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Nercomp Learning Objects Day Michael Roy Director of Academic Computing Services & Digital Library Projects Wesleyan University

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Presentation on theme: "Nercomp Learning Objects Day Michael Roy Director of Academic Computing Services & Digital Library Projects Wesleyan University"— Presentation transcript:

1 Nercomp Learning Objects Day Michael Roy Director of Academic Computing Services & Digital Library Projects Wesleyan University

2 Schedule 1.Introduction (Roy) 9-9:30 2.Evaluation (Goldsmith) 9:30-10:30 3.Break 10:30-10:50 4.Process One (Smith) 10:50- 11:40 5.Process Two (Loyer) 11:40-12:00 6.Lunch 12:00- 1:00 7.Repositories (Hanley) 1:00-2:00 8.Standards (Purcell) 2:00-3:00 9.Wrap-up and Next Steps 3:00-3:30 Thanks to Lisa DiMauro and Nercomp for making this a breeze to pull off

3 Who we are and why we are here? –Faculty –Librarians –Instructional Designers –Deans/Chief Academic Officers –CIO

4 Experience Levels: Not Very Involved but Interested “I am researching learning objects so that I can be better prepared to present the concept to our faculty. We plan to explore learning objects with our faculty this spring. My involvement is ultimately dependent on faculty interest.”

5 Experience Levels: Mildly Involved “We have produced a few small scale objects, but have not taken steps to share them with others. Knowing more about this process would help.”

6 Experience Levels: Very Involved “Currently, we are mostly focused on figuring out ways to curate, archive, and retrieve the sorts of digital and rich media objects that faculty and students produce in and as their day-to-day educational or professional work product (the e-portfolio idea). We also see an opportunity to function as a kind of production shop for high quality learning objects, given the expertise of our students and faculty and the production environment available at the College.”

7 Why are we here? Metadata “I run a cost recovery services unit in the MIT Libraries charged to provide metadata consulting and production support for digital production projects at area universities. The vast majority of these projects involve the aggregation, use, sharing and reuse of learning objects. I'm hoping to hear about the successful use of learning object metadata to facilitate these activities. I also hope to make my services known to the community of learning object producers and aggregators.”

8 Why are we here? Instructional Design and Faculty Support “I develop instructional resources for faculty in higher education. I am always being challenged to find new applications of technology that will bridge disciplines, enhance assessment practices, and make learning more interactive for students. Yet, I don't want to reinvent the wheel each time. Some of the tools I develop I would like to be able to simply modify (or customize) for specific uses in a range of disciplines. I am particularly interested in seeing examples that employ good instructional design practices, and learning techniques on how to approach designing/developing learning objects.”

9 Why are we here? Relationship to Content/Course Management “I support our course management system and I am interested in learning more about the topic, so that I have a better understanding of how it will tie in to the development of our platform.”

10 Why are we here? Repository Strategy “Looking for models and methods for developing, documenting, and sharing "reusable" learning objects. Practical methods and examples. Ways to effectively use the learning object repositories like Merlot.”

11 Why are we here? Collaboration “I'm the project director for a portal development grant at an institution focused, among other things, on media development (film, audio, video, digital imaging, animation, etc.) We're interested in work on learning objects from several different vantage points: 1) What are existing organizational and production/design practices for developing learning objects at other institutions; 2) How do they scale?; 3) What are the emerging models for inter-institutional collaboration, particularly among smaller institutions, that might help us to divide labor and share expertise/resources, and do so more (not less) efficiently than we are able to do on our own?”

12 Why are we here? Intellectual Property “We have frequently run into "ownership" issues when developing objects for faculty. This has stopped some projects in their tracks and caused others to wither while awaiting release. It would be helpful to have some guidelines on writing appropriate agreements. We could also use advice on setting appropriate expectations for faculty and development staff.”

13 Take-away: Standards and Longevity: What is the average life-span of a learning object? How can we make sure that the materials we develop are as generic as possible while still being interesting? How do we choose the right technologies to make sure that the promise of re- usability is achievable?

14 Take-away: Rewards Why would a faculty member want to spend time working on the development of a learning object? What is the reward for spending time doing this?

15 Take-away: Funding and economic model(s) Who will pay for these materials to be created? Will a vibrant learning object economy emerge? Is there an opportunity for entrepreneurial activity by institutions that have the resources to engage in the marketplace? Will the commercial and academic presses figure out ways to deconstruct their existing products into smaller chunks and to make these smaller chunks available via Digital Rights Management? Will a grass-roots movement akin to the creative commons and the Open Archives Initiative emerge and carry the day? Can all of these models co-exist?

16 Take-away: Coordination of development How can we better plan and communicate our plans for development so that we don’t all make the same Learning Objects on our separate campuses?

17 Take-away: Coordination/federation of repositories How can we make sure that the materials we create on our campuses end up being represented in the various learning object repositories?

18 Take-away: Documentation of use/value within curricular settings How can faculty be convinced to take time to document how they are using learning objects in their courses? Will this documentation help to improve the education on our campuses?

19 What is a learning object? David Wiley ( ) defines a learning object as “any digital resource that can be reused to support learning” Larry Johnson from the NMC ( defines a learning object as “ any grouping of materials that is structured in a meaningful way and is tied to an educational objective”.

20 How many angels can dance on the head of a pin?

21 Examples examples.html examples.html

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