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Increasing Student Learning with Reusable Learning Objects
Increasing Student Learning with Reusable Learning Objects
Increasing Student Learning with Reusable Learning Objects
Increasing Student Learning with Reusable Learning Objects
Increasing Student Learning with Reusable Learning Objects
Increasing Student Learning with Reusable Learning Objects
Increasing Student Learning with Reusable Learning Objects
Increasing Student Learning with Reusable Learning Objects
Increasing Student Learning with Reusable Learning Objects
Increasing Student Learning with Reusable Learning Objects
Increasing Student Learning with Reusable Learning Objects
Increasing Student Learning with Reusable Learning Objects
Increasing Student Learning with Reusable Learning Objects
Increasing Student Learning with Reusable Learning Objects
Increasing Student Learning with Reusable Learning Objects
Increasing Student Learning with Reusable Learning Objects
Increasing Student Learning with Reusable Learning Objects
Increasing Student Learning with Reusable Learning Objects
Increasing Student Learning with Reusable Learning Objects
Increasing Student Learning with Reusable Learning Objects
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Increasing Student Learning with Reusable Learning Objects

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Increasingly, as higher education develops online degree programs, campuses need to create library and informational literacy tools available for the student who never comes to campus in person. This …

Increasingly, as higher education develops online degree programs, campuses need to create library and informational literacy tools available for the student who never comes to campus in person. This session addresses the need to provide the same level of library support to online students as is provided to on-campus students.

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  • TraceyIncreasingly, as higher education develops online degree programs, campuses need to create library and informational literacy tools available for the student who never comes to campus. This session will address the need to provide the same level of library support to online students as on-campus students.
  • TraceySTART BY ASKING HOW MANY IN AUDIENCE ARE FAMILIAR WITH REUSABLE LEARNING OBJECTS...in their discipline? in the library? If everyone is familiar, we move through the next 2 slides very quickly....TRACEY, YOU COULD DO THESE?learning objects, which are web-based, self-contained learning units. Learning increasingly takes place in diverse environments, and learning objects are accessible, adaptable and flexible in any place of learning. Learning objects, however, are not new resources on the pedagogical landscape. This project differentiates itself by its awareness of and integration with the recent media literacy research, which recognizes that media environments are altering our understanding of literacy and how students learn. Thus, our project sought to develop learning objects that deliver their content by addressing 21st century media literacy skills in a format that appeals to students who are digital natives.....we use Camtasia, in particular, to develop tutorials and then interactive self-assessment pieces. We’ve also turned to video and audio learning objects to reach students in the online format and offer them tools for reviewing course material.
  • TraceyLecture content with audio, ppt recordings, Provide “just in time” tech support and training for LMS, Wimba and other instructional tools
  • Tracey
  • DAMON SLIDEThese are some examples of what has been developed by faculty since the RLO project began....and we’re seeing multiple uses...Houser and Mohanty examples are a way to introduce students to the disciplines and assist in student advising/choosing of majorsSethares’ video offers nursing student a RLO that helps them master the content and the video is using across the nursing curriculum...again, self generated by faculty so production costs are lowered
  • DAMON SLIDE
  • Tracey
  • Transcript

    • 1. Student Learning with Reusable Learning Objects<br />Damon N. GatenbyInstructional Technologist<br />Tracey A. RussoInstructional Technology Manager<br />University of Massachusetts Dartmouth<br />
    • 2. What are Reusable Learning Objects?<br />Learning objects <br />Web-based<br />Reusable<br />Self-contained learning units<br />Objective oriented<br />2<br />
    • 3. Uses of RLOs in Higher Education<br />Teach content <br />i.e. a lecture in audio format that can be reused each semester<br />Enable self-assessment mastery of content through simulations and practice drills<br />Enable repeated viewing or listening for self-mastery of course content<br />Provide technical training in an interactive format that engages 21st century student learners<br />3<br />
    • 4. Benefits of RLOs<br />Provide anytime access to students for learning experience<br />Share content in departments to avoid duplicating work<br />Provide information via audio and/or video to personalize learning experience<br />4<br />
    • 5. Library Tutorials to Build Informational Literacy Skills<br />Project goal:<br /> Increase student library research skills across the disciplines <br />Began with Liberal Arts major<br />Funded by Sloan-C grant<br />Library staff stipends<br />Student worker for RLO production<br />Investment of ID team skills and management of project<br />Strategic Plan Goal 5.2.d3: “…continue to support the university community in developing the information literacy of students, faculty, and staff by pursuing greater engagement, reflective institutional assessment, and appropriate support services.”<br />5<br />
    • 6. The Building Process<br />Planning Stage<br />Librarian generated list of possible tutorials<br />Liberal Arts faculty input of typical assignments<br />Selection and prioritizing of tutorial development<br />Development Stage<br />Librarian generated content<br />Production timeline<br />Faculty, ID Team & librarian review<br />6<br />
    • 7. Tutorials Completed<br />Primary and Secondary Sources: Recognizing the Difference*<br />Reading Citations in an Online Database*<br />Popular Magazines and Scholarly Journals*<br />Using Truncations*<br />Using Boolean Terms: AND, OR, NOT*<br />Evaluating Internet Resources<br />What is Plagiarism?<br />Citing Sources: Why and When*<br />*Includes self-assessment module<br />7<br />
    • 8. Tutorial & Assessment Demonstration <br />Using Boolean Terms<br />Tutorial<br />Primary & Secondary Sources<br />Self-Assessment<br />Reading Citations in an Online Database<br />Self-Assessment<br />8<br />
    • 9. Branching Assessment Questions<br />9<br />Q1a<br />Q2a<br />Q3a<br />Q1<br />Q2<br />Q3<br />End<br />Correct Path<br />Incorrect Path<br />Default Path<br />
    • 10. Intergration to Classes: WMS 101<br />10<br />
    • 11. Individual Learning Object Usefulness <br />Evidence of Student Learning<br />Student Survey Results:<br />11<br />
    • 12. Average Learning Object Usefulness <br />Evidence of Student Learning<br />Student Survey Results:<br />12<br />
    • 13. Evidence of Student Learning<br />Student Survey Results:<br /> Did the tutorials help you complete your research assignment more effectively? <br />13<br />
    • 14. What We’ve Learned<br />Faculty need guidance and support on how to best integrate the tutorials<br />Stress coordination with librarian affiliate<br />Create faculty support notes<br />Access to tutorials in multiple places <br />LMS repository<br />Library repository<br />Digital repository<br />In development<br />14<br />
    • 15. What We’ve Learned<br />Issues encountered<br />Development can be time consuming and expensive<br />Process model created<br />Future RLO development<br />Engage faculty in learningobject development<br />15<br />
    • 16. Learning Object Examples on Campus<br />Faculty Generated<br />“What is History?”<br />Gail Mohanty, Liberal Arts<br />Narrated PowerPoint<br />“Setting up a Sterile Field”<br />Kristen Sethares, Nursing<br />Video<br />“What it means to be a Writer” <br />Catherine Houser, Liberal Arts<br />Audio Interview<br />16<br />
    • 17. Learning Object Examples on Campus<br />Staff Generated<br />“Using the Browser Check in myCourses” <br />Katelyn Huynh, ID Team<br />Tutorial <br />“Writing Resources”<br />Jeannette Riley, ID Team<br />myCourses Learning Module<br />17<br />
    • 18. Writing Resources<br />18<br />
    • 19. Writing Resources: Table of Contents<br />19<br />
    • 20. Student Learning with Reusable Learning Objects<br />Questions?<br />Resources can be found here:<br />Sloan Slideshare<br />Library tutorialshttp://www.lib.umassd.edu/find/sublistNew.html?display=10<br />Contact Us<br />idteam@umassd.edu <br />508 999-8501 or<br />http://www.umassd.edu/cits/instructional/development<br />Thank you!<br />20<br />

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