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Technological and pedagogical issues surrounding mass production of elearning
Technological and pedagogical issues surrounding mass production of elearning
Technological and pedagogical issues surrounding mass production of elearning
Technological and pedagogical issues surrounding mass production of elearning
Technological and pedagogical issues surrounding mass production of elearning
Technological and pedagogical issues surrounding mass production of elearning
Technological and pedagogical issues surrounding mass production of elearning
Technological and pedagogical issues surrounding mass production of elearning
Technological and pedagogical issues surrounding mass production of elearning
Technological and pedagogical issues surrounding mass production of elearning
Technological and pedagogical issues surrounding mass production of elearning
Technological and pedagogical issues surrounding mass production of elearning
Technological and pedagogical issues surrounding mass production of elearning
Technological and pedagogical issues surrounding mass production of elearning
Technological and pedagogical issues surrounding mass production of elearning
Technological and pedagogical issues surrounding mass production of elearning
Technological and pedagogical issues surrounding mass production of elearning
Technological and pedagogical issues surrounding mass production of elearning
Technological and pedagogical issues surrounding mass production of elearning
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Technological and pedagogical issues surrounding mass production of elearning

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  • 1. 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
  • 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
  • 7. 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
  • 8. Granularity
    • Self contained objects
    • Learning material
    • Delivers learning outcomes
    • Reusable objects
    • Natural breaks define granularity
    • Summary sections
  • 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 Based Resources Classroom Activities and Quizzes Presentation Material Classroom Based Lectures Learning Objects
  • 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
  • 14. Forward Compatibility
    • Mass productions tools are backward and forward compatible
    • Tools output easily editable
    • Identify key criteria for subsequent tools:
  • 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.

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