1 / 20

Excursions in learning objects: working in the real world

Excursions in learning objects: working in the real world. Hugh Davis and Su White hcd@ecs.soton.ac.uk saw@ecs.soton.ac.uk. The shape of this talk. We will discuss possible interpretations of what we mean by a learning object

sheryl
Download Presentation

Excursions in learning objects: working in the real world

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Excursions in learning objects: working in the real world Hugh Davis and Su White hcd@ecs.soton.ac.uk saw@ecs.soton.ac.uk CM322

  2. The shape of this talk We will • discuss possible interpretations of what we mean by a learning object • relate some experiences we gained from the running the e3an project • suggest some directions in which we think this work is going CM322

  3. What’s a Learning Object? • A discrete learning experience which responds to a given learning outcome? • The above packaged withits Metadata etc. so that itcan be re-used by others? CM322

  4. Discrete Learning Experience? • We want these to be re-usable • When we build new courses • By others • Must be discrete –independent of other objects so far as possible • Of course there will be pre-requisites • But there should not be co-dependencies on *your* other learning objects • This can be difficult! • Sometimes need “narrative” non re-usable LOs CM322

  5. Should contain *everything* needed to copy to another place Ideally no external references No dependencies on a particular delivery environment Should be well described so another author can decide whether the LO is suitable: Requires Metadata to describe environment needed to use LO (and any rights/cost) what the LO teaches who the LO is suitable for how the LO teaches? The full package CM322

  6. The Question of Assessments Questions can be objective – or not Each Question is often quite small – an assessment consists of a number of questions Creating assessments is time consuming Re-using other peoples’ assessments is rarely suitable – but some of the questions may be CM322

  7. E3an objectives • build a people network • peer reviewed test banks for electrical and electronic engineering • questions produced and reviewed by paid consultants • model of processes • trojan horse for educational development • supporting materials on methods and practices CM322

  8. questions banks containing: objective tests (MCQ, MRQ numeric,++) text based traditional tests course assignments exam questions self assessment, diagnostic,feedback, reference/exemplars technical issues must be in range of output formats must be interoperable must have good descriptive content (meta data) equal importance people network and identifying good practice …the details CM322

  9. production model - theme teams • theme leader • theme mentor • four or five academic consultants CM322

  10. theme team process identify question targets • discuss levels and approaches • agree division of tasks • dummy run author • write, mark up and review questions • trial and evaluate questions CM322

  11. overview theme sub-theme related themes description keywords detail type mark time level cognitive level discrimination style examples View question View metadata metadata CM322

  12. output formats of questions tutor or student ready, various formats • Microsoft Word/RTF HTML • QML (Question Mark Perception v2) • XML Question & Test Interoperability (QTI) specification (compatible with a range of test engines) CM322

  13. Question Banks • A question bank is a database of questions • Each question has suitable metadata (database keys) to allow the user to narrow the search on suitable questions • Selected questions can be exported to the assessment in a suitable format: • Word? • HTML? • QTI? CM322

  14. CM322

  15. The Future – for us • TOIA • IBIS • COLLEG • ADAPT and eLeGI • DIALOG PLUS • Idea of a “nugget” or learning *activity* • Includes a list of the things a student must do, including the assessment • An aggregation of multiple LOs to achieve some high level learning outcome • Building tools to identify useful resources CM322

  16. What we learned • Academics like to define their own metadata • People need motivation to go that one step further • Resourcebanks can work – still need to gather a critical mass CM322

  17. The Future - for the community • Learning object “editors” (RELOAD?) • Learning object repositories (JORUM+?) • We must populate the repositories! CM322

  18. related developments & resources acronym hell • TOIA http://www.toia.ac.uk/ Technologies for Online Interoperable Assessment • STOMP QTI viewer http://www.stomp.ac.uk/ • CETIS assessment SIG http://www.cetis.ac.uk/assessment/ • LTSN-ICS question bashes http://www.ics.ltsn.ac.uk/question-bank • TQEF/NCTeam assessment project network http://www.ncteam.ac.uk/projects/fdtl/fdtl4/assessment/ • LTSN generic resources on assessmenthttp://www.ltsn.ac.uk/genericcentre/ CM322

  19. CM322

  20. CM322

More Related