THE OHIO STATE UNIVERSITY 1 Engaging or Enraging? Sharing Learning Objects Susan E. Metros Deputy Chief Information Officer Executive Director for e-Learning.

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THE OHIO STATE UNIVERSITY

Engaging or Enraging?Engaging or Enraging? Sharing Learning ObjectsSharing Learning Objects

Susan E. MetrosDeputy Chief Information OfficerExecutive Director for e-Learning Professor of Design Technology

The Ohio State University

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Agenda

1. The World of Learning Objects2. The Knowledge Continuum 3. Engaging or Enraging? 4. Making the Cultural Shift

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Characteristics

Digital Reusable Sharable Stand-alone and media independent Searchable Interoperable Granular and modular Assigned ownership (and a price) Expert or peer-evaluated (ideally)

The World of Learning Objects

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What to label them…

Learning Objects Learning Molecules Learning Kernels Reusable Learning Objects (RLO) Information Objects Knowledge Objects Knowledge Artifacts Sharable Content Objects (SCOs) Digital or Media Assets Content Nuggets


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What are Learning Objects?

Any digital resource that can be reused to mediate learning.

(Wiley, 2002)


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What are Learning Objects?

Any digital resource that can be reused to mediate learning …and serve as a nucleus for subject-specific learning outcomes, activities and assessment.

(NLII Learning Object Workgroup, 2003)


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Learning Object Anatomy

Digital Resource

Learning Outcome

Activity Assessment

DrawingPhotographDiagram/MapTextSimulationAnimationVideo ClipAudio ClipMusical Score

Remember Understand Apply Analyze Evaluate Create

(Bloom, (1956); Anderson and Krathwohl, 2001)

LabelDiagram/MapJournalTutorialCase studyPresentationGameWebQuestExperimentRole playingTroubleshootingDiagnosisComposition

Self-test/QuizEssay/ReportJournalPrognosisHypothesisClassificationPlanVisual representationGame scoreSimulationPresentationPortfolio


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Learning Object Reusability

Digital Resource

Learning Assessment

Learning Outcomes

Learning Assessment

Discipline ADiscipline A

Discipline BDiscipline BActivity

Learning Outcomes

Activity


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Learning Object Reusability

Digital Resource

Label image

Correctly identify remains using

deductive reasoning

Oral AnatomyOral Anatomy

Forensic ScienceForensic ScienceStudy labeled image

Recall names of teeth

Game

Score of the game


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Learning Object Metatags

Digital Resource

Oral AnatomyOral Anatomy

Forensic ScienceForensic Science

TeethDentistryDentinIncisorCuspedMolar Teeth

ColorationPositionDNADental growth

patterns


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Learning Object Ontology


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Data, Information, Knowledge, Wisdom

Data Information Knowledge Wisdom

Definition Simple, discrete facts and figures

Data organized for a meaningful purpose

A mix of values, experience, contextual information and expert insight

The insightful culmination of data, information, and knowledge collected, digested, experienced and practiced over time

(Davenport and Prusak,1998)

The Knowledge Continuum

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Container DataWarehouse

Digital Library

Knowledge Repository

The Mind

Container Definition

A collection of a wide variety of data that support decision-making by presenting a coherent picture of business conditions at a single point in time

A discipline-specific collection of digitally-stored information and media

A collection of sharable digitally-stored educational resources and content

The center of consciousness that generates thoughts, feelings, ideas, and perceptions and stores knowledge and memories


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Container DataWarehouse

Digital Library Knowledge Repository

The Mind

Purpose Quickly analyze, plan and react to changing business conditions

Provide a central, virtual location for accessing digital information and media on specific topics

Provide easy access to non-published, reusable and shared digital learning objects

To collect, store and pass on undocumented data, information and knowledge that is enriched by reflection and critical thought


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Engaging or Enraging?

Learning objects the buzz within industry, HE instructional technology units, publishers, public service broadcasting, museums, and most recently, library groups

Not yet recognized by most administrators and faculty, nor their traditional educational associations and societies


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Higher Education Slow to Adopt

1. Lack of clarity and definition

2. Technology not mature

3. Considered just another short-lived technological trend

4. Higher education is resistant to change

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Academy in the Past and Present

Dis

cip

line

AKnowledge

Dis

cip

line

B

Knowledge

Dis

cip

line

C

Knowledge

Dis

cip

line

C

Knowledge

Dis

cip

line

E


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Academy Transformed

Dis

cip

line

A

Knowledge

Dis

cip

line

B

Knowledge

Dis

cip

line

C

Knowledge

Dis

cip

line

C

KnowledgeKnowledge Repository or Referatory


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Academy Transcended

Dis

cip

line

A

Knowledge

Dis

cip

line

B

KnowledgeKnowledge

Dis

cip

line

C

KnowledgeKnowledge Repository or Referatory


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Additional knowledge contributors and partners Other higher education institutions K-12 school systems Libraries Publishers Museums Arts and cultural centers Public broadcasting stations


Academy Transcended

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Advantages Uses technology appropriately Fosters new relationships through sharing content Streamlines process of course development Provides efficiencies related to reusability Makes content widely accessible Customizes learning experiences Engages learners and encourages interactivity Cheaper and more current than textbooks Provides intrinsic rewards for faculty


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What are the top three reasons for using Learning Objects? 1. To improve quality of the learning

experience

2. To benefit from content reusability

3. To use course materials efficiently

S u r v e y r e s u l t sECAR

Metros and Bennett, 2002


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Disadvantages Vague and confusing definition Difficult to search and locate Creates fragmented concepts GUI inconsistencies Uneven quality Unsettled intellectual property and copyright issues Difficult to maintain Requires time, skill and money Few extrinsic rewards and incentives for faculty

developers Still too new of a concept


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What are the top three reasons not to use Learning Objects? 1. Concept too new

2. Lack of departmental support

3. Resistance to trying new models

S u r v e y r e s u l t sECAR

Metros and Bennett, 2002


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Making the Cultural Shift…

Policymakers/Administrators Champion change “Chip away” at the walls between disciplines Reward interdisciplinary and technology-

enhanced efforts Fund innovation

Technicians Provide reliable,secure,robust technologies

Making the Cultural Shift

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Instructional and visual designers, programmers Partner with faculty in the development process

Librarians Index and catalogue unpublished content

Students Take an active (and more time intensive) role in their

learning Customize their learning experience

Publishers/Vendors “Granularize,” tag and index their content collections

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Faculty Develop new or revise course content to be

digital, modular, multi-modal and interactive Broaden scope of study Relinquish control over what is theirs Unbundle the course design, development

and delivery


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Adoption Characteristics

The rate of adoption increases significantly when innovations possess some of the following characteristics: 1. Simplicity

2. Compatibility with existing methods and techniques

3. Relative advantage in comparison with these established methods and techniques

(Rogers, 1962)


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Simplicity Use new content instead of repurposing

existing content Shift development to skilled professionals Provide easy access to learning object

collections


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Compatibility with existing methods and techniques Similar to using existing analog and digital

learning resources Make incremental changes


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Relative advantage in comparison with established methods and techniques Faculty adoption of wordprocessing (and

email) Meaningful for teaching and learning The time is right!


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Time is right!

19th century: Land-Grant Colleges Act 20th century: GI Bill 21st century: Transformed Learning???

Digital Opportunity Investment Trust (DO IT) http://www.digitalpromise.org/

(Grossman, 2002)


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Keep your fears to yourself, but share your inspiration with others.

Robert Louis Stevenson (1850-1894)



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Get Involved…

NLII Fall Focus Session: Learning Objects October 10, 2003 The Blackwell Hotel

The Ohio State University, Columbus, Ohio http://www.educause.edu/nlii/meetings/nlii034

NLII Learning Objects Virtual Community of Practice For more information, or to request a user account,

e-mail [email protected] http://www.educause.edu/vcop/learningobjects

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Contact Information

Susan E. MetrosDeputy CIO and Executive Director for e-Learning Professor, Design Technology

The Ohio State University

614-688-8482

[email protected]

THE OHIO STATE UNIVERSITY 1 Engaging or Enraging? Sharing Learning Objects Susan E. Metros Deputy Chief Information Officer Executive Director for e-Learning.

Documents

world of learning objects

learning objects susan

ohio state university

learning object ontology

knowledge continuum

digital information

nlii learning object

stores knowledge