Learning objects: achievements and challenges

1. Learning objects: achievements and challenges Tom Boyle CETL for Reusable Learning Objects London Metropolitan University Simposio OD@06, Oviedo, 26.09.2006

2. The term Learning Object has become the Holy Grail of content creation and aggregation in the computer-mediated learning field. Polsani (2003)

3. The use of learning objects promises to increase the effectiveness of learning… Duval et al 2003

4. Themes of talk • Learning objects: main achievements to date • Significant challenges • What do we mean by learning objects? • Better models of composition and decomposition • Linking learning objects and learning designs • Questions explored within a three dimensional model of the ‘learning object’ space • Work of the CETL for Reusable Learning Objects • Conclusions

5. Learning Object achievements • Major achievements in international specifications and standards • IMS Content Packaging • IEEE LOM • SCORM • Repositories built on these standards • Universal impact of concept • Many fine examples of learning objects

6. Packaging and metadata IMS Package file Manifest Metadata Organizations Resources Manifest Content Physical files/content

7. ‘Objects’ versus ‘learning’ • ‘Learning objects’ as knowledge objects • packaged • described • stored • retrieved Based on international specifications and standards • Much less emphasis on ‘learning’ and the design of effective learning objects • CETL for Reusable Learning Objects places a strong emphasis on design for effective learning

8. CETL for Reusable Learning Objects • Started in April 2005 with £3.3 million funding from HEFCE for the period 2005-2010 • Partners: London Metropolitan University, University of Cambridge, University of Nottingham • Design and develop reusable learning objects (RLOs) • with a strong pedagogical focus • Use and evaluate these RLOs with substantial student cohorts • Extensive staff development and dissemination programme

9. Some questions • What are learning objects? • How do ‘bigger’ and ‘smaller’ learning objects fit together? • What is the relationship between learning objects and learning designs? • What is the model for reuse – is it based on content or content + pedagogical design?

10. The term ‘learning objects’ has been used with multiple meanings. We need to clarify the different meanings used and how they might relate to each other.

11. Learning objects as granular • "Learning Objects are a new way of thinking about learning content. Traditionally, content comes in a several hour chunk. Learning Objects are much smaller units of learning, typically ranging from 2 minutes to 15 minutes." (Wisconsin Online Resource Center) • "[A Learning Object] is defined as the smallest independent structural experience that contains an objective, a learning activity and an assessment." (L'Allier 1997)

12. Learning objects as anything? • “a learning object is defined as any entity that … may be used for learning, education or training.” IEEE LOM • A Learning Object is an independent and self-standing unit of learning content that is predisposed to reuse in multiple instructional contexts. (Polsani 2003)

13. Holo Packaged Base Raw Object Pattern Mapping the learning object space The Learning Object Cube - LOC

14. Holo Packaged Instance Pattern Raw Base Exploring the LOC space Def: “a learning object as any entity that … may be used inlearning” …. IEEE LOM

15. Holo Packaged Base Raw Object Pattern Learning objects as basic units “the smallest independent structural experience” - the minimum meaningful pedagogical unit

16. Holo Packaged Instance Pattern Base Raw Complex or higher order learning objects Definitions sound as if they are focused on the bottom left quadrant, but in practice are applied almost all theway along the aggregation dimension

17. Aggregation models of composition • Aggregation • aggregation of assets into learning objects • aggregation of smaller ones learning objects to form bigger ones • independent reuse of components • composition and decomposition • ‘Lego’ brick scenario • But this has little to do with how learning objects are actually classified and used • There is no adequate pedagogical model. The ‘aggregation model totally avoids the key issues of the nature of the learning objects (at each) level and how they fit together

18. Holo Packaged Raw Base Pattern Instance Reusable pedagogical patterns “A micro-context for learning” Extract the reusable learning design – the pedagogical pattern and make it reusable

19. Generative learning objects (GLOs) • The basis for reuse is the pedagogical pattern rather than ‘content’ of the learning object • A richer basis for reuse and repurposing • This gives a tremendous increase in productivity • Allows local tutors to repurpose learning objects to meet their local needs and preferences

20. Some examples of learning objects

21. EASA learning objects Winner of European Academic Software Award 2004

22. Engage students with familiar every day examples

23. Graphic examples

24. Active student learning

25. Reference for a book

26. Acids and Alkalis

27. Mobile multimedia learning objects

28. Linking learning objects and learning designs - Generative learning Objects (GLOs)

29. GLOs separate  design pattern from Concrete learning object Challenges How to elucidate and articulate these patterns? and How to make the result usable by tutors?

30. GLO Authoring Tool

32. Holo Raw Packaged Base Object Pattern Conclusions: productive questions • What are base learning objects? • How do we create higher order learning objects from these base objects? • How do we extract and make available reusable learning designs at this level? • How do we involve tutors – as re-users of content? – or (also) as adapters of reusable pedagogical patterns?