Technological and pedagogical issues surrounding mass production of elearning

Technological and Pedagogical Issues Surrounding Mass Production of Multimedia Learning Content Presented by: Christopher Peat & Dilip Patel The Centre for Information Management and E-Business London South Bank University

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

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

Learning Object Challenges
Affordability
Production and User based
Accessibility
Web based accessibility
Durability
Forward compatibility
Re-usability
Metadata and compatible systems
Interoperability
LMS independent

Embedding Learning Objects
Conform to metadata standards
Library catalogue approach
Centralized repository
Accessible via Moodle
Open Source
Course Management System
Pedagogical Principles

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

Stakeholders
Academics
Learning Technologists
Management
Activities
Exploit Existing Technology
Creating New Objects
Re-using Objects
Managing Repositories
Learning Technologists Management Academics Interchanging roles Overlapping responsibilities

Granularity
Self contained objects
Learning material
Delivers learning outcomes
Reusable objects
Natural breaks define granularity
Summary sections

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

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.

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 Based Resources Classroom Activities and Quizzes Presentation Material Classroom Based Lectures Learning Objects

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

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

Forward Compatibility
Mass productions tools are backward and forward compatible
Tools output easily editable
Identify key criteria for subsequent tools:

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

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

Pedagogic Risk Management
Substantial evaluation through stakeholders
Academics
Meets Learning Outcomes
Students
Engaging as additional resources
Feedback positive
Further formalised evaluation required

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

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.

Technological and pedagogical issues surrounding mass production of elearning

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Technological and pedagogical issues surrounding mass production of elearning — Presentation Transcript