Re-usable online learning materials: pipe-dream or reality? Julie Watson and Vicky Wright

1. Re-usable online learning materials: pipe-dream or reality? Julie Watson and Vicky Wright jw17@soton.ac.ukvmw@soton.ac.uk

2. Overview • eLanguages at Southampton • The development of re-usable learning objects (RLOs) • The first generation of LOs • the concept of re-usability and repurposing • design processes • Application • Evaluating their role – summer presessionals 2004 • Findings and future design • Conclusion

3. eLanguages • Consortium of 6 UK universities led by Southampton • Funded to develop e-tutor supported online English for Academic Purposes (EAP) modules (IELTS 5.5-6.5) • Initially designed for use on newly developed learning environment (SUN Systems)

4. E-learning material • Developed in the form of learning objects (LOs) • LOs are the ‘building blocks’ for stand-alone online modules in EAP and online support programs in blended learning environments • LOs should be designed for use on different web-based platforms (e.g. Blackboard, Moodle) in both blended and distance modes

5. LO design problems • Designing for online delivery and reusability • making learning active • providing scaffolding for student (feedback and help) • writing clear but short instructions • ensuring consistency of style • creating context-independent LOs • choosing a granularity level • creating LOs as single packages • maintaining weblinks

6. Towards reusability • Conforming to set of design principles and consistent LO style • Use of customised Dreamweaver toolbar for LO creation • Use of reusable Flash activity types into which new content can be inserted • Ensuring RLOs can be delivered through different VLEs

7. The customised Dreamweaver toolbar • Activity boxes • Help icons and highlights for instructions • Show/hide buttons (for answers, comments, hints etc) • Glossary and online dictionary links • Link to gateway page for further weblinks • Text fields (for student notes, reflections, drafting answers etc) • List menu boxes or radio buttons (for multiple choice answers) • Links to dependent resources (i.e. images, Flash, pdf and Word files)

9. Reusable Learning Objects • are context-independent • aim to achieve optimal granularity • are activity-based and use multiple media - text, audio, video, animation, interactive exercises, threaded discussion, real-time voice and text chat • are styled consistently • are interoperable

10. Course design process Retrieve suitable LOs from existing bank Design new course Carry out any repurposing Create any new LOs needed Edit and checklist new LOs Review and revise course structure and content Create course structure in VLE Move LOs from working to master folders Upload LOs to VLE

15. Do RLOs have a useful role in a blended learning environment? Summer presessionals 4 & 8 week courses - 208 students; 26 tutors • 194 student questionnaires • 21 tutor questionnaires • c.120 references in students’ learning logs How do students use LOs ? Are there any design implications? • 58 observations

16. Research findings • Student response • Frequency of use (78% made use of learning materials ‘once a day’ to ‘once a week’) • Ease of use (90% found materials ‘very easy’ or ’easy’ to use) • Perceived usefulness (88% found them ‘very useful’ or ‘useful’) • Ease of access (19% chose to access them from 2 or more ‘locations’) • Tutor response - LMs support students’ independent (non-tutor directed) study (81%) • LMs support students’ lesson-related (tutor-directed) study ( 57%) • LMs have a role in lessons (38%)

17. Implications for future design Observations: • Linear v. non-linear approach (Single ‘layer’ LOs allow for diversity of approach) • Variation in level of independent skills (More task ‘scaffolding’ & feedback required?) • Under-use of some linked resources (Review training needs and how weblinks are made available)

18. Integrated use in a blended context Observations: • Use of grammar LO /proofreading essay • Use of communication skills LO/revising oral presentation notes • Use of audio in LO to focus on intonation patterns • Use of LO weblink to concordancer for own purposes • Cross-referencing grammar LO with grammar book

19. Conclusions: pipe dream or…? • LOs can grow into RLOs • New contexts of use are possible • The majority require some degree of re-purposing to ‘fit’ new context of use • Time and cost savings are considerable • Repurposing is getting faster • Development of a learning object repository and assignment of metadata to LOs to allow for easier retrieval and self-service

20. Student and tutor feedback Student comments: • I feel this is much more than just useful and helpful. • I want to keep on using the online materials after the course – please make it possible. • I very much appreciate the quality of the course, the structure of the material and the logic of the content. Tutor comments: • The materials were useful in addressing the specific difficulties students had. • They have been a real help. • Would you support the use of the online materials if they were available in a future course? Yes, definitely.