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Creating a Learning Content Strategy

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Presentation on theme: "Creating a Learning Content Strategy"— Presentation transcript:

1 Creating a Learning Content Strategy
Ellen D. Wagner, Ph.D. Director of Learning Technologies, Learnativity Alliance Associate, Eduworks Corporation Robby Robson, Ph.D. President, Eduworks Corporation Chair, IEEE Learning Technology Standards Committee

2 TOPICS The history and hype of learning objects
Learning objects in the content life-cycle Context versus content First steps for successfully planning and implementing LO applications The Geek report – news from the world of standards and technology Questions and (if we’re lucky) Answers

3 It Seems Like It’s About Learning
Learning - not just for school anymore Today, learning is described by words like competitive advantage and cognitive capacity. (Learning) technologies have been a catalyst for change. The challenge: realize the value that learning offers

4 But it Could be about Technology
Scalability Access Improved productivity Durability and maintainability Software that simply doesn’t suck LOTS of new value…maybe…

5 Really, It’s All About Me!
Just the right CONTENT, to Just the right PERSON, at Just the right TIME, on Just the right DEVICE, in Just the right CONTEXT, and Just the right WAY

6 We had Great Expectations
just-in-time, just-for-me, anytime, anywhere, 24x7, interactive, streaming, real-time, asynchronous, pervasive, motivational, emotional, collaborative, multimedia, rich, engaging, strategic, empowering, scalable, consistent, efficient, cost-effective

7 But Didn’t Get No Satisfaction
Courtesy RCA Wilson

8 Why? Because Shift Happened!
Content could be transported cheaply The Internet democratized learning Learning, business goals, and technology goals drifted (still further) apart The Locus of learning control moved…but where? Instructional design became more necessary, but less sufficient.

9 And … Finally … We Are Getting Down to Business
Concrete Goals Build new learning content and reconfigure old learning content – efficiently and effectively Customize off-the-shelf learning, e-learning and performance support with local content resources. Properly manage Intellectual Property. Produce content that runs on multiple devices and on any learning platform Move content if distribution platforms change. Concrete Ideas Content as a commodity – learning objects Standards that define and support learning objects

10 Lots of LO descriptions…
7 plus or minus 2 reusable information objects. Cisco Systems (www.cisco.com/whitepapers). Pre-scripted elements that simplify programming. Click2Learn. Java applets. Educational Objects Economy. Any entity, digital or non-digital, which can be used, re-used or referenced during technology supported learning. IEEE LTSC Any digital resource that can be reused to support learning. David Wiley (2000): reusability.org/read/). The smallest element of digital information required for an individual to achieve an enabling performance objective or outcome. (Wagner, 2000). …to name a few

11 At the simplest level….. Content Domain/ Course
.pdf .mpeg Content Domain/ Course .wav .ppt .jpeg .doc Digital content assets (e.g., photos, illustrations, animation, text, .docs, .ppt and so on)

12 © 2002 Macromedia, Inc.

13 E-LEARNING CONTENT LIFECYCLE
LCMS and/or REPOSITORY Existing Content Create Learning Content Authoring Tools Repurpose Chunk Assemble Learning Catalog Find LMS Import Track This slide explains the content life cycle, especially as promoted by standards bodies, and illustrates the emergence of a new category of product (LCMS) that could be implemented as a stand-alone product or with the aid of a full-blown content repository. Deliver © Eduworks Corporation, 2002

14 Benefits Quick modification of content
Ability to manage content in modular form Simplified authoring tools and managed workflow for content creation Ability to match content to Learner needs Separation of content, presentation, delivery

15 Challenges What is a learning object & how big is it?
Interoperability and Reusability The art and science of distribution, sequencing and assembly “Build” or “Build on”? Repositories Digital Rights Management Viable Business Models

16 _ + A Content Model for Designing Learning Objects Content Asset
eLearning Knowledge Management Content Asset Information Object Learning Component* Environment C o n t e x t + _ R e u s a b i I I t y C o n t e n t E c o s y s t e m text animation A u d i o illustration principle concept procedure Objective Practice Assess Components Databases Communications Web Services Communities *A case study, a course, a program of study, performance tools, a curriculum, a competency, and so on 2002, Learnativity A Content Model for Designing Learning Objects

17 THE VALUE FUNCTION Some Day? THE MAGIC Soon? QUADRANT Now REUSE
Less Value More Value Some Day? THE MAGIC QUADRANT Soon? Now REUSE CONTEXT

18 How to Push Into the Fourth Quadrant
Ability to use parts increases reuse without sacrificing context Adaptivity increases context without sacrificing reuse Network effect (standards) increases reuse without sacrificing context Copyright pictures ease of reuse as lowering economic value to producer

19 The Geek Report Learning Objects are realized through the Sharable Content Object Reference Model (SCORM) Packaging (Assembly and Transport) “CMI” (Results Tracking) Metadata (Global Context) Simple Sequencing (Adaptivity – local context)

20 WHERE CONTENT FITS Dynamic, non-adaptive content
CONTEXT REUSE Silent SCOs Learning Assets Multimedia Text Diagrams Assessment Questions Smart Graphics Adaptive Simulations Self-adapting Content Dynamic, non-adaptive content Content tied to its presentation Courses and course modules Simulations Tests and Quizzes

21 WHERE PRODUCTS AND STANDARDS FIT
CONTEXT REUSE Standards-based authoring tools enhance reuse Packaging standards allow reuse Assessment engines manage questions for reuse Web services may enhance reuse Learning Content Management Systems enable “self-adopting” content Gaming applied to e-learning could take us to the fourth quadrant Sequencing, learning design and other standards are addressing adaptive delivery of content Proprietary formats prevent reuse and often do not add context Metadata and learner information standards define context Learning Management Systems create context SCORM includes tracking Web services may add context

22 Dr. Wagner’s 12-Step Program To Content Healthiness
Conduct a Content Audit, a Learning/Competency Audit, an IT Audit Determine the requirements for an object-base for digitized content assets. Determine how object interoperability and reusability are likely to affect your elearning strategy. Determine the necessary technology infrastructure Consider staffing and resource requirements needed to implement and maintain your enterprise learning initiative. Generate a “straw budget” to get a sense of real costs.

23 Dr. Wagner’s 12-Step Program To Content Healthiness
Develop a plan that ensures the greatest “reusability” of content by: Creating a content map for each course in your curriculum. Determine which courses will offer the greatest likelihood of reusability success. Compare the content map with the enterprise learning map to determine priorities. Create a content model for your organization to articulate content relationships Select the best tools for e-learning content creation for YOUR needs. Determine the best development and distribution environment. Use your data, build your case for executive sponsorship

24 Lessons Learned Learning Object strategies require new ways of thinking about content resources to support learning. Plan ahead, be ready to counter objections and provide “thought leadership”. Standards DO matter for everything from graphic standards to editorial style to the metadata used to tag content resources. Develop a content object reference model early in the process. Work small, from the simple asset to more complex assemblies like information and learning objects. Be flexible. Be patient. Steven Elliott, Calix, Inc.

25 Still so many more questions…
Can content teach? Does content design differ from instructional design? Does learning design using content objects call for different skills needed for instructional design? What makes “learning” content different from “regular” content? What is it going to take to establish an object economy? What is the value proposition for learning content? What metrics best make the case for determining the value of elearning content in an organization? Is there a significant increase in the effectiveness of learning that will be derived from new models for learning and content? And on and on and on…

26 Internet Thinking Information needs to be shared and unified.
Processes are based on associations, relationships and influences. They are not linear or hierarchical. Organizations must place the individual first, making them full partners in the enterprise. W. David Stephenson, 2002 Infowarcon Keynote Sept 4, 2002

27 Thank You!! More information and resources at: www.learnativity.com
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