The Wisc-Online Resource Center

1. The Wisc-Online Resource Center Kay Chitwood, Director Presenter Merlot Session August 9, 2006

2. Session Overview • Background on Wisc-Online • Learning Object Definition • Samples and Applications of Learning Objects • Register and Tour Wisc-Online • Development Processes • Addressing Sustainability • Conclusion

3. The Journey Began... • 1999-2002 • Funding for the Improvement of Post-Secondary Education – Learning Anywhere Anytime Partnership – FIPSE/LAAP - $1.6 million • General Education – 500 learning objects • 2001- 2004 • National Science Foundation – Advanced Technician Education – NSF-ATE - $1.1 million • Manufacturing – 500 learning objects • 2005-2008 • National Science Foundation – ATE – Electromechanical

4. Today - 2006 • 2,000 learning objects • 420 authors • Over 15,000 registered users • 7237 Students5139 Faculty323 Industry754 Administrator1766 Other • Over 50,000 hits per day • Over 1.5 million hits per month

5. A Wisc-Online Learning Object Is.... • A different way of thinking about learning content • Small, independent chunks of knowledge or interactions stored in a database • Based on a clear instructional strategy – intended to cause learning through internal processing and/or action • Self-contained – each learning object can be taken independently

6. A Learning Object ... (continued) • May be interactive – requires students to view, listen, respond or interact with the content in some way • Reusable – a single learning object may be used in multiple contexts for multiple purposes • Able to aggregate – can be grouped into larger collections • Searchable – every learning object has descriptive information for search ability

7. Styles of Learning Objects • Animations • Photographs • Digital Pictures • Video • Case Studies • Dynamic Email and Print Function

8. Using Learning Objects • In the classroom (face to face and/or ITV): teacher-led, large group review, pretest, or small group activity • In the classroom: learner-driven, individual or partner review, pretest, or small group activity • In an email: an assignment or activity • In the online classroom: pretest, review assign • In a web page: introduce, study, practice

9. Learning Objects - Assessments • Pre-testing – Use interactive “worksheet/quiz-type” learning objects • Check learners' level of readiness to tackle content • Check learners’ prior knowledge of content • Use results to customize learning content to needs of learners • Facial and Head Muscles in Motion

10. Learning Objects – Progress Checking • Use interactive “review-practice” learning objects • Check learners’ understanding of content presented or assigned • Check learners’ ability to apply skills and/or concepts presented • APGAR Scoring in a Newborn • APGAR Scoring Challenge

11. Learning Objects – Introduce & Practice • Use “application” learning objects • Check learners’ ability to apply concepts and skills in a learning unit • Anatomy of the Ear

12. Learning Objects – By Themselves • Use “presentation-application” learning objects • Provide learners with content they need when they need it • Learners may need to “make up” classroom time • Learners may need to review small chunks of content • The Brain – Anatomy and Function

13. Learning Objects – Cross Functional • Learning objects are cross-functional and may be used in a variety of applications • Psychological Events at the Neural Synapse

14. Consortium Membership 16 Wisconsin Technical Colleges • Blackhawk • Chippewa Valley • Fox Valley • Gateway • Lakeshore • Madison Area • Mid-State • Milwaukee Area • Moraine Park • Nicolet Area • Northcentral • Northeast Wisconsin • Southwest Wisconsin • Waukesha County • Western Wisconsin • Wisconsin Indianhead

15. Building Great Learning Objects • Review curriculum & find an area of need • Does something already exist? • “Size” the content to be built into the object • Consider the alternative media and interactions for delivering the content • Video, audio, animation, text, navigation, user interface • Skimmit – online form – submitting an idea

16. Steps in Building (continued) • Submit the content for the learning object • Title, Introduction, Directions, Content, Summary, Key Words • Review by team – instructional designers • Developed in Flash – by technical team • Reviewed by author, proofreader/editor • Published in Wisc-Online • Used worldwide

17. Register and Tour www.wisconline.org

18. Sustainability • Consortium Membership Expanded • Selling Downloads • Selling Source Codes • Training • Contracted Services • Designing and Building New Products

19. What Faculty Have Said About Learning Objects? • “Is a fun way to “spice up” a lecture.” (Financial Accounting Instructor ) • “Excellent learning tool & concept.” (Manufacturing Instructor) • “Developing learning objects made me think about teaching in more creative ways.” (Communication Skills Instructor) • “Using learning objects with students saved me about four hours of class time so I could then devote time to other instructional needs.” (Math Instructor) • Evaluator noted, “Faculty interviewed indicated that students who used learning objects understood the instructional materials better than those that did not use the objects.”

20. What Students Say About Learning Objects • “I could cover the information several times which helped me to learn and remember the concepts.” • “I haven’t done a learning object that hasn’t helped me. They are short and quick. They have questions at the end which helps to me to see if I understood what I learned.” • “I used the learning objects a lot. I would like to see even more practice worksheets – I think they are helpful.” • “I finally understand fractions, decimals and percents.”

21. Other Questions

22. Thank You !