technological and pedagogical issues surrounding mass production of elearning
DESCRIPTION
TRANSCRIPT
Technological and Pedagogical Issues Surrounding Mass Production of Multimedia Learning Content
Presented by: Christopher Peat & Dilip PatelThe Centre for Information Management and E-Business London South Bank University
2 Introduction
Cultural, Pedagogical and Technical Challenges
Adhere to educational principles
Conform to technology standards
Case Study:
Delivers learning content to diverse group of learners
Low production costs
Affordable, accessible, durable and re-usable Learning Objects
3 Standards Initiative
Many standards available
Advanced Distributed Learning
IEEE Learning Technology Standards Committee
IMS Global Learning Consortium
Sharable Content Object Reference Model (SCORM) – 1998
Technical architecture for Learning Objects
Cross Platform
Mass produced Learning Objects should conform to standards
4 Learning Object Challenges
Affordability
Production and User based
Accessibility
Web based accessibility
Durability
Forward compatibility
Re-usability
Metadata and compatible systems
Interoperability
LMS independent
5 Embedding Learning Objects
Conform to metadata standards
Library catalogue approach
Centralized repository
Accessible via Moodle
Open Source
Course Management System
Pedagogical Principles
6 Learning Styles
Process orientated teaching and Learning
Capture Interactions
Supports student learning
Teachers can reflect upon delivery
Identify:
Stakeholders
Learning Objects
Learning Scenarios
Conversational Framework
Teacher’s Conceptual Knowledge
Student’s Experimental Knowledge
Teacher’s Constructed World
Student’s Experiential Knowledge
Interaction
Discussion
Adaption of world
Reflection on student
performance
Adaptation of actions
Reflection on
interaction
7 Stakeholders
Academics
Learning Technologists
Management
Activities
Exploit Existing Technology
Creating New Objects
Re-using Objects
Managing Repositories
Learning Technologists
ManagementAcademics
Interchangingroles
Overlapping responsibilities
8 Granularity
Self contained objects
Learning material
Delivers learning outcomes
Reusable objects
Natural breaks define granularity
Summary sections
Seg
men
t A
(L
ect
ure
)
Segment B1
(sub-section) Summary C1b
Summary C1c
Summary C2c
Summary C2a
Summary C3b
Segment B2
(sub-section)
Segment B3
(sub-section)
Summary C1a
9 Research Approach
Case study focusing on action research: Formal and informal decisions
Synchronous and Asynchronous collaborative tools
Face to face dialogue
Observations
Interviews
Developed using rapid prototyping Verify user requirements
Verify feasibility
Subsequent changes incorporated continually
Ensures material meets pedagogical criteria
10 Case Study
Project Background
Produced in association with UK based educational charity
Aims to advance knowledge of nutrition
The project is part of KTP, funded by the Technology Strategy Board along with the other government funding organisations.
11 Educational Design
Pedagogical standard of classroom learning achieved
Key elements identified
Each element digitised
Met Criteria:
SCORM Compliant
Limited Budget
Retain pedagogical standard
Multi Browser / Platform
Paper BasedResources
Classroom Activities
and Quizzes
PresentationMaterial
ClassroomBased
Lectures
LearningObjects
12 Capture Interactions
All written materials and diagrams included
Tools are consumer based electronics
Two video cameras
Narrow shot – captures increased facial interactions
Wide shot – Negates risk in narrow shot
Radio Microphone
Captures increased tonal expression
13 Packaging Interactions
Material includes Audio & Visual
Presentation Slides
PDF Documents
Tasks and Quizzes
Packaged using: Open source and
proprietary software
Integrates with existing courseware
Rapid Production
Audio & Video x 2
Presentation Slides
PDF Documents
Tasks and Quizzes
Package material through software tools
Multimedia Learning Object
14 Forward Compatibility
Mass productions tools are backward and forward compatible
Tools output easily editable
Identify key criteria for subsequent tools:
Capture Devices Media Editing
Tools Learning Object Packaging Tools
LMS
Ensure Compatibility (CODECS)
Ensure Compatibility (File Types)
Ensure Compatibility
(SCORM)
15 Learning Object Delivery
1 hour section broken into 3 parts
All original material included
Ensures original context is maintained
Summarised into 5 bite size chunks
16 Production Risk Management
Capture Audio and Video
Editing into Learning Objects
Assess to be technically and pedagogically sound
Workflow diagrams
Assessed for value
Production process fully documented
17 Pedagogic Risk Management
Substantial evaluation through stakeholders
Academics
Meets Learning Outcomes
Students
Engaging as additional resources
Feedback positive
Further formalised evaluation required
18 Conclusion
Mass production of re-usable Learning Objects using existing tools is: Sustainable
Cost-effective
Future Work: Assess true value of learning content with stakeholders
Widen participation, specifically to less affluent neighbourhoods
Standards ensure adaptable Learning Objects are created
Metadata can personalise learning experience
19 References ADL. (2007) Advanced Distributed Learning. Accessed (2008)
http://www.adlnet.org/
AICC. (2007) Aviation Industry CBT (Computer-based Training) Committee (AICC). Accessed (2007) http://www.aicc.org/
Barikzai, S. (2006) Integrating Courseware into Collaborative Learning Environments. PHD Thesis, London South Bank University, UK
Brumfit, C. M., R (1989). Research in the Language Classroom. London.
IMS. (2002) IMS Global Learning Consortium. Accessed (2008) http://www.imsproject.org
Laurillard, D. (1993). Rethinking university teaching, Routledge.
LTSC. (2002) Learning Technology Standards Committee - LTSC (formally IEEE Computer Society P1484). Accessed (2008) http://ltsc.ieee.org/
MOODLE. (2008) MOODLE - An Open Source Learning Management System. Accessed (2008) http://www.moodle.com
Polsani, P. R. (2003). "Use and Abuse of Reusable Learning Objects." Journal of Digital information 3(4).
Rehak, D. and R. Mason (2003). Reusing Online Resources: A Sustainable Approach to eLearning. Keeping the Learning in Learning Objects. A. Littlejohn. London, Kogan Page.
Wiley, D. A. (2002). Connecting learning objects to instructional design theory:A definition, a metaphor, and a taxonomy. Learning Objects. D. A. Wiley, on-line.