1. Reusable Learning Objects in Web-Assisted & Web- Delivered Instruction Jim Flowers Associate Professor & Director of Online Education Dept. of Industry & Technology, Ball State University jcflowers1@bsu.edu http://www.bsu.edu/web/jcflowers1/flowers.htm

2. Supported by Ball State Univ. Master of Arts in Technology Education Planned to be 100% online Master of Arts in Industrial Vocational / Technical Education Planned to be 100% online www.bsu.edu/web/iandt

3. Outline: RIOs RLOs A personal evolution toward RLOs Current and future projects

4. What are RLOs and RIOs? Reusable Learning Objects Reusable Informational Objects (Reusable Knowledge Objects)

5. Informational or Instructional? Is the purpose to provide information? Is the purpose to guide a learner through a learning process?

6. Informational Objects: A graphic A block of text A media file A table This graphic -> A “chunk” An interactive applet: http://www.phy.ntnu.edu.tw/java/ruler/vernier.html

7. RIO and Granularity Modular building blocks Modular grains of information Granularity or “chunk size”

8. Course Decomposition Begin with rethinking learning outcomes and course redesign. Break a course into small, reusable chunks, which can facilitate multiple ways of using those chunks. Strip out course-specifics from RIOs. Name, organize, and add metadata to RIOs.

9. Re-assembly of RIOs into RLOs Guided by learning objectives (often, 1) Design learning activities Contextualize existing course- independent RIOs by adding course- specifics from other files as needed

10. You may ask, “But when I lecture, I just give them the facts they need. So isn’t an RLO just a collection of information objects?”

11. e.g., Gagne’s 9 Events of Instruction 1. Gain the attention of the learner/audience. 2. Inform the learner of the objectives. 3. Stimulate the learner's recall of prior learning. 4. Present stimulus material. 5. Provide guidance for the learner.

12. e.g., Gagne’s 9 Events of Instruction 6. Elicit performance by the learner with the material. 7. Provide feedback to the learner on their performance. 8. Assess the performance of the learner. 9. Enhance learner's ability to retain their learning and to transfer it to other situations.

13. Learning Objects A sequence of learning events Often around a single objective Often comprised of many RIOs Often with internal assessment/feedback for the learner Not necessarily course specific

14. A Learning Object:

15. A Note on Distinguishing Between RIOs and RLOs

16. Hierarchy Nesting one object inside another RIO or RLO

17. Example of a personal evolution toward RLOs

18. 1. Traditional Face-to-face 3-ring binder course

19. 2. Syllabus deconstruction and uploading Fall, 1998 Construction Systems Class ITEDU306/306.htm

20. 3. Putting lectures and handouts online Fall, 1999 Teaching Technology Class ITEDU395/395.htm So-called modules: ITEDU395/395mod.htm

21. 4. Experimenting putting lessons online Fall, 1999 Teaching Technology lesson on design briefs. ITEDU395/8desbri.htm Interactive elements

22. 5. Dedicated learning modules in an online class Fall, 2000 Online Class 510/Modules/01_orientation/orientation.htm (But they contain course title, module number, hidden class assignments, and a link to the next lesson.)

23. 6. Making a lesson more generic Online Lesson, particular to one course. 510/Modules/01_orientation/login.htm The same lesson, written more generically: rlo/login.htm

24. 7. A module or RLO surrounding lessons Spring, 2001 face-to-face class rlo/206.htm (Look at Module 4, Product Usability. Notice how the collaborative Anthropometrics Activity is not included in the Anthropometrics lesson.)

25. 8. Further dissection A lengthy module on 17 technology assessment techniques rlo/206.htm rlo/206.htm Visit Module 9, Lesson 9C. An alternate format that dissects the lesson on technology assessment techniques into smaller chunks and provides multiple paths through the information: rlo/ta.htm

26. 9. Using RLOs as a general approach to developing curricular materials in a face-to-face class (promoting multi-use and online access.) A new class on technical communication & presentation skills and applying math & science to solve technical problems: rlo/160.htm

27. Cisco’s Learning Objects From: http://www.bitpipe.com/data/detail?id=962198364_445&type=RES&x=933961370http://www.bitpipe.com/data/detail?id=962198364_445&type=RES&x=933961370

28. Advantages of Web RLOs

29. RLOs can provide for better management Minimal redundancy Centralized updates Constantly immediately updateable

30. Online RLOs can provide for increased accessibility Multiple classes of an instructor Multiple instructors’ classes Learners with specific interests (24-7 global access)

31. RLOs can provide for increased learning opportunities Online access Multiuse By others than the initial target audience By a student, repeatedly Throughout the entire class or longer May allow further levels of instruction in greater depth

32. RLOs can provide for multiple learning paths Unified Multiple Customized by instructor Customized by learner Automated

33. Considerations in Creating Web RLOs Initial development requirements Testing Database requirements Metadata & Search features Object granularity Language, culture, reading level, type and amount of media, etc.

34. Some recommend RLOs that: Are uniform Are nearly media independent Are written in XML

35. A common concern: Will RLOs decrease degree of student/instructor interaction?

36. Current & Future Projects

37. Continue on the path More objects Standardized metadata New contextualization Object-based feedback to author Studies of effectiveness

38. Ball State’s RIO Database Planning stages Metadata Multimedia, text, etc. Access to segments of objects (video)

39. Automated Lesson Selection To create automated lesson selection based on (pretest) Learner’s Knowledge and Abilities Learner’s Objectives Learner’s Preferred Learning Styles Increased Customizability Increased time for interaction with instructor

40. The Future Build your learning with RLOs: Customized degree, specified credit

41. Summary A general approach to curricular design Educationally sound chunking and reassembly Granularity Multiuse Don’t just provide content, stylize learning.

42. A New? Approach to Instruction Instead of Only answering a common question by Email Using a handout Making an overhead transparency Drawing that same problem on the board Create online reusable informational objects and learning objects

43. Sources of Information The Instructional Use of Learning Objects http://reusability.org/read/ Learning Object Design & Sequencing Theory http://wiley.ed.usu.edu/docs/dissertation.pdf Knowledge Management Through Reusable Information/Learning Objects http://cluster.techlearn.net/exe/test/presentati ons/session_404/index.cfm?id=342

44. Sources of Information Cisco’s Reusable Learning Object StrategyReusable Learning Object Strategy Cisco’s Reusable Information Object StrategyReusable Information Object Strategy

45. For more information: For more information about Ball State’s online courses or Jim’s use of RIOs and RLOs, contact: Jim Flowers jcflowers1@bsu.edu

46. Reusable Learning Objects in Web-Assisted & Web- Delivered Instruction Jim Flowers Associate Professor & Director of Online Education Dept. of Industry & Technology, Ball State University jcflowers1@bsu.edu http://www.bsu.edu/web/jcflowers1/flowers.htm