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Blinded by Our Paradigms?

What is the use of learning objects? John Cook (Centre Manager) & Carl Smith (Multimedia Developer) Reusable Learning Objects Centre for Excellence in Teaching and Learning (CETL) john.cook@londonmet.ac.uk carl.smith@londonmet.ac.uk. Blinded by Our Paradigms?.

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Blinded by Our Paradigms?

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  1. What is the use of learning objects?John Cook (Centre Manager) & Carl Smith(Multimedia Developer)Reusable Learning Objects Centre for Excellence in Teaching and Learning (CETL)john.cook@londonmet.ac.ukcarl.smith@londonmet.ac.uk

  2. Blinded by Our Paradigms? • First ATM was located inside a bank and was available only during banking hours. • Real innovation did not occur until ATMs were placed outside the bank

  3. RLO CETL • London Metropolitan University and its partners, the Universities of Cambridge and Nottingham have launched a CETL in Reusable Learning Objects (RLOs) • Easily accessible electronic aids to learning for students • Each year: 90 RLOs to be designed, developed, used and evaluated with 2,000 - 3,000 across partner sites • These objects are transferable and can be used in all sorts of learning situations

  4. Stages for the RLO development • Concept • Specification • Peer review 1 • Development • Peer review 2 • Student Peer review • Revision • Delivery • Packaging and metadata • Deposited

  5. List of RLOs http://www.rlo-cetl.ac.uk/rlos/completed_rlos.htm

  6. Imagineering http://www.rlo-cetl.ac.uk:8080/rlos/imagineering/Imagineering_RLO.html

  7. Imagineering: Formative Evaluation

  8. Imagineering: Formative Evaluation

  9. Imagineering: Formative Evaluation

  10. Imagineering: Formative Evaluation 5. What did you like most about this learning object? The way it is structured The unusual non-academic approach Too short It was getting us involved coz not everyone learns by sitting and listening. Some people learn better by getting involved. It was very informative Having a new concept on marketing It was interactive, not just the lecturer talking, you 'discover' the subject yourself Brainstorming

  11. Imagineering: Formative Evaluation 6. What did you not like about this learning object? Too short Too short Nothing Slides I found boring It needed more examples, different sweets It started off a bit confusing but once you get to grips it's OK It was a bit slow None Too short, 10:00 start! (LOL), It wasn't in depth

  12. Referencing Books http://www.rlo-cetl.ac.uk:8080/rlo/referencing_books/referencing_books_rlo.html

  13. Referencing: Formative Evaluation

  14. Referencing: Formative Evaluation

  15. Referencing: Formative Evaluation

  16. Referencing: Formative Evaluation

  17. 5. What aspect did you enjoy most about the Referencing RLO? “It shows you where you can find the Author,date,title and publisher of a book. It also tell us ways of referencing either from a book or website. Loved the positive way it presented referencing - it is about research & joining an academic community - rather than the deficit - it's about avoiding plagiarism angle. Loved the moving graphics & general look of the whole site. watching things being revealed or highlighted animated book  the animation The exercises at the end” “The self tests is very good” “the book” “the movement of text” “3d book” “the moving text”

  18. 6. What aspect did you not like about the Referencing RLO? I loved every aspect of it. It was easy to understand and I enjoyed it. I wondered whether or not a student would find it as easy as I did - and thus whether or not you need to say a little more about the purpose of referencing?NB page 3 - the Laurillard bit is a QUOTE - and thus needs the page number in the text also - THUS you could extend the text:Quoting - requires Author date & page numberReferring to - author date...Page 4 - we always give the location before the publisherAND - I think it needs to go on to REVEAL a bibliography AND maybe to provide a downloadable Bibliography template (I have one from Sports Science that is good)? some of the instructions needed reading twice to get the over simple testing Might not have worked with as screen reader. Not sure if there was audio as PC was playing up.  The issue of plagiarism was not tackled. I assume that there will be more pagesabout covering the other types of referencing.  the guidance

  19. M-Learning Survey What the students said: Question: How useful would it be to access learning materials via your mobile? As Table 3 shows, 41% thought it would be ‘extremely useful’, whereas 34% said it was ‘not useful at all’. Question: How would you view the university contacting you via your mobile for learning purposes? As Table 4 shows, 51% of the students answered that ‘it would be a positive aspect’. Only 23% thought ‘it would be a negative aspect’.

  20. M-Learning @ Tate Modern http://www.mboard.co.uk

  21. Multimedia Mobile Learning

  22. What about Reuse? What the staff said: “Can I have it … to do the same for me in language learning?” Cécile Tschirhart, Academic & E-Learning Manager Open Language Programme

  23. People Power

  24. RLO-CETL Repository The Technology Side of the Story Build it and they will come?

  25. RLO-CETL Repository Build it and they will come?

  26. RLO-CETL Repository

  27. Conclusions • Big challenges for RLO CETL • To merge the bottom up communities of practice approach with top down standards and repositories, etc. • Maintain high quality and creativity of pedagogy and design • Sustainability

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