Learning Objects in the Classroom A Short Introduction

Learning Objects in the Classroom: A Short Introduction Solvig Norman Coordinator of Instructional Development Open School - Open Learning Agency, BC Calgary, Alberta February 26 th, 2003

Overview § Notion of ‘Learning Objects” § § Examples of Learning Objects Repositories: § § GEM, MERLOT, TLF, Learning and Teaching Scotland Use of Learning Objects: § § § Sharing Evaluating and copyright use Tips for use in a classroom setting Open Learning Agency’s experience: § re-purposing content

Notion of Sharing “Learning objects are not a recent innovation. However, the way in which educators create and categorize them is changing. ” (Tuiren et al. 2002)

“Digitized” Box of Stuff § § § Hand-collected teaching materials, "stuff" gathered over the years. “Stored in closets and garages, these primary source materials—pictures, maps, news articles, short stories, speeches, graphs, and charts—are carefully guarded and preserved over a career because they contain the essential item ready to be retrieved at just the right moment, year after year. ” Instead of a cardboard box, imagine a digitized "box of stuff“ § high quality teaching material, available on the web anytime, all the time. (University of California, Berkeley)

Digital Repositories of “Stuff” - Refrigerator Labeling = “Metadata” • Market’s Organic Yogurt (title) • 2% plain yogurt (description) • 500 grams (size) Container of yogurt = ‘learning object’ Refrigerator = ‘Digital Repository’ • A large storage area for objects • Different shapes and sizes and content • Metadata allows for search and retrieval Janet Bartz 2002

Global Projects and Learning Objects: Survey of Australian Teachers § Asked three main questions around: § § Classroom use of online resources Impact of online resources on teaching and learning Implications and expectations for online resources Some of the responses for using online resources: § § § Provide experiences a regular classroom can’t provide Provide materials teachers can’t create for reason of time, ability and resources Provide blended, varied, learning experiences in the classroom SOCCI Market Research Report, October 2001 http: //www. thelearningfederation. edu. au/ Under “Background Documents”

The Australian Experience § § § The Le@rning Federation Project (TLF), Australia Developing a national pool of quality online learning for Australian schools Goal – to support teachers in enhancing student learning High quality online content, approved, & developed according to specifications Discrete ‘objects’ to be reassembled and repurposed to meet particular needs of teachers & students Testing and trailing basic tools for selecting, sequencing, and using learning objects

The Le@rning Federation Project– Specifications § Educational Soundness Specification: § § Rights Management Specifications: § § Tools and content are consistent with Commonwealth laws related to accessibility Technical Specifications for Content: § § Use of national & international standards that ensure flexibility & access in using the materials Accessibility Specifications: § § Learner focus, integrity, usability, & accessibility Internationally accepted specifications to ensure consistency, viability, and integrity of content Metadata Application Profile: § Search, selection, use, trade and management of learning objects

The Le@rning Federation Project § Developed an Application Profile to support: § § § learning object and resource management, description of educational purpose, technical interoperability, digital rights management and accessibility Learning Object ‘a digital resource facilitating learning experiences related to a particular educational purpose’ http: //www. thelearningfederation. edu. au/

European Examples of Learning Object Repositories § Learning & Teaching in Scotland § Implementing digital repositories Evaluating and testing implementation with teachers § http: //www. ltscotland. com/ § § European School. Net § § § Modeled after our School. Net Provides access to a wide range of resources in different languages http: //www. eun. org/portal/index-en. cfm

USA-Based Examples § § Multimedia Educational Resource for Learning and Online Teaching http: //www. merlot. org § § Gateway to Educational Materials http: //www. thegateway. org/

Canada’s School. Net § § § Comprehensive learning resources portal http: //www. schoolnet. ca/ “Learning Resources” areas provides a list of resources School. Net also provides metadata information for each site and provides an “advanced search” using metadata Lists and links to institutional home pages & not to learning resources per se. Teachers using the School. Net service must still search through these sites in order to locate suitable materials.

Examples of Canadian Learning Object Repositories Campus Alberta Repository of Educational Objects § http: //www. careo. org Tele. Campus § http: //courses. telecampus. edu/about/index. cfm? fuseaction=intr oduction Learn. Alberta. ca § www. Learn. Alberta. ca edu. Source Canada Project § http: //www. edusource. ca/

Evaluating Learning Objects/Resources: School. Net’s Criteria There is a wealth of e -learning resources and programs available on the Internet, which vary in quality from exceptional to questionable. Chose wisely! § § § § Quality Timeliness Appropriateness Accessibility and usability Durability Technical stability and plug-in requirements The uniqueness Excessive commercial content Canada’s School. Net, 2003

Copyright & Use § “Because something is technically possible does not make it legal to do it. ” (Epp & Whitney, 2002) § § Downloading a graphic, image, audio clip, text, or a video clip off the Web does not mean they are free. New issues have arisen: § § § Technical, usage, creator, management, and transmission. Implications for users and creators of content Be aware of any restrictions when selecting and using a learning object

Why Use Learning Objects? § § § Why not? Why re-invent the wheel? Resources/learning objects are time consuming - and, if done well, can be very expensive to create! With learning objects, you can: § § § Match educational resources/learning objects to curriculum, learning outcomes Find exemplary media to support learning Match resources to a variety of learning styles and technology levels

Modify and Add Context Around Learning Objects § § § Modify and personalize - if rights allow it Set the stage by providing an introduction or rationale and by building relationships to prior and future learning experiences Provide authentic learning opportunities by providing examples that demonstrate the principles and applications of concepts

Learning Object Models § “Ideal” concept Lego § § Small pieces Assemble in many ways All lego blocks fit together Anybody can put Lego together Definitions vary: • “as small as a drop, as wide as the ocean” • the context of how learning objects are used is important • need the “glue” to tie learning objects together to create a meaningful learning experience § Atoms (D. Wiley) § § Small pieces Not every atom is combinable with every other atom Atoms can only be assembled in certain structures prescribed by their own internal structure Some training is required in order to assemble atoms A bit more reality-based concept

Advantages of the Learning Object Approach § § § Creating communities of practice that have a common approach to resource description (e. g. , metadata) This supports more effective resource discovery, sharing, and re-use Again, why reinvent the wheel!

Advantages of the Learning Object Approach § § Multiple resources addressing the same concepts in different ways Peer testing and review Educators and learners can assemble objects to create customized learning experiences “Wetware” is still important (e. g. , human intervention) § Teachers involvement in creating learning objects, applying metadata tagging, and most importantly effectively implementing them within a learning situation.

Challenges of the Learning Object Approach § § § Metadata creation needs to be simple, fast, and consistent Many educators need to be involved rather than a few specialists Sufficient and timely training and education about the creation of metadata and flexible learning objects: § § Demos of some of the latest metadata tagging tools Metadata creation tools, repository technologies, and learning content management systems are in their infancy, but making great progress

Open Learning Agency’s Experience § § § Decision to implement structured approach to content development 14 Grade 11/12 courses (legacy & new) Implemented “SGML” as a technology to support content development § § Developed framework with tags that outlines structure and hierarchy of content Content tagged in Framemaker+SGML and output into different media Incorporated one of the earliest meta data schemas - Dublin Core Why? To Leverage & maximize content

SGML/XML EXAMPLE What is the content’s structure? Presentation is applied later.

Structure – Course Level Course (Metadata) Module(s) (Metadata) Section(s) (Metadata) Learning outcomes (broad) Formal assessment (Metadata) Lesson(s) (Metadata) • Document Type Definitions (DTDs) • Provide a framework to support structure and hierarchy of content Learning outcomes (specific) Topic(s) (Metadata) Informal assessment (Metadata) Resources (Metadata)

Repurposing: Addressing Multiple Audiences Grade 11 Information Technology § § Granular, re-purposable content Multiple Learner profiles Assessment strategies Address multiple standards and learning outcomes Teacher Education Program Grade 4 Computer Journeys

Learning Objects in Action. . . Learning Outcomes Authored Content Resources Document Type Definitions / and Output Style Specifications CD ROM Print Web Delivery systems: Web. CT, Nautikos Activities and Assessment Digital Repository

Edu. Specs Technical Liaison Office (TLO) § § § Created in 2002 to help support the goals and mandate of the Edu. Specs Program facilitates the creation and adoption of international e-learning standards and specifications for Canada. Open Learning Agency (in association with Innovative Training Solutions Inc. , ) was awarded the TLO project based on an RFP process: Two main activities: § Coordinate involvement with e-learning specifications and standards § Become a focal point for coordinating & disseminating info on educational standards & specifications (all sectors). http: //eduspecs. ic. gc. ca

Final Points § § § A wealth of resources/learning objects are out there (select wisely, be aware of copyright restrictions) The learning object approach supports resource based teaching and learning. Standards and specifications are hard to interpret and implement and these issues need to be invisible to educators. Teachers are expert re-purposers, but the experience may be limited in the digital realm. Timely and authentic training and education around the use of learning objects is required to support use, implementation and building communities of users.

Resources Bratina, Tuiren A. , Hayes, Darrin, & Blumsack, Steven L. (2002). "Preparing Teachers To Use Learning Objects. " Technology Source http: //ts. mivu. org/default. asp? show=article&id=961&action=print Downes, Stephen (2000). "Learning Objects" News. Trolls Inc. http: //www. newstrolls. com/news/dev/downes/column 000523. htm Longmire, Warren (2000). "A Primer on Learning Objects". htwww. learningcircuits. org/mar 2000/primer. html MASIE Centre Report (2002). Making Sense of Learning Specifications and Standards http: //www. masie. com/standards/S 3_Guide. pdf Edu. Specs Program, Industry Canada’s initiative for e-learning standards and specifications http: //eduspecs. ic. gc. ca edu. Source Canada http: //www. edusource. ca/

Contact Information Solvig Norman Open Learning Agency Solvign@ola. bc. ca 250. 953. 7413