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A Day in the Life of a Learning Object Robert Wyatt, Western Kentucky University

A Day in the Life of a Learning Object Robert Wyatt, Western Kentucky University. Learning Object Usage From Merlot site alone, can be hard to tell Why contribute material if it is not used? Probably are being used, can be hard to tell Look at unexpected and unreported usage of LOs.

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A Day in the Life of a Learning Object Robert Wyatt, Western Kentucky University

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  1. A Day in the Life of a Learning ObjectRobert Wyatt, Western Kentucky University Learning Object Usage • From Merlot site alone, can be hard to tell • Why contribute material if it is not used? • Probably are being used, can be hard to tell • Look at unexpected and unreported usage of LOs

  2. A Day in the Life of a Learning Object I. Learning Object Creation • Why • How used at WKU • Student Responses II. Finding Learning Objects • Repositories vs • Search Engines

  3. A Day in the Life of a Learning Object III. HOW – finding usage of Learning Objects • Requests by email • LO Report Pages • Server Logs IV. WHO - Learning Object users • Universities & Colleges • AP High School Classes • Other

  4. A Day in the Life of a Learning Object V. WHAT – the users do with LOs (detective work) LO Background • Created for Lab accompanying an Introductory Biology class @ WKU • 300 students/semester

  5. A Day in the Life of a Learning Object The problem: • Students come to lab unprepared • Then focus on mechanics and manipulations instead of science • Lab manual was “out-of date” and“cookbook”

  6. A Day in the Life of a Learning Object Created online “Prelabs” (learning objects) • Started with existing Lab Manual (old and standard stuff) • Animal Behavior • Spectroscopy • Genetics • Biochemistry/Titration • Evolution • Metabolism

  7. A Day in the Life of a Learning Object Created online “Prelabs” • “Walk-through” of F2F lab • Labs use Flash and Active Server Pages • Students walk through virtual lab, create data, analyze/answer questions, submit information

  8. A Day in the Life of a Learning Object Created online “Prelabs” Students receive a receipt (name, date, data, and their answers to questions). • Receipts were required, or extra credit, or points. • Voluntary survey of students at the end of semester

  9. A Day in the Life of a Learning Object Created online virtual labs Example instructions from manual • Using a wax marking pencil, number four clean test tubes. • Using 5.0 ml pipettes, place into:Tube #1:1.0 ml of stock protein solution and 2.0 ml of diHOHTube #2:2.0 ml of stock protein solution and 1.0 ml of diHOHTube #3:3.0 ml of stock protein solutionTube #4:3.0 ml of diHOH • Using a 10.0 ml graduated cylinder, add 2.0 ml of NaOH (sodium hydroxide) to each of the four test tubes. • Using a 1.0 ml pipette, place 0.50 ml of 0.50% CuSO4 (copper sulfate) into each of the four test tubes. Mix the contents thoroughly. • Record below any color reaction observed in each tube: • Tube #1:Tube #2:Tube #3:Tube #4: • Secure four clean spectrophotometer tubes. Note: Remove residual water in each spectrophotometer tube by “snapping” each while holding the tube upside-down. • Transfer the contents of Tubes #1, #2, #3 and #4, individually, into the four clean spectrophotometer tubes. • Using the Spectronic 20, determine the absorbance (@560 nm) of the contents of each tube. Record the absorbance values of your Group as well as those of the other Groups in the Table below and on the blackboard.

  10. A Day in the Life of a Learning Object Created online virtual labs (learning objects) • Show you two LOs • Protein/Spectroscopy • Mendelian Genetics/Statistics

  11. A Day in the Life of a Learning Object Created online virtual labs (learning objects) • Show you two LOs • Protein/Spectroscopy • Mendelian Genetics/Statistics (Where the tracking comes from)

  12. A Day in the Life of a Learning Object Created online virtual labs (learning objects) • Student responses

  13. A Day in the Life of a Learning Object Created online virtual labs (learning objects) • Student comments “I found the prelabs to be very helpful when I studied for my first test. I redid every one of them and understood what all the rest of the material was saying” • “My comments are i honestly think that it helps to visually see things in the pre-labs prior to actually doing them” • “Any prelab experiment that was the exact same as the one we did in class was very beneficial. I understood what was going on a lot better”

  14. A Day in the Life of a Learning Object Created online virtual labs (learning objects) • Student comments “I'll admit, sometimes I dreaded taking the time to do the pre-lab, but after the first few, I realized what a HUGE help they were in preparation for the quiz and for our knowledge in performing the lab. I think it's a great idea and very helpful to those who actually take the time to read it. Thanks” • “I have no complaints about the 121 prelabs, but I would like to find more tutorials for the actual Biol 120 class”

  15. A Day in the Life of a Learning Object Created online virtual labs (learning objects) • Student comments “My comments are i can tell that i do know more when i get to class about the labs. the actual class is like doing the whole lab over again, which helps to remember the ideas and concepts. the more you study something, then the more you liable you are to remembering it, and this is evident with these pre-labs.” • “Pre labs are helpful; they highlight important points and can be used to study for the final. Thank you!”

  16. A Day in the Life of a Learning Object Created online virtual labs (learning objects) • Student comments “This is a great way to help student, especially ones like myself who don't have the greateset understanding of Biology, really understand what is going on and reflect that knowledge in the class and with my grade. Thanks so much!” • “I always thought the prelabs helped to understand what we were doing that day... not to meantion that they helped out my grade a little bit.. I think they are great!”

  17. A Day in the Life of a Learning Object II. Finding LOs - Learning Object Repositories (there are a bunch) • MERLOT (>9000) • Wisc-online (1900) • Maricopa (1115) • SMETE (5000)

  18. A Day in the Life of a Learning Object II. Learning Object Repositories MERLOT • MERLOT's users don't seem to make enough of a commitment to the site • What makes or breaks the success of such sites is user participation • Amazon.com would lose a good deal of its usefulness if user reviews were few and far between and limited to one review per item • Barbara Knauff Web teaching 2001

  19. A Day in the Life of a Learning Object II. Learning Object Repositories • Reviewed- Very nice (Thanks) • Collections (4) Nice • Member comments (0) not so nice • Is anybody using these things (or are they not the kind of guys who write letters?)

  20. A Day in the Life of a Learning Object III. Learning Object Usage – Intro • From LO Report Pages (very long lists) • Reports are provided to Instructors (TAs) as back-up for student receipts • Shortened version of DB data • Over time noticed usage was greater than expected • Usage occurred outside “normal times” • Large number of Section “Visitor” hits • Unusual patterns of usage (several repeated hits from same or similar IPs; synch & asynch) • Large number without names • Very diverse set of IP addresses

  21. A Day in the Life of a Learning Object III. Learning Object Usage “?????” • A. From LO Report Pages • From: Jessica Moore Section Staff-013 score; 40 Date: 9/2/2004 11:24:58 AM 161.6.195.134----------------------------------------------------------- • From: Jessica Hampton Section Staff-013 score; 10 Date: 9/2/2004 11:27:06 AM 161.6.214.141 • --------------------------------------------------------------------- • From: Tasha Section Visitor score; 20 Date: 9/3/2004 11:29:54 AM 24.224.2.62 • -------------------------------------------------------------------- • From: Lacey Section Visitor score; 20 Date: 9/3/2004 11:32:56 AM 24.224.2.62 • --------------------------------------------------------------------- • From: Betty Section Visitor score; 30 Date: 9/3/2004 11:42:52 AM 24.224.2.62 • --------------------------------------------------------------------- • From: Boc Section Visitor score; 0 Date: 9/3/2004 11:54:46 AM 24.224.2.62

  22. A Day in the Life of a Learning Object III. Learning Object Usage “HS signature” • A. From LO Report Pages • From: Jessica Moore Section Staff-013 score; 40 Date: 9/2/2004 11:24:58 AM 161.6.195.134----------------------------------------------------------- • From: Jessica Hampton Section Staff-013 score; 10 Date: 9/2/2004 11:27:06 AM 161.6.214.141 • --------------------------------------------------------------------- • From: Tasha Section Visitor score; 20 Date: 9/3/2004 11:29:54 AM 24.224.2.62 • -------------------------------------------------------------------- • From: Lacey Section Visitor score; 20 Date: 9/3/2004 11:32:56 AM 24.224.2.62 • --------------------------------------------------------------------- • From: Betty Section Visitor score; 30 Date: 9/3/2004 11:42:52 AM 24.224.2.62 • --------------------------------------------------------------------- • From: Boc Section Visitor score; 0 Date: 9/3/2004 11:54:46 AM 24.224.2.62

  23. A Day in the Life of a Learning Object III. Learning Object Usage “?????” • A. From LO Report Pages (very long lists) • From: Section Visitor score; 0 Date: 3/31/2005 10:11:01 AM 24.43.7.172-------------------------------------------------------------------------------- • From: JM, CG, LT Section Visitor score; 40 Date: 3/31/2005 10:28:12 AM 134.29.35.67 • -------------------------------------------------------------------------------- • From: R.E., G.G., M.K. Section Visitor score; 50 Date: 3/31/2005 10:32:21 AM 134.29.35.62-------------------------------------------------------------------------------- • From: SW, LT, EC Section Visitor score; 50 Date: 3/31/2005 10:33:50 AM 134.29.35.47-------------------------------------------------------------------------------- • From: AT, PW, JE Section Visitor score; 50 Date: 3/31/2005 10:35:20 AM 134.29.35.55-------------------------------------------------------------------------------- • From: Katarzyna LukasikSection Visitor score; 0 Date: 3/31/2005 10:36:30 AM 137.99.145.225--------------------------------------------------------------------------------

  24. A Day in the Life of a Learning Object III. Learning Object Usage “Lab signature” • A. From LO Report Pages (very long lists) • From: Section Visitor score; 0 Date: 3/31/2005 10:11:01 AM 24.43.7.172-------------------------------------------------------------------------------- • From: JM, CG, LT Section Visitor score; 40 Date: 3/31/2005 10:28:12 AM 134.29.35.67 • -------------------------------------------------------------------------------- • From: R.E., G.G., M.K. Section Visitor score; 50 Date: 3/31/2005 10:32:21 AM 134.29.35.62-------------------------------------------------------------------------------- • From: SW, LT, EC Section Visitor score; 50 Date: 3/31/2005 10:33:50 AM 134.29.35.47-------------------------------------------------------------------------------- • From: AT, PW, JE Section Visitor score; 50 Date: 3/31/2005 10:35:20 AM 134.29.35.55-------------------------------------------------------------------------------- • From: Katarzyna LukasikSection Visitor score; 0 Date: 3/31/2005 10:36:30 AM 137.99.145.225--------------------------------------------------------------------------------

  25. A Day in the Life of a Learning Object III. Learning Object Usage • B. From Who links to you? (WhoToU - ("bioweb.wku.+edu/courses/Biol “) ~500 • Web Lab on Enzymes http://bioweb.wku.edu/courses/Biol114/enzyme/enzyme1.asp. Note: This activity uses a site for a university biology class. Turn in all your answers on… http://www.biologycorner.com/bio3/enzymelab_web.html - 9k - • BIOL111LcDeschttp://bioweb.wku.edu/courses/Biol114/enzyme/enzyme1.asp. 6. W. 9/12. Cellular Respiration 1: Glycolysis. 7:155-165 www.cbu.edu/~seisen/BIOL111LcDesc.htm - 22k • Biology Standards and Relevant Websiteshttp://bioweb.wku.edu/courses/Biol114/Vfly1.asp A virtual fly lab experiment allows students to cross fruit flies with various phenotypes.www.sailsinc.org/Durfee/resources/biologywebsites.htm - 67k

  26. A Day in the Life of a Learning Object III. Learning Object Usage • B. From Who links to you? ("bioweb.wku.+edu/courses/Biol “) ~500 • [PDF] The vast majority of the energy consumed by living organisms stems ...REQUIRED tutorial on photosynthesis http://bioweb.wku.edu/courses/Biol120/images/Photosynthesis.asp animation of electron transport in thylakoid membrane..fire.biol.wwu.edu/trent/trent/3.03.04lecture.pdf • index_html - [ Translate this page ]... Aerobic and Anaerobic Respiration in Yeast Externer Link! Lesson plan for a respiration lab. http://bioweb.wku.edu/courses/Biol114/Resp/Resp1.aspwww.schule-bw.de/unterricht/faecher/ englisch/bilingual/subjects/biology/metabolism - 39k

  27. A Day in the Life of a Learning Object III. Learning Object Usage • C. From Server logs • 203.54.188.188, -, 4/10/2004, 0:40:55, W3SVC1, BIOSERVER, 192.168.1.228, 7000, 467, 15450, 200, 0, GET, /courses/Biol121/Carbo/Carbo1.asp, -, • 203.54.188.188, -, 4/10/2004, 0:41:07, W3SVC1, BIOSERVER, 192.168.1.228, 6125, 364, 5520, 200, 0, GET, /courses/Biol121/Carbo/linear_carbo.gif, -, • 203.54.188.188, -, 4/10/2004, 0:41:29, W3SVC1, BIOSERVER, 192.168.1.228, 21844, 359, 6255, 200, 0, GET, /courses/Biol121/Carbo/disacch.gif, -, • 203.54.188.188, -, 4/10/2004, 0:41:30, W3SVC1, BIOSERVER, 192.168.1.228, 1250, 357, 0, 200, 64, GET, /courses/Biol121/Carbo/IKI_1.gif, -, • 66.151.181.4, -, 4/10/2004, 0:41:37, W3SVC1, BIOSERVER, 192.168.1.228, 313, 237, 8302, 200, 0, GET, /students/aug/calendar.asp, 203.54.188.188, -, 4/10/2004, 0:41:37, W3SVC1, BIOSERVER, 192.168.1.228, 41344, 273, 29552, 200, 0, GET, /courses/Biol121/Carbo/Benedicts2.swf, -, • 203.54.188.188, -, 4/10/2004, 0:41:40, W3SVC1, BIOSERVER, 192.168.1.228, 5875, 357, 3064, 200, 0, GET, /courses/Biol121/Carbo/IKI_1.gif, -, • 161.6.33.226, -, 4/10/2004, 0:41:44, W3SVC1, BIOSERVER, 192.168.1.228, 218, 447, 28420, 200, 0, GET, /faculty/philips/120syllabus.html, -, • 203.54.188.188, -, 4/10/2004, 0:41:44, W3SVC1, BIOSERVER, 192.168.1.228, 4656, 357, 3779, 200, 0, GET, /courses/Biol121/Carbo/IKI_2.gif, -, • 64.12.186.238, -, 4/10/2004, 0:41:53, W3SVC1, BIOSERVER, 192.168.1.228, 62, 263, 286, 200, 0, GET, /courses/Biol115/Wyatt/Heart.ram, -, • 64.12.186.238, -, 4/10/2004, 0:41:53, W3SVC1, BIOSERVER, 192.168.1.228, 63, 226, 286, 200, 0, GET, /courses/Biol115/Wyatt/Heart.ram, -, • 64.12.186.239, -, 4/10/2004, 0:41:54, W3SVC1, BIOSERVER, 192.168.1.228, 62, 264, 288, 200, 0, GET, /courses/Biol115/Wyatt/Immune.ram, -, • 64.12.186.239, -, 4/10/2004, 0:41:54, W3SVC1, BIOSERVER, 192.168.1.228, 47, 227, 288, 200, 0, GET, /courses/Biol115/Wyatt/Immune.ram, -,

  28. A Day in the Life of a Learning Object III. Learning Object Usage • C. From Server logs • Server logs (10 MB/day) used Microsoft Log Parser and Excel to find “whatever” • Look for specific class or lab (biol121) webpage • Remove all WKU addresses • Remove other common IP addresses (local ISPs; Logantel, local broadband, etc) (WKU + these = Local) • Remove Spiders and Bots • Look for unique IPs and/or… • Look for repeated usage from associated IP addresses 204.112.54.102; 204.112.54.11; 204.112.54.96

  29. A Day in the Life of a Learning Object III. Learning Object Usage • C. From Server logs • About 70,000 candidates for 2004 • About 200+ unique IP addresses/Day (non-local) • Name from IP (DNS) script; About 1/3 (30.2%) “Failed to resolve address” • .com ~25% • .edu ~15% • Other US (.net, .state, .gov, .org ...) ~35% • Foreign ~25%

  30. A Day in the Life of a Learning Object • pcp09460980pcs.northw01.in.comcast.net • warp.aecom.yu.edu • crawl-66-249-65-80.googlebot.com • www.akleon.de • host250.subnet112.kbcc.cuny.edu • west1.browseblast.com • Wireless-Gateway.MNSU.EDU • client-151-199-197-173.henrico.k12.va.us • cable.ubr03.sand.blueyonder.co.uk • uitm.edu.my • ei05wu3.cpmc.columbia.edu • chem227.anu.edu.au • III. looking up 68.57.247.98 • Official name: pcp09460980pcs.northw01.in.comcast.net • IP address: 68.57.247.98 • looking up 129.98.80.172 • Official name: warp.aecom.yu.edu • IP address: 129.98.80.172 • Welcome to Yeshiva University • looking up 66.249.65.80 • Official name: crawl-66-249-65-80.googlebot.com • IP address: 66.249.65.80 • looking up 131.246.130.194 • Official name: www.akleon.de • IP address: 131.246.130.194 • AKLEON LIBRARY • Academic teaching material on-line • looking up 198.83.112.250 • Official name: host250.subnet112.kbcc.cuny.edu • IP address: 198.83.112.250 • looking up 205.208.227.31 • Official name: west1.browseblast.com • IP address: 205.208.227.31 • looking up 24.215.165.223 • Official name: user-0cdf9ev.cable.mindspring.com • looking up 209.98.3.205 • Official name: c1100-1.mpls.visi.com • IP address: 209.98.3.205 • looking up 198.102.159.119 • Official name: nat119.ucok.edu • IP address: 198.102.159.119 • looking up 222.126.48.205 • Official name: adsl-126.48.205.info.com.ph • IP address: 222.126.48.205 • looking up 128.100.208.90 • Official name: mrcpp37.med.utoronto.ca • IP address: 128.100.208.90 • looking up 64.251.30.20 • Official name: 20-30-251-64.serverpronto.com • IP address: 64.251.30.20

  31. A Day in the Life of a Learning Object III. Learning Object Usage • C. From Server logs • 100+ High schools (26 multiple IPs or uses) • 100+ Universities (6 multiple IPS or uses) • 22+ countries (.au – Australia, .be - Belgium .cs – Czechoslovakia, .dk – Denmark, .fr – France, hk - Hong Kong, .il – Israel,.it – Italy, .jp – Japan,.my – Malaysia, .uk - United Kingdom,.tw - Taiwan , .vi - U.S. Virgin Islands • Often unique IP will visit several to many pages/objects/prelabs • Only about 8% of IP visits “POST”

  32. A Day in the Life of a Learning Object III. Learning Object Usage • D. From Email requests (~20) • Dear Sir, In the name of Ort Israel, the Administration for Research and Development, we hereby address you with a request to give us permission to use the preview lab 4 from your site: http://bioweb.wku.edu/courses/Biol120/Web/enzyme1.asp For your information, Ort Israel is a network of schools for advanced technology and sciences which is spread throughout the state of Israel. Ort Israel was acknowledged by the tax-authorities as an institute without profit intentions. Within the activities of Ort Israel, one of the aims of the R&D Administration is developing educational materials. We will be grateful if you give us your permission to translate and to integrate the text and images in our Biotechnology educational Internet site for high-school students: http://biotech.ort.org.il (The site is in Hebrew). As mentioned before, Ort Israel has no profit intentions and its purpose is only to help advance science and technology in education. We will, of course, make sure to mention in bold the origin of the module, which will certainly serve your aims.Yours sinkerlyxxxxxxx Information Specialist

  33. A Day in the Life of a Learning Object III. Learning Object Usage • D. From Email requests (~20) • Greetings Dr. Wyatt, I am currently involved in a M.A.S.T. (Math Applications Shaping Tomorrow) Program at xxxxxx College sponsored by NSF to enhance math and science teaching at high school, college and university levels. I am building a module for community college biology students entitled "Biotechnology and the Standard Curve" that uses real industry data to teach students the importance of the standard curve and its uses in certain jobs they may encounter. I have visited a local biotechnology firm near _____ that graciously donated staff time and laboratory space for several days so that I was able to collect data for use in this module. I am contacting you to request permission to use the Biuret Protein Assay that you have developed, which I have seen at http://bioweb.wku.edu/courses/Biol121/Protein/Biuret.asp, as a homework assignment before the students manage real industry data, then later perform this same lab using Spec 20's in a real wet laboratory. Thank you for considering this request. I may be reached at: xxxxx@xxx.xxxx.edu. Thank You, xxxxxxxxx Associate Professor of Biology

  34. A Day in the Life of a Learning Object III. Finding Learning Objects Search Engine vs. Repository -Compare Bio 121 (on Merlot) to Bio 114 (not registered) • Bio 121 (30%) of hits • Bio 114 (70%) of hits Google • “Enzyme lab” #2 (of 1.3M) Compare • “Mendelian Genetics corn” #4 • “Biology prelabs online” #1 • “Fly lab” #2 (of 2.5 M)

  35. A Day in the Life of a Learning Object III. Finding Learning Objects MSN • “Enzyme lab” #2 (of 300K) • “Mendelian genetics corn” #16 • “Biology prelabs online” #1 • “Fly lab” # 12 (of 1.2 M) From email responses (~25) • Search Engines (60%) users cite above • Merlot (20%) • Campus Tech Article (20%)

  36. A Day in the Life of a Learning Object I. Learning Object Creation • Why – improve learning • How used - supplement • Student Response - good II. Learning Object Registration • Repositories – bunch, MERLOT • Metadata – for LOs/SCORM • Search Engines - diff metadata III. Finding Learning Objects/Users • LO Reports, Server Logs, WhotoU, and email requests, • Merlot vs Search Engines

  37. A Day in the Life of a Learning Object III. Finding Learning Objects/Users • Reports – learned of high school, colleges, and other usage. Probably most valid tool for (unreported) actual usage. • WhotoU shows who is interested, but many are links to links. • Server Logs show total visits but not the same thing as actual usage. • Email requests and responses very valid, but few in number.

  38. A Day in the Life of a Learning Object III. Finding Learning Objects/Users - Conclusions • LOs used much, much more than suspected. Users don’t report it. • MERLOT (repositories) vs. Search Engines. Why? • Search Engines have larger “repositories” and are improving all the time. • Instructors are usually “experts” and students probably don’t visit MERLOT.

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