H Q P D With L Os V1


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H Q P D With L Os V1

  1. 1. Highly-Qualified, Online Professional Development Utilizing Reusable Learning Objects Jeremy Brueck, Web Services Manager e-Read Ohio - jbrueck@uakron.edu Who We Are •e-Read Ohio is a division of the Reading First - Ohio Center. •The goal of e-Read Ohio is to create an online professional development system for teachers in grades Pre-K-12. •Originally funded by No Child Left Behind through Reading First. What We Do Now expanded through funds from the Ohio Department of Education’s Literacy Educator Training: e-Learning (LETe) program, e-Read Ohio: •Provides effective and efficient high-quality online professional development in the area of literacy for Ohio’s teachers, •Selects and trains online instructors across the state, and •Builds Ohio’s learning objects repository for professional development. 1
  2. 2. Today You Will… • Become familiar with the e-Read Ohio LO repository design, and examine its footing in instructional design theory and research. • Learn about the specific architecture of the LO repository and how learning objects are classified, stored and retrieved. • View the evolution of eRO LOs and take an architectural ‘walk through’ of Language for Learning in the Early Years, an online module for preschool teachers. In the beginning… • e-Read online modules developed and housed on a proprietary platform • One-stop-shop approach • Hire Subject Matter Experts • Write content • Shoot video • Design multimedia • Set-up courses • Provide discussion boards • Handle tech support 5 Essentials Modules • http://www.teachscape.com 2
  3. 3. In House Production • Migrate online content from proprietary platform to UA learning management system • Store all course assets on eRO server to create a searchable LEARNING OBJECTS repository • Assemble LOs for customizing and differentiating professional development to local school needs What Are Learning Objects? • “any digital resource that can be reused to support learning” – David A. Wiley, PhD Utah State University http://davidwiley.com/ • “any element … that can be independently drawn into a momentary assembly in order to create an instructional event” – Gibbons, Nelson & Richards Wiley, D. A. (2000). Connecting learning objects to instructional Gibbons, A. S., Nelson, J. & Richards, R. (2000). The design theory: A definition, a metaphor, and a taxonomy. In D. nature and origin of instructional objects. In D. A. Wiley A. Wiley (Ed.), The Instructional Use of Learning Objects: Online (Ed.), The Instructional Use of Learning Objects: Online Version. Retrieved April 6, 2007, from the World Wide Web: Version. Retrieved April 6, 2007, from the World Wide http://reusability.org/read/chapters/wiley.doc Web: http://reusability.org/read/chapters/gibbons.doc Learning Objects Defined A learning object is: Types of Learning Objects: – The most basic building block of a lesson or activity – Assessments – Searchable – Animations – Usable in any learning environment – Simulations – Able to be grouped or to stand alone – Transportable from course to – Case Studies course and program to program – Interactions – Drill and Practice – Templates http://www.wisc-online.com/ 3
  4. 4. Why Use Learning Objects? • Learning is taking place in increasingly more diverse environments – Learning objects are adaptable and flexible in any place of learning. • Students have diverse backgrounds and knowledge. – Learning objects can teach and remediate, and offer many different kinds of media to meet learners’ styles and paces. Learnativity Content Object Model SCORM Content Aggregation Model 4
  5. 5. Cisco RIO/RLO Model NETg Learning Object Model LO Model Comparison Content Content Learning fragments Objects Object Model Learnativity Raw Media Information Learning Aggregate Collections Object Objects Assemblies SCORM Assets SCO SCO Content Aggregations CISCO Content RIO RLO Items NETg Topic Lesson Unit 5
  6. 6. Rationale • eRO proposes an architecture for building a learning object repository that provides user-tools for content customization, creation and presentation of online professional development in classroom reading instruction. • To guide the design of the repository (and stay true to our purpose), we grounded our work in several principles, firmly footed in instructional design theory and research, as follows. Principle 1 • Learning objects are the ‘coin of the realm.’ • eRead Ohio LOs are designed to be searchable, scalable and flexible enough to provide the end user specific knowledge they need at that moment. • Rich repositories of retrievable, re-usable online learning objects can offer new, productive resources for teacher learning that ultimately contribute to effective classroom reading instruction for more students. Principle 2 • Learning objects contain content • Originating in object-oriented technology, learning objects are physical and conceptual things that can be aggregated in larger collections of content to create more substantial units of learning (Berard, 2006, http://www.toa.com/pub/oobasics/oobasics.htm) • Other defining attributes of eRO learning objects: – modular, free-standing, and transportable among applications and environments – aligned to a single learning objective – accessible to broad audiences (such that it can be adapted to audiences beyond the original target audience) 6
  7. 7. Principle 3 • Learning objects afford customization of content • One of the real benefits of online learning objects is their flexibility, which permits content to be used and re-used, shaped and re-shaped, assembled and re-assembled, not only in interface look-and-feel, but also in the way the end- user consumes the content. • Different learners need differing amounts and complexities of information, and various assemblies of learning object can readily adapt to learners’ needs. Principle 3 (cont…) • Learning objects afford customization of content • Also, because learning objects can be “tagged,” their content can be managed and therefore searched by topic or subject, thus permitting customization to the end-user. • Two essential components of a learning object. These consist of the learning content and the metadata tag(s) that are used to identify that content. Principle 4 • Learning objects are interoperable across systems • Coupled with flexibility is the transportability feature of learning objects. • Digital assets that might be available from an outside database can be included in an existing repository of learning objects. (i.e. MERLOT) 7
  8. 8. Principle 5 • Learning objects support a learning loop • Well-built learning objects have three parts: (1) content; (2) a learning objective; and (3) assessment. • These are the staples of instruction, and once activated, generate a learning loop consisting of topic, purpose and outcome. – For example, the content may be to learn about frogs [topic] – so as to differentiate them from other reptiles [purpose] – and to remember facts of frog-like features [outcome] Rich Internet Applications (RIA) • Provide the user interface while retaining a large part of the data that really makes up program on an application server. • Richer functionality when compared to a web page programmed in standard HTML. • They can perform in ways similar to desktop applications, i.e., drag-and-drop functions or sliders to move or change data. XML and eRO LOs • XML (Extensible Markup Language) • Flexible way to create common information formats and share both the format and the data on the World Wide Web • Coding language that allows site designers to program their own markup commands, which can then be used as if they were standard HTML commands. 8
  9. 9. eRO LOR Design e-Read Ohio LO Aggregation Model eRO LO Aggregation Course Specific Content Common Content e-Learning Model Knowledge Management Level 5 Level 4 Level 3 Level 2 Level 1 Learning Learning Learning Information Content Environment Component Object Object Asset eRO Course eRO Module eRO Learning eRO Learning eRO “Raw” Data hosted in LMS Chunks Component Units Object Units & Media Elements Key Components: Key Components: Key Components: Key Components: Key Components: •Discussion •D2L navigation •Addresses a single •Presents one fact, •Smallest digital Boards •Not sharable learning objective concept, principle or components •Email outside eRO LMS •Has own internal process •Stored in eRO •Pre/Post course navigation •Assessment is built database & tagged assessments May be considered: •Supports multiple at IO level with metadata •Drop Box •Chapter learning modes •May consist of •Examples: •Lesson •eRO Sharable several Unit o.doc •Unit Content Objects Screens o.pdf (Merlot) •Supports self- o.flv directed learning o.jpg o.mp3 - Least - Reusability + Most + + Most + Context - Least - www.reusablelearning.org eRO LO Map 9
  10. 10. Evolution of eRO LOs • Demo 1 - http://www.readingfirstohio.org/ereadohio/ero_demo_01/bin/ero_demo_01.html • Demo 2 - http://www.readingfirstohio.org/ereadohio/ero_demo_03/bin/ero_demo_02.html • Demo 3 - http://www.readingfirstohio.org/prek/ • Demo 4 - http://www.readingfirstohio.org/multiv2/ • Demo 5 - http://www.readingfirstohio.org/prek/richtalk2/ • Pre K Beta - http://www.readingfirstohio.org/prekbeta/ • LMS Demo - https://learn.readingfirstohio.org/ • Video Library - http://www.readingfirstohio.org/ero-video/index.cfm Questions? Thank You! 10