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Information and Communication Technologies and e-Learning: Reusable Learning Objects Mark James Seitz University of Wisconsin-Stout.

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Presentation on theme: "Information and Communication Technologies and e-Learning: Reusable Learning Objects Mark James Seitz University of Wisconsin-Stout."— Presentation transcript:

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2 Information and Communication Technologies and e-Learning: Reusable Learning Objects Mark James Seitz University of Wisconsin-Stout

3 Introduction: ICT “A diverse set of technological tools and resources used to transmit, store, create, share or exchange information. These technological tools and resources include computers, the Internet (websites, blogs, and emails), live broadcasting technologies (radio, television and webcasting), recorded broadcasting technologies (podcasting, audio and video players, and storage devices) and telephony (fixed or mobile, satellite, video/video-conferencing, etc.)” United Nations Educational, Scientific and Cultural Organization (UNESCO, 2002)

4 ICT is Everywhere!  Education?

5  Tighter budgets  Well trained workforce  Life-long learners  Great distances  Diversity Nurmi & Jaakola (2005):  Cheap  Fast  Good Problem Solution: Reusable Learning Objects (RLO)

6 RLO? “Small instructional components that can be reused and adapted to suit different learning contexts.” Cameron & Bennett (2010) Term is credited to Wayne Hodgins. Polsani (2003)

7 Traits of Effective RLOs  Reusable  Context is everything! (Nurmi & Jaakola, 2005)  Granular  Size matters! (Duncan, 2003)  Accessible  (Cenchinel et at., 2011)

8  Increase in student engagement  Increase in classroom discussion  Students adapted materials to their own learning strategies. (Cameron & Bennett, 2010) Impact Analysis Positive Impacts

9 “Give(s) students experiences that they could not otherwise access.” (Davison, Kenny, Johnson & Fielding, 2003) Impact Analysis Positive Impacts Image: Delingette, H. and Avache, N. Soft Tissue Modeling for Surgery Simulation.

10  Information overload! Currently 48 hours of video uploaded to YouTube every minute, resulting in nearly 8 years of content everyday. (YouTube FAQ, 2012)  Little is peer-reviewed.  Difficult to search.  Solutions:  Semantic annotation (commentary).  Metadata  Peer-review (Garcia-Barriocanal, Sicilia, Sanchez-Alonso and Lytras, 2011) Impact Analysis Negative Impacts

11  Inequity in technological capabilities: Haves and Have Nots (Littlejohn, Jung & Broumley, 2003)  Slow adopters of technology (McNaught, 2003)  Adopting for all disciplines (Smith, Heindel & Torres- Ayala, 2008) Impact Analysis Negative Impacts

12 Recommendation o Encourage use of RLOs in e-Learning & traditional classroom o Develop a peer-review process & best practices o Use of metadata & personal learning assistant (Windle, McCormick, Dandrea & Warrad, 2011) o Continued development of repositories o Rating systems (Sampson & Zeras, 2011) o Encourage late adopters o Build-out of reliable infrastructure

13 Problem: Providing education to more people cheap, fast and good Solution: RLOs Summary Thank you!

14 Bibliography Barbour, C., & Spicouzza, M. (2011, June 15). Assembly Delays Debate on Budget Bill to Wednesday. Wisconsin State Journal. Cameron, T., & Bennett, S. (2010). Learning Objects in Practice: The Integration of Reusable Learning Objects in Primary Education. British Journal of Educational Technology, 41(6), 897-908. Cenchiel, C., Sanchez-Alonso, S., & Garcia-Barriocanal, E. (2011). Statistical Profiles of Highly-Rated Learning Objects. Computers & Education, 57, 1255-1269. Colossus: Reuse and Repurposing. (2005). Guide and Case Studies Report, COLOSSUS Project, JISC Exchange for Learning (X4L) Programme. Retrieved October 16, 2012, from http://www.strath.ac.uk/projects/colossus/ Davison, J., Kenny, J., Johnson, J., & Fielding, J. (2003). If You Can't Take the Kids to the Thylacine, Why Not Bring the Thylacine to the Kids? Investigating, 19(3), pp. 6-9.

15 Bibliography Duncan, C. (2003). "Granularization". In Littlejohn, A. (Ed.) Reusing Online Resources: A Sustainable Approach to e-Learning. (pp. 12-19). London: Kogan Page. Garcia-Barriocanal, E., Sicilia, M., Sanchez-Alonso, S., & Lytras, M. (2011). Semantic Annotation of Video Fragments as Learning Objects: A Case Study With YouTube Videos and the Gene Ontology. Interactive Learning Environments, 19(1), 25-44. Harden, R. M., Gessner, I. H., Gunn, M., Issenberg, S. B., Pringle, S. D., & Stewart, A. (2011). Creating an E-Learning Module From Learning Objects Using a Commentary or 'Personal Learning Assistant'. Medical Teacher, 33, 286-290. Littlejohn, A. (Ed.). (2003). Reusing Online Resources: A Sustainable Approach to eLearning. London: Kogan Page.

16 Bibliography McNaught, C. (2003). "Identifying the Complexity of Factors In the Sharing and Reuse of Resources." In Littlejohn, A. (Ed.). (2003). Reusing Online Resources: A Sustainable Approach to eLearning. (pp. 199-211). London: Kogan Page. Nurmi, S., & Jaakkola, R. (2005). Problems Underlying the Learning Object Approach. International Journal of Instructional Technology and Distance Learning, 2(11), 61-66. Polsani, P. (2003). Use and Abuse of Reusable Learning Objects. Journal of Digital Information, 3(4). Quillen, I. (2011, June 15). Quality Control in Demand as Multimedia Expands. Education Week, 30(35). Sampson, D., & Zervas, P. (2011). A Workflow for Learning Objects Lifecycle and Reuse: Towards Evaluating Cost Effective Reuse. Educational Technology & Society, 14(4), 64-76.

17 Bibliography Smith, G., Heindel, A., & Torres-Ayala, A. (2008). E-Learning Commodity or Community: Disciplinary Differences Between Online Courses. Internet and Higher Education, 11, 152-159. UNESCO. (2002). Retrieved from UNESCO: http://unesdoc.unesco.org/images/0012/001295/129538e.pdf Windle, R., McCormick, D., Dandrea, J., & Wharrad, H. (2011). The Characteristics of Reusable Learning Objects That Enhance Learning: A Case-Study in Health-Science Education. British Journal of Educational Technology, 42(5), 811-823.


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