1. Supporting Reusability John McDaris Geoscience Assistant/Project Manager Science Education Resource Center http://serc.carleton.edu Carleton College Northfield, MN

2. Where Do We Fit In?

3. TeachingMaterials (in Context) ContributeNewMaterials ImprovedInstruction Our Approach to Reusability Place Teaching Materials in CONTEXTS that support EFFECTIVE REUSE which leads to IMPROVEMENTS IN INSTRUCTION Place Teaching Materials in CONTEXTS that support EFFECTIVE REUSE which leads to IMPROVEMENTS IN INSTRUCTION AVAILABILITY of Learning Objects (Teaching Materials) is not the only barrier to improving educational practices – Faculty need to know HOW TO MAKE USE of resources in their classrooms. AVAILABILITY of Learning Objects (Teaching Materials) is not the only barrier to improving educational practices – Faculty need to know HOW TO MAKE USE of resources in their classrooms.

4. Ways of using various Teaching Methods in a Geoscience context.Ways of using various Teaching Methods in a Geoscience context. Browseable and Searchable collections of Teaching Examples on various topics Browseable and Searchable collections of Teaching Examples on various topics http://serc.carleton.edu/introgeo/index.html

5. Learning Objects in Context – Exercises and Activities for class Learning Objects in Context – Exercises and Activities for class Based on preliminary survey data, faculty really like having this contextual information. Based on preliminary survey data, faculty really like having this contextual information. http://serc.carleton.edu/introgeo/roleplaying/index.html

6. Using this same style of format with our other projects. http://serc.carleton.edu/NAGTWorkshops/gsa03/index.html

7. Metadata Metadata = Descriptive Information and Annotation From this perspective, explicit metadata provides the information that faculty need to place the activity in context. This is the heart of the value we add to Teaching Materials and Learning Objects. How do we use the Reusability Guidelines?

8. Describing Resources for Reuse Standard information formats are used in the teaching activities and examples as well as between the teaching methods modules. Standard information formats are used in the teaching activities and examples as well as between the teaching methods modules. Teaching Notes and Materials are provided in editable formats where appropriate and necessary. Teaching Notes and Materials are provided in editable formats where appropriate and necessary. Faculty authors define the resource granularity and tend to focus on a scale range between lab activities/projects and something smaller than a whole class. Faculty authors define the resource granularity and tend to focus on a scale range between lab activities/projects and something smaller than a whole class. Teaching Materials and Instructor Notes are separated in order to foster reusability.Teaching Materials and Instructor Notes are separated in order to foster reusability. Contextual information (often explicitly) helps faculty adapt resources to Multiple Educational Settings. Contextual information (often explicitly) helps faculty adapt resources to Multiple Educational Settings.

9. Other Technical/Mechanical Issues Accessible Design Separation of Navigation from Content Separation of Content from Presentation All fundamental principles designed into our Content Management System. }

10. Rights and Permissions Link to Terms of Use in footer on every page.Link to Terms of Use in footer on every page. Modification RightsModification Rights Author Retains CopyrightAuthor Retains Copyright Author Attribution and Contact Info in each ExampleAuthor Attribution and Contact Info in each Example

11. Conclusion There are many ways that reusability can be fostered. We approach reusability from the perspective that making sure faculty know how to effectively use/reuse learning objects in their context is just as important as the availability of the learning objects. Context can be developed by giving users access to in-depth, “educator-friendly” metadata.