
• Neil Mclean. Libraries and E-Learning: Organisational and Technical Interoperability. 2002. http://www.oclc.org/research/publications/archive/mclean_neil_20020308_rev.doc
• Clifford Lynch. The afterlives of courses on the network: information management issues for learning management systems. ECAR Research Bulletin. Volume 2002, Issue 23. November 2002.
• IMS Digital Repositories Interoperability - Core Functions Information Model http://www.imsglobal.org/digitalrepositories/driv1p0pd/imsdri_infov1p0pd.html
Just in Time: Anywhere, Anytime Training
in a Changing Workplace
Medical Center CampusMiami-Dade Community College
Kathie Sigler
UC DavisEye Simulation Application
http://cim.ucdavis.edu/Eyes/Version1/eyesim.htm
M-DCC Learning Objects
Video Presentations
Professor Ken Lee
M-DCC Learning Objects
Video Presentations
Dr. Alan Solow
M-DCC Learning Objects
M-DCC Learning Objects
1. Let’s talk about type of equipment
M-DCC Learning Objects
M-DCC Learning Objects
Let’s talk about use with the patient
3. Now what do we see in the exam?
M-DCC Learning Objects
M-DCC Learning Objects
Miami-Dade Community College
AIDS Interactive AnimationHIV Interactive Flash Learning Object http://www.mdcc.edu/vcollege/flash/
M-DCC Learning Objects
http://www.web-campus.net/mdcc/
Wisconsin On-Line“I Want to be Well!”
http://www.wisc-online.com/lrnobj/micbio/MB201/index.html
Developing and Using Learning Objects
in Teaching and Learning
Wisconsin OnlineKay Chitwood
www.wisconline.org
Housing the Learning Objects
Searching the Learning Objects
Styles of Learning Objects
• Animations – Sine Bar• Photographs –
The Supreme Court Justices• Digital Pictures –
Cylindrical Grinder Components
• Video – Facing on a Lathe
• Drill & Practice – Reading Indicator Quiz
• Text – The Food Pyramid
• Dynamic Email – Socialization – My Lifeline
Using Learning Objects
• In the classroom (face to face and/or ITV): teacher-led, large group review, pretest, or small group activity
• In the classroom: learner-driven, individual or partner review, pretest, or small group activity
• In a correspondence course: assignment or activity
• In the online classroom: pretest, review, or assigned activity
Learning Objects – Got ‘Em…Use ‘Em….
• Assessments• Pre-testing – Use interactive
“worksheet/quiz-type” learning objects• Check learners' level of readiness to
tackle content• Check learners’ prior knowledge of
content• Use results to customize learning
content to needs of learners• Conversions PreTest – Fractions, Deci
mals, Percents
Learning Objects – Got ‘Em…Use ‘Em….
• Progress checking – Use interactive “review-practice” learning objects• Check learners’ understanding of content
presented or assigned
• Check learners’ ability to apply skills and/or concepts presented
• Acid/Base Imbalance
Learning Objects – Got ‘Em…Use ‘Em….
• Retesting – Use “application” learning objects• Check learners’ ability to apply concepts
and skills in a learning unit• Anatomy of the Ear
Learning Objects – Got ‘Em…Use ‘Em….
• By themselves – Use “presentation-application” learning objects• Provide learners with content they
need when they need it• Learners may need to “make up”
classroom time• Learners may need to review small
chunks of content• Basic Logic Gates
Learning Objects – Got ‘Em…Use ‘Em….
• In conjunction with other learning objects – Use related learning objects together in a learning activity• Cross-disciplinary objects may support
one another well• Provide introductory material and
practice, then assessment• Quality Tools – The Cause and Effect
Diagram and the Plan – Do – Check – Act Cycle
Learning Objects – Got ‘Em…Use ‘Em….
• Learning objects are cross-functional and may be used in a variety of applications
• Psychological Events at the Neural Synapse
A Few Other Facts
• 16 Wisconsin Technical Colleges Collaborating
• Funded by FIPSE/LAAP, NSF-ATE, eTech, GPR, and local dollars
• 140 authors• 4 webmasters/technicians• 3 student interns• 700+ learning objects online
What Faculty Have Say About Learning Objects
• “Is a fun way to “spice up” a lecture.” (Financial Accounting Instructor )
• “Excellent learning tool & concept.” (Manufacturing Instructor)
• “Developing learning objects made me think about teaching in more creative ways.” (Communication Skills Instructor)
• “Using learning objects with students saved me about four hours of class time so I could then devote time to other instructional needs.” (Math Instructor)
• Evaluator noted, “Faculty interviewed indicated that students who used learning objects understood the instructional materials better than those that did not use the objects.”
•
What Students Say About Learning Objects
• “I could cover the information several times which helped me to learn and remember the concepts.”
• “I haven’t done a learning object that hasn’t helped me. They are short and quick. They have questions at the end which helps to me to see if I understood what I learned.”
• “I used the learning objects a lot. I would like to see even more practice worksheets – I think they are helpful.”
• “I finally understand fractions, decimals and percents.”
Lessons Learned
• Technician time to develop learning objects can be on the high end.
• Paradigm shift & learning curve for faculty may be an issue.
• Time for faculty to develop ideas has been an issue.
• Intellectual property has been an issue for some faculty.
• Keeping learning objects fresh and current will be an ongoing challenge and commitment on everyone’s part.
Can Learning Objects Transform Teaching and Learning?No way!
• Faculty don’t have time or interest in revising content
• No incentives• Too many cultural
hurdles• Intellectual property
issues• Technology not
mature• Education slow to
modernize
Yes!• Uses technology for
its inherent capabilities
• Efficient• Responsive to
students’ learning styles
• Meets needs of non-traditional student
• Right time to modernize education
Contacts and Information• Susan Metros, The Ohio State University
• Lorcan Dempsey, OCLC, Inc. [email protected]
• Kathie Sigler, Miami-Dade Community College [email protected]
• Kay Chitwood, Fox Valley Technical [email protected]
• For more information about learning objects:• NLII learning objects key theme page:
http://www.educause.edu/nlii/keythemes/LearningObjects.asp
• To get involved: • NLII learning objects virtual community of practice:• http://www.educause.edu/vcop/learningobjects/
• This presentation can be accessed at:• http://