OLA Poster Presentation

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OLA Poster Presentation

  1. 1. Online Access to Educational Resources: e-Learning Ontario Julie Hannaford [email_address]
  2. 2. Definitions <ul><li>What is a Learning Object? </li></ul><ul><ul><li>“ a reusable digital educational resource” </li></ul></ul><ul><li>What is a Learning Object Repository? </li></ul><ul><ul><li>Stores educational resources and their associated metadata/catalogue records, so that they can be searched and found by end users </li></ul></ul>
  3. 3. The Provincial e-Learning Strategy <ul><li>Aim: </li></ul><ul><ul><ul><li>Provide school boards with e-learning options, including e-learning courses and educational resources </li></ul></ul></ul><ul><li>Objectives: </li></ul><ul><ul><ul><li>Increase graduation rates </li></ul></ul></ul><ul><ul><ul><li>Focus on literacy and numeracy skills </li></ul></ul></ul><ul><ul><ul><li>Provide more flexible learning environments for students </li></ul></ul></ul><ul><ul><ul><li>Provide more equitable access to resources for schools across the province </li></ul></ul></ul>
  4. 4. Teachers and Students Need Educational Resources <ul><li>Creating a collection of educational resources is a </li></ul><ul><li>key component of the e-Learning Ontario strategy </li></ul><ul><ul><li>Two parts: </li></ul></ul><ul><ul><li>An online application that teachers can use to contribute resources that they have created (Contributor’s Gateway) </li></ul></ul><ul><ul><li>A search interface so that teachers and students can find resources for their particular educational needs (Ontario Educational Resource Bank) </li></ul></ul>
  5. 5. Modification of Resources <ul><ul><li>In order to be most flexible, teachers need to have the ability to alter resources to meet their classroom needs </li></ul></ul><ul><ul><li>The contributors’ release form clearly explains to teachers that in sharing their resources they are granting permission for their resources to be downloaded and potentially modified </li></ul></ul><ul><ul><li>Teachers who alter resources are encouraged to contribute their modified versions into the Resource Bank </li></ul></ul>
  6. 6. Metadata Considerations <ul><li>What details are important to describe? </li></ul><ul><ul><li>Audience, resource type, curriculum information, subject </li></ul></ul><ul><li>What are other repositories using? </li></ul><ul><ul><li>If we use the same standard, we may be able to share records across organizations </li></ul></ul><ul><li>How efficient is the standard to use? </li></ul><ul><ul><li>Need a standard that allows an acceptable level of description, without being too complex </li></ul></ul><ul><ul><li>Cancore ( http://www.cancore.ca ) selected as the most appropriate standard </li></ul></ul>
  7. 7. Two Metadata Standards <ul><li>IEEE-LOM ( http://ltsc.ieee.org/wg12/ ) </li></ul><ul><ul><li>76 elements – very detailed; also very complex </li></ul></ul><ul><ul><li>Lack of interoperability for some elements </li></ul></ul><ul><ul><li>Little documentation regarding element use </li></ul></ul><ul><li>CanCore ( http://www.cancore.ca ) </li></ul><ul><ul><li>46 elements – extraction of LOM elements considered to be most interoperable/useful </li></ul></ul><ul><ul><li>Extensive guidelines </li></ul></ul><ul><ul><li>In use in a number of Canadian projects </li></ul></ul>
  8. 8. Adaptation of CanCore <ul><li>Sometimes local adaptations to metadata schemes are necessary </li></ul><ul><ul><li>Use care not to make too many changes </li></ul></ul><ul><ul><li>Need to maintain goal of interoperability </li></ul></ul><ul><li>Examples: </li></ul><ul><ul><li>Intended End User Role – controlled vocabulary </li></ul></ul><ul><ul><li>expanded so could describe ‘parent’ </li></ul></ul><ul><ul><li>Learning Resource Type – vocabulary expanded </li></ul></ul><ul><ul><li>Added new fields to describe more detailed </li></ul></ul><ul><ul><li>copyright information </li></ul></ul><ul><ul><li>Added two new fields for more pedagogical </li></ul></ul><ul><ul><li>information: Learning Style and Teacher Learner </li></ul></ul><ul><ul><li>Strategy </li></ul></ul>
  9. 9. Planning for the Repository <ul><li>Focus Groups Helped Determine Needs: </li></ul><ul><li>Teachers and members of educational organizations were consulted </li></ul><ul><li>What Did They Say They Wanted? </li></ul><ul><li>Resources that were connected to the curriculum </li></ul><ul><li>Interactive resources that would engage learners </li></ul>
  10. 10. General Planning Issues <ul><li>Workflow: </li></ul><ul><ul><li>Feedback sought from end users </li></ul></ul><ul><ul><li>Interfaces and templates changed in response to feedback to ensure maximum user friendliness </li></ul></ul><ul><li>Training and End User Support: </li></ul><ul><ul><li>Preparation of online glossaries, user documentation & manuals </li></ul></ul><ul><ul><li>Development of Captivate videos that demonstrate contributing the Gateway and searching the Resource Bank </li></ul></ul>
  11. 11. Results to Date <ul><li>There are over 4000 educational resources in </li></ul><ul><li>the resource bank for end user searching </li></ul><ul><li>Resources are available in a variety of </li></ul><ul><li>formats: PDF, Flash, PowerPoint, </li></ul><ul><li>Have many lessons, activities and units, as </li></ul><ul><li>well as stand-alone resources </li></ul><ul><li>There are many interactive resources that </li></ul><ul><li>engage students and encourage learning </li></ul><ul><li>Ontario Educational Resource Bank </li></ul><ul><li>announced by the Minister of Education: </li></ul><ul><li>January 29, 2007 </li></ul>
  12. 12. What Can You Do?

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