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Reusable Learning Objects For Personalized Learning Implications for design and development

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Dusseldorf, Germany. Topics addressed in this presentation: A discussion of Reusable Learning Objects (RLOs) ... Also related to instructional theories ... – PowerPoint PPT presentation

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Title: Reusable Learning Objects For Personalized Learning Implications for design and development


1
Reusable Learning Objects For Personalized
LearningImplications for design and development
  • Ellen D. Wagner, Ph.D.
  • ICDE - 2 April 2001
  • Dusseldorf, Germany

2
Topics addressed in this presentation
  • A discussion of Reusable Learning Objects
    (RLOs)
  • Using pattern templates (metafiles) for
    assembling RLO-based learning resources
  • Tips for structuring/developing RLOs

3
Origins of RLOs
  • Grounded in the object-oriented paradigm from
  • computer science (Dahl Nygaard, 1966).
  • Also related to instructional theories
    associated with
  • breaking down content to constituent parts,
    then
  • reassembling content to meet learning goals
  • (e.g. David Merrill, Charles Reigeluth,
    others).

4
Definitions, Descriptions, Metaphors
Wayne Hodgins (1994) Learning Architecture, APIs
Learning Objects. (See www.learnativity.com). Le
arning Technology Standards Committee (LTSC) of
the Institute of Electrical and Electronics
Engineers (IEEE, 2000) any entity, digital or
non-digital which can be used, re-used or
referenced during technology supported learning
(see www.ieee.org). Wiley (2000) Any digital
resource that can be reused to support learning
(see http//reusability.org/read/).
5
More Descriptions and Metaphors
Netg (a commercial WBT vendor) learning objects
include a learning objective, a unit of
instruction that teaches the objective, a unit
of assessment that measures the
objective. Asymetrics describes learning objects
as pre-scripted elements that simplify
programming. Educational Objects Economy (a
National Science Foundation funded project)
equates learning objects with Java applets.
6
Even More Descriptions and Metaphors
  • Cisco Systems A RLO consists of 7 plus or minus
    2
  • reusable information objects, or RIOs
  • (see www.cisco.com/whitepapers)
  • Building block metaphors (e.g. Lego blocks)
  • Content objects, knowledge objects, content
  • chunks are all terms used to describe learning
    objects.
  • and on and and on.

7
Reusable Learning Objects
  • The smallest element of stand-alone information
    (including but not limited to online instruction
    or a performance support tool) required for an
    individual to achieve an enabling performance
    objective or outcome.
  • Stored and accessed using meta-data
    attributes/tags.
  • Are made meaningful using metafiles that
    contextualize meaning and facilitate content
    object assembly. (Wagner, 2000)

8
Pattern Templates Metafiles that contextualize
performance standards, job description, a
competency model
Access Ways Techniques to define individualized
learning requirements (e.g. Assessments,
Topic/Subject Indexes, Performance Triage, User
Responses
Reusable Learning Objects Content
Objects Assessment Objects Methods Objects
9
Why RLOs?
  • knowledge management, Internet connectivity,
    database management
  • The economics of personal attention
  • Knowledge commerce The commoditization
  • of online content production and distribution.

10
The Economics of Personal Attention
  • Organizational size and complexity have
    accelerated the need to consciously manage
    knowledge assets across time and space.
  • Relatively little has been done to increase an
    individuals personal capacity to absorb
    information and create new knowledge.
  • The central challenge is to better manage the
    flow of information through and around the
    bottlenecks of personal attention and learning
    capacity.

11
Heuristics for Attention Management
Know what you dont need to know
Just in time, just enough delivery of knowledge
resources on terms defined by the user.
Use of trusted intermediaries to assign meaning,
create associations, filter for importance.
Employ precise distribution systems provides
knowledge/content objects and context(s) for
interpretation
(Sieloff, 1999)
12
Ideal Attributes of RLO Content
  • Modular, free-standing, transportable among
  • applications and environments.
  • Non-sequential.
  • Able to satisfy a single learning objective.
  • Accessible to broad audiences
  • (so it can be adapted beyond the original target
    audience).

(Longmire, 2000)
13
More of Longmires Attributes
  • Coherent and unitary within a predetermined
    schema
  • such that a limited number of metatags can
    capture the
  • main idea or essence of the content
  • Not embedded within a look so it can be
    repurposed in
  • different visual designs without losing essential
    value or
  • meaning of test, data, images

14
Creating an RLO Specification
  • Designers/developers need to balance two
  • perspectives
  • Conceptualizing content as a part of a
    larger whole (such as a course, or a
    curriculum), and
  • As stand-alone information at the desired
  • level of granularity.

15
RLO Specifications
  • Must articulate development concerns, and define
  • functional requirements, such as the desired
  • deployment platform, network requirements,
  • document templates and style sheets, mark-up
  • definitions, Editorial standards, modularity
    requirements,
  • level of desired content granularity.
  • All such variables must be determined in advance
    so that
  • people dont waste time developing content that
    cant be
  • reused.

16
Examples of specifications
  • Consistent use of language and terminology within
  • a given topic area
  • Presentation of information in easy to access,
    easy to
  • understand formats (e.g. tables and graphs vs
    lots of text,
  • Applets that illustrate text-based
    information.)
  • (Consistent) presentation of information for
    screen-based
  • display and distribution.

17
Specifications, continued
  • Non-sequentiality of information across objects
  • Uniformity of editorial tone across objects
  • Use of keywords in searchable elements
  • Use of language and content appropriate for a
    broad audience

18
Thanks for your attention.
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