excursions in learning objects working in the real world
Download
Skip this Video
Download Presentation
Excursions in learning objects: working in the real world

Loading in 2 Seconds...

play fullscreen
1 / 20

Excursions in learning objects: working in the real world - PowerPoint PPT Presentation


  • 64 Views
  • Uploaded on

Excursions in learning objects: working in the real world. Hugh Davis and Su White [email protected] [email protected] The shape of this talk. We will discuss possible interpretations of what we mean by a learning object

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Excursions in learning objects: working in the real world' - sheryl


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.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
the shape of this talk
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

what s a learning object
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

discrete learning experience
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

the full package
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

the question of assessments
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

e 3 an objectives
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

the details
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

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

CM322

theme team process
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

metadata
overview

theme

sub-theme

related themes

description

keywords

detail

type

mark

time

level

cognitive level

discrimination

style

examples

View question

View metadata

metadata

CM322

output formats of questions
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

question banks
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

the future for us
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

what we learned
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

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

CM322

related developments resources
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

ad