Moving eTools online Merlot Conference August 2006 Peter Tittenberger Director, Learning...

Moving eTools online

Merlot ConferenceAugust 2006

Peter TittenbergerDirector, Learning Technologies CentreUniversity of Manitoba

Learning Technologies CentreUniversity of Manitobaumanitoba.ca/learning_technologies

UM LTC definition of a learning object

▪ mandatory ▫ is digital▫ has learning outcome(s)▫ has content related to learning outcome(s)▫ is reusable ▫ is self contained

▪ optional▫ is interactive▫ has self-assessment built in▫ is ‘tagged’ with metadata▫ is stored in a repository▫ can easily be combined with other lo’s


The promise of learning objects

“write once, use anywhere”


The problem

▪ Can any learning object be context free? Is ummodified reuse possible across different disciplines, different students levels, . . .

▪ Does every instance/use need some modification?

▪ To be reusable, should an lo’s source code be modifiable?


The context problem

“the idea of LEGO-like assembly of resources simply will not work from a learning perspective. The role of context is simply too great in learning, and the expectation that any educational resource could be reused without some contextual tweaking was either naive or stupid. I will here attribute learning objects’ inability to live up to the incredible hype and investment they received to the fact that the premise of the possibility of simple reuse was simply wrong.”

David Wiley http://opencontent.org/blog/archives/230

http://opencontent.org/blog/archives/230


More Wiley

▪ Wiley argues that lo’s are taking heat because of reusability – which is a technical

problem not a pedagogical one

▪ “reusing educational resources is a contextualization or localization exercise not a

technical one”

▪ “whether learning objects are dead or not, I couldn’t say. And to some extent, who

cares? As long as people are willing to (1) openly share (2) educational materials that

will (3) render properly in most web browsers, and they also (4) provide access to the

unobfuscated source for the materials (especially for Flash files, Java applets,

Photoshop images with many layers, and the like).”

David Wiley http://opencontent.org/blog/archives/230

http://opencontent.org/blog/archives/230


Another problem

▪ How big should a learning object be (scope/granularity)▫ A curriculum

· A course– A course module

» One unit of instruction» Etc

▪ Combination/sequence (lego or atoms)▫ how does one build a learning path by sequencing and

combining lo’s▪ As lo’s get smaller and more reusable the metadata overhead

increases


A case study . . . 099.111 Introduction to University

▫ Large enrolment (1600)▫ Multiple section (~40)▫ 3 credit hour ▫ 35% of first year students take course


099.111 background

▫ Designed to help students make the transition from high school to university by imparting the knowledge, skills, and attitudes requisite for success in university study

▫ Fundamental to the course are research and writing skills.


099.111 history – step 1

▫ Initially the course was supplemented with traditional-style library tours and orientation classes, provided by the reference librarians of the Library.

▫ Attendance at these sessions was at the discretion of the instructor, and was optional for the students


099.111 history – step 2 – 2002-2003

▫ the emphasis of instruction shifted away from a mechanical, product-based approach (i.e. how to use the catalogue, how to use a particular database) to an outcomes based approach, i.e. how will a student know when to use the catalogue, how and why will they choose a database, in which circumstances would they use a website

▫ In addition to traditional content on library use, the new content included instruction in the use of the University’s computers and network, as well as information on writing, citing and plagiarism


099.111 history – step 2 (more)

▫ 4 mandatory face to face sessions delivered by Learning Assistance Centre (LAC), Student Services, Libraries, and Information Services and Technology (IST) in classrooms

▫ Sessions called ‘eTools for success’

▫ 5% online quiz through WebCT


099.111 history – step 2 reaction

▫ logistics of scheduling and delivering sessions to 1400 students in 40 sections proved to be daunting

▫ Students wanted hands-on experience

▫ Only 2/3 of students attempted 5% quiz


099.111 history – step 3 – 2003-2005

▫ 4 mandatory face to face sessions reduced to 3

▫ eTools became part of curriculum

▫ 5% online quiz simplified

▫ 2/3 of students attempted quiz

▫ concerns about staffing, space and scheduling continued


099.111 history – step 4 – 2005-2006

▫ face to face sessions moved to online delivery

▫ face to face sessions slots given back to instructors

▫ resistance among librarians to moving etools online

▫ 5% online quiz reworked

▫ 2/3 of students attempted quiz


etools online

▫ Content directly related to assignments in course▫ Open to all students▫ 200+ web pages▫ 25 flash tutorials▫ Assignment Manager▫ Assignment Calculator▫ umanitoba.ca/learning_technologies/etools


099.111 history – step 4 – 2006-2007

▫ new super section format with lecture 1 class per week

▫ smaller tutorial sections 1 class per week

▫ 25% of course to be delivered online through webcapsi

▫ etools continues to be 5% of curriculum

http://www.webcapsi.com/


etools online - design and development

Content Specialists: ▫ Going online: IT department▫ Research skills: Libraries▫ Writing skills: Learning Assistance Centre and Student Advocacy▫ Course Coordinator/Instructor

Instructional Designer: Distance and Online Education

Technical Specialists: Learning Technologies Centre


Role of the content specialists

▪ Developing the instructional content (e.g., writing instructional content, developing assessment questions)

▪ Previewing and recommending audio/video materials or other media, where appropriate

▪ Participating in the development of any in-house produced media, where appropriate.


Role of the instructional designer

▪ Managing the development process

▪ Providing written instructional design direction and feedback to the content specialist, including editing, ensuring clarity and logical sequence of content presentation, and ensuring the appropriateness of content, exercises, evaluation, and media

▪ Ensuring that the final proof of the course materials is complete and correct.


ID and CS shared responsibilities

▪ Developing the overall structure of the content

▪ Developing the learning activities

▪ Locating and choosing appropriate media


Role of the technical specialists

▪ Development of the content management system

▪ Move the content online, including development of interactive learning objects in Flash.


The development process: Three phases

▪ Phase one: Planning and giving it a try

▪ Phase two: Writing the remaining content

▪ Phase three: Moving the content online


The development process: Phase one

▪ Develop learning outcomes▪ Content outline and sequencing▪ Media selection▪ Learning activities▪ Development schedule▪ Write a short portion▪ Decision to continue or not


The development process: Phase two

▪ Develop course materials, using PowerPoint to create storyboards (mock ups)

▪ Locate and obtain copyright permissions for other materials▪ Revise other materials▪ Review of materials by designers and content specialists


The development process: Phase three

▪ Materials published on the Web▪ Flash tutorials developed▪ Team members’ review▪ Revisions▪ Pilot test with students▪ Revisions▪ Department approval obtained


eTools Online Sections

Section 1: Academic Computing & Library Account Information

Section 2: Doing A+ Research (Part One)

Section 3: Doing A+ Research (Part Two)

Section 4: Writing an A+ Paper


tools menu

static content

dynamic content menu

navigation


data input fields

save student inputprint

Admin tools - edit page, edit tools, view page list


list of assignments

list of assignments

Create new assignment

delete assignments

Rename assignmentPrint responsesEdit assignment responses


etools stats – Sept 2005 – Dec 2005

▪ Total site hits 88,042▪ Total flash tutorial hits – 5,952▪ Most popular tutorial – Jump login Tutorial -1,569▪ Least popular tutorial – Using Google help -36


Next steps . .

▪ etools online morphing into the Virtual Learning Commons, a non course specific aggregation of student learning support resources

▪ Multiple sections▫ Undergraduate▫ Graduate▫ International▫ Military

▪ Content organized and accessed through a controlled vocabulary▪ Social networking component added


Virtual Learning Commons

▪ a web 2.0 application integrating student support resources within a social networking environment.

▪ facilitate the strengthening of existing communities of practice(Wenger)

▪ provide opportunities for the creation of new communities of practice

▪ approach student learning from a holistic perspective, recognizing that a student’s personal development is not separate from his/her academic development

▪ informal learning plays a crucial role in academic development▪ learning is a process of social participation.

Moving eTools online Merlot Conference August 2006 Peter Tittenberger Director, Learning...

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