Re-usable online learning materials: pipe- dream or reality? Julie Watson and Vicky Wright [email protected]@soton.ac.uk [email protected]@soton.ac.uk.

Re-usable online learning materials: pipe-

dream or reality?

Julie Watson and Vicky [email protected] [email protected]

Overview

• eLanguages at Southampton• The development of re-usable learning objects

(RLOs)– The first generation of LOs– the concept of re-usability and repurposing– design processes

• Application• Evaluating their role – summer presessionals 2004• Findings and future design• Conclusion

eLanguages

• Consortium of 6 UK universities led by Southampton

• Funded to develop e-tutor supported online English for Academic Purposes (EAP) modules (IELTS 5.5-6.5)

• Initially designed for use on newly developed learning environment (SUN Systems)

E-learning material

• Developed in the form of learning objects (LOs)

• LOs are the ‘building blocks’ for stand-alone online modules in EAP and online support programs in blended learning environments

• LOs should be designed for use on different web-based platforms (e.g. Blackboard, Moodle) in both blended and distance modes

LO design problems

• Designing for online delivery and reusability

– making learning active– providing scaffolding for student (feedback and help)– writing clear but short instructions– ensuring consistency of style– creating context-independent LOs– choosing a granularity level– creating LOs as single packages– maintaining weblinks

Towards reusability

• Conforming to set of design principles and consistent LO style

• Use of customised Dreamweaver toolbar for LO creation

• Use of reusable Flash activity types into which new content can be inserted

• Ensuring RLOs can be delivered through different VLEs

The customised Dreamweaver toolbar

– Activity boxes

– Help icons and highlights for instructions

– Show/hide buttons (for answers, comments, hints etc)

– Glossary and online dictionary links

– Link to gateway page for further weblinks

– Text fields (for student notes, reflections, drafting answers etc)

– List menu boxes or radio buttons (for multiple choice answers)

– Links to dependent resources (i.e. images, Flash, pdf and Word files)

Reusable Learning Objects

• are context-independent• aim to achieve optimal granularity• are activity-based and use multiple media

- text, audio, video, animation, interactive exercises, threaded discussion, real-time voice and text chat

• are styled consistently• are interoperable

Course design processDesign new course

Retrieve suitable LOs from existing bankCarry out any

repurposing Create any new LOs neededEdit and

checklistnew LOs

Review and revise course structure and contentCreate course

structure in VLE Move LOs

from working to master folders

Upload LOs to VLE

Do RLOs have a useful role in a blended learning environment?

Summer presessionals 4 & 8 week courses - 208 students; 26 tutors

• 194 student questionnaires• 21 tutor questionnaires• c.120 references in students’ learning logs

How do students use LOs ?Are there any design implications?

• 58 observations

Research findings• Student response

– Frequency of use (78% made use of learning materials ‘once a day’ to ‘once a week’)

– Ease of use (90% found materials ‘very easy’ or ’easy’ to use)– Perceived usefulness (88% found them ‘very useful’ or ‘useful’)– Ease of access (19% chose to access them from 2 or more

‘locations’)

– Tutor response- LMs support students’ independent (non-tutor directed) study

(81%)- LMs support students’ lesson-related (tutor-directed) study ( 57%)- LMs have a role in lessons (38%)

Implications for future design

Observations:

- Linear v. non-linear approach

(Single ‘layer’ LOs allow for diversity of approach)

- Variation in level of independent skills

(More task ‘scaffolding’ & feedback required?)

- Under-use of some linked resources

(Review training needs and how weblinks are made available)

Integrated use in a blended context

Observations:• Use of grammar LO /proofreading essay• Use of communication skills LO/revising oral

presentation notes• Use of audio in LO to focus on intonation

patterns• Use of LO weblink to concordancer for own

purposes• Cross-referencing grammar LO with grammar

book

Conclusions: pipe dream or…?

• LOs can grow into RLOs

• New contexts of use are possible

• The majority require some degree of re-purposing to ‘fit’ new context of use

• Time and cost savings are considerable

• Repurposing is getting faster

• Development of a learning object repository and assignment of metadata to LOs to allow for easier retrieval and self-service

Student and tutor feedback

Student comments:• I feel this is much more than just useful and helpful.• I want to keep on using the online materials after the

course – please make it possible.• I very much appreciate the quality of the course, the

structure of the material and the logic of the content.

Tutor comments:• The materials were useful in addressing the specific

difficulties students had.• They have been a real help.• Would you support the use of the online materials if they

were available in a future course? Yes, definitely.