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Community Dimensions of Learning Object Repositories

Community Dimensions of Learning Object Repositories. A presentation by Allison Littlejohn Professor of Learning Technology Director International Centre for Research on Learning University of Dundee, Scotland UK www.ic-learning.dundee.ac.uk a.littlejohn@dundee.ac.uk. Scenario 4.

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Community Dimensions of Learning Object Repositories

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  1. Community Dimensions of Learning Object Repositories A presentation by Allison Littlejohn Professor of Learning Technology Director International Centre for Research on Learning University of Dundee, Scotland UK www.ic-learning.dundee.ac.uk a.littlejohn@dundee.ac.uk

  2. Scenario 4 Imagine…

  3. Scenario 4 Imagine…

  4. Scenario 4 Imagine… An online community created by Civ3 players where learners collaboratively learn about civilisations through iterative design of complex digital systems. apolyton.net www.civ3.com

  5. Scenario 4 Imagine… 1. hobby-oriented communities of interest/ fantasy 2. research-oriented scientific communities 3. learning-oriented class-support communities 4. work-oriented, communities of practice Seufert, Moisseeva & Steinbeck (2001)

  6. Extending reputation Key questions • What are the key imperatives and dimensions underlying the use of LORs to support learning? • What are the different types and dimensions of communities that (may want to) use LORs? • What are the key barriers and enablers in using LORs to support learning in such communities? informal library formal classroom

  7. 2. What sorts of resources will you share? Extending reputation 1. How can LORs support learning? Primary resources: support learners’ conceptualisation (articles, illustrations, animations, audio files). Secondary resources: support students’ active construction of ideas (learning activities, simulations and games) Tertiary resources: generated as outputs from learning activities (debates, project reports, etc). (Fowler and Mayes, 1999, ALT-J 7.3) Digital assets, information objects (Online libraries, ePrints, image and sound banks, LMS, etc) Learning activities & Designs reuse learning activities, learning designs (LORs, etc) Generated resources (JIME, 2004) students and academics create, manage, share reuse ‘mediating forms of rep’ (ePortfolios, shared ws, etc)

  8. 2. What sorts of resources will you share? Extending reputation 1. How can LORs support learning? Digital assets, information objects (Online libraries, ePrints, image and sound banks, LMS, etc) Learning activities & Designs reuse learning activities, learning designs (LORs, etc) Generated resources (JIME, 2004) students and academics create, manage, share reuse ‘mediating forms of rep’ (ePortfolios, shared ws, etc) Can be more difficult to source a resource than recreate it. (Koper, 2003) Difficulties in reusing Learning Activities and Learning Designs. (LADIE, 2005) Poor integration of ‘formal’ and ‘informal’ (McGill, et al, BJET, 2005) Not rewarded as part of current practice (Campbell, 2003)

  9. 2. What sorts of resources will you share? Extending reputation 1. How can LORs support learning? Technological factors Educational factors Organisational factors Socio-cultural factors Collis (1995) Can be more difficult to source a resource than recreate it. (Koper, 2003) Difficulties in reusing Learning Activities and Learning Designs. (LADIE, 2005) Poor integration of ‘formal’ and ‘informal’ (McGill, et al, BJET, 2005) Not rewarded as part of current practice (Campbell, 2003)

  10. 2. What sorts of resources will you share? Extending reputation 1. How can LORs support learning? JORUM WM-Share project Stor Curam (social work) IVIMeds (Medicine) Aberdeen University University of Ireland Galway UHI Millennium Institute Edinburgh University The Spoken Word LAMS community DIDET (student contributors) Technological factors Educational factors Organisational factors Socio-cultural factors Collis (1995)

  11. 2. What sorts of resources will you share? Extending reputation 1. How can LORs support learning? JORUM WM-Share project Stor Curam (social work) IVIMeds (Medicine) Aberdeen University University of Ireland Galway UHI Millennium Institute Edinburgh University The Spoken Word LAMS community DIDET (student contributors) LOR Dimensions: Scope Subject discipline Educational sector Purpose of sharing Contributor Business model

  12. 2. What sorts of resources will you share? Extending reputation 1. How can LORs support learning? Issues depend on the characteristics of learning communities that form around LORs LOR Dimensions: Scope Subject discipline Educational sector Purpose of sharing Contributor Business model

  13. 2. What sorts of resources will you share? Extending reputation 2. What communities may want to use LORs? www.ic-learning.dundee.ac.uk/projects/CD-LOR/ Dr Anoush Margaryan Associate Director International Centre for Research on Learning University of Dundee Scotland Dr David Nicol Reader Centre for Academic Practice University of Strathclyde Glasgow, Scotland Sarah Currier Project Manager University of Strathclyde Dr Peter Douglas Consultant Intrallect

  14. Scenario 4 2. What communities may want to use LORs? The way a rep is used depends on socio-cultural issues: size of the community spatial location of members community ground rules roles and relationships motivation rewards and incentives control reconciliation of multiple agendas the rhythm of the community whether the community is open or closed mutual engagement and participation in a shared task; 2. negotiated interaction with accountability; and 3. shared repertoire of tools, processes, and concepts. Wenger (1998)

  15. Scenario 4 2. What communities may want to use LORs? Purpose –shared goal/interest Dialogue –online, face2face or mixed Roles and responsibilities Coherence –close-knit or loose Context Rules –govern the functioning of community CD-LOR (2006)

  16. 2. What sorts of resources will you share? Extending reputation Issues for communities: IVIMeds www.ivimeds.org Community:teachers and learners of medicine in 26 countries Dimensions: Discipline= medicine Scope= international Bus Model = subscription Repository: diagrams and animated sequences, commentaries, clinical illustrations, virtual patients. IVIMeds @ Dundee University (Harden, 2005)

  17. 2. What sorts of resources will you share? Extending reputation Issues for communities: IVIMeds www.ivimeds.org Community? Subject focused community that shares and integrates resources within a range of learning approaches Issues Cohesion of the community Mapping curriculum at an international level IVIMeds @ Dundee University (Harden, 2005)

  18. Scenario 4 Issues for communities: dmem1.ds.strath.ac.uk/didet Community: Product design students Repository: Student group group given design task.Learners upload resources to shared workspace then construct concept maps-justify design Dimensions: Scope= classroom Contributors=students+lect Discipline = engineering Bus mod = class based Scenario 3

  19. Scenario 4 Issues for communities: DIDET Scenario 3

  20. Scenario 4 Issues for communities: DIDET Scenario 3

  21. Scenario 4 Issues for communities: DIDET Community? Tightly knit, classroom based learning community engaged in shared tasks with agreed interaction Scenario 3 Issues Information literacy skills Archiving/workflow dmem1.ds.strath.ac.uk/didet/

  22. 3. Key barriers and enablers? Active: Peer to peer exchange Group sharing Passive: Downloading

  23. 2. What sorts of resources will you share? Extending reputation 3. Key barriers and enablers? Socio cultural Issue 1. Design of LORs currently not based on clear understanding of user communities Issue 3. Lack of incentives and rewards to motivate communities to use the LORs Technological Issue 5. Lack of usability of tools, processes, and standards for metatagging, search, retrieval, authentication, workflows Pedagogical Issue 4. Pedagogic model involving co-construction of resources by the students Organisational Issue 2. Users lack technology use and information literacy skills

  24. 2. What sorts of resources will you share? Extending reputation 3. Key barriers and enablers?

  25. 2. What sorts of resources will you share? Extending reputation 3. Key barriers and enablers? Guidelines What is the purpose of the LOR? What learning resources are appropriate? Who should contribute resources? What business (trading) model is appropriate? How should communities operate around the LOR? How can the LOR support learning? How will use of the repository be embedded?

  26. 2. What sorts of resources will you share? Extending reputation 3. Key barriers and enablers? Recommendations Design of LORs based on needs of communities LORs closely linked to strategies for teaching and learning User needs integrated through rapid prototyping LOR models shift from delivery to supporting learning processes Recognition and rewards embedded within communities User information literacy and development important www.ic-learning.dundee.ac.uk/projects/CD-LOR/

  27. Community Dimensions of Learning Object Repositories A presentation By Allison Littlejohn More information and reports at: www.ic-learning.dundee.ac.uk/projects/ CD-LOR/

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