The document discusses the Wolfson Reward Programme created by RLO-CETL to develop reusable learning objects (RLOs) through harnessing the expertise of excellent teachers. It describes what RLOs are, desirable qualities that make them reusable, and stages of the Reward Programme which brings together multi-disciplinary teams to create RLOs through workshops and master classes. The overall aim is to share and reuse RLOs across higher education institutions while also providing professional development for teachers.

1. The Wolfson Reward Programme: how RLO-CETL harnesses excellence Dawn Leeder University of Cambridge eLearning Conference 2008 University of Ulster

3. Who we are London Metropolitan Nottingham Cambridge Tom Boyle John Cook Dawn Leeder Rob Alton Heather Wharrad Richard Windle

4. What we do Developing a Framework Evaluation Toolkit Sustainability RLOs, GLOs, MLOs Community Building Partnerships tools community Learning Design Workshops REWARD!

5. All about RLOs… ‘ stop’ ‘ start’ ‘ watch’ ‘ listen’ ‘ browse’ ‘ investigate’ ‘ explore’ ‘ choose’ ‘ do’ PASSIVE ACTIVE TEACHER-CENTRED STUDENT-CENTERED

6. NIH (not invented here) Courses are: Large Fixed All or nothing Resources are: Small Mix and match Reusable COURSES RESOURCES INSTITUTION SPECIFIC INSTITUTION NEUTRAL SUBJECT SPECIFIC SUBJECT GENERAL

7. So need to create reusable learning objects (RLOs)… ...but what are they? "When I use a word," Humpty Dumpty said in a rather a scornful tone, "it means just what I choose it to mean -- neither more nor less. "The question is," said Alice, "whether you can make words mean different things." "The question is," said Humpty Dumpty, "which is to be master -- that's all."

8. What is a RLO? media assets (aka information objects)

9. What is a RLO? media assets (aka information objects) based on a single learning objective + activity + assessment + pedagogy

10. Some definitions Definition #1 “ Any digital resource that can be reused to facilitate learning” (Wiley, 2001) Definition #2 "A discrete reusable collection of content used to present and support a single learning objective." (Jacobsen, 2002) Definition #3 ” An aggregation of digital assets that represents an educationally meaningful stand-alone unit” (Dalziel, 2003)

11. More definitions “ a self-contained ‘chunk’ of interactive web-based learning, comprising a variety of media ingredients that are combined to support a single learning objective” (UCeL, 2003) “… small, self contained episodes of learning approximately 15-20 minutes in duration. A Learning Object will focus on a maximum of 2 learning objectives ... will be highly interactive, engaging and … employ a range of media… This may include the use of audio, video, simulation and animation” (Becta, 2004) “ a collection of documents, illustrations, audio or video clips, and other such items (sometimes termed individual ‘learning assets’) organized in a particular way to achieve a desired learning outcome” (MIT, 2004)

12. RLO-CETL’s definition “ a web-based interactive chunk of e-learning designed to explain a stand-alone learning objective ” (RLO-CETL, 2005) … ensures learning object is small and self-contained - but DOES NOT ensure reusability … and already is out of date…

13. Activity - Features of reusability What features make RLOs reusable? What are the desirable qualities of RLOs? Discuss in pairs - 5 minutes

14. Features of reusability What features make RLOs reusable? What are the desirable qualities of RLOs? small, self-contained generalisable across courses, institutions engaging, interactive platform independent, easily accessible standards compliant searchable, findable, retrievable freely available ‘ difficult’ subject areas customisable, adaptable, flexible made collaboratively - common ownership based on real need - inclusion/relevance

15. Generative Learning Objects The next generation… based on a pedagogical pattern separate instance from core adaptable by local tutors (and students) productivity increased relevance enhanced #3 Core Pedagogical Pattern #2 #4 #5 #6 #1 Subject specific instances

16. eMI

17. Mobile Learning Objects Learners expect content delivered in this way Very useful for “dead” time - on the bus, tube, train (needs short chunks) (can also be GLOs) > 90% UK HE students have a mobile phone

18. Back to the Reward Programme…

19. Who attends?

20. What subjects? Study skills Maths Stats Health sciences Nursing Languages Music Biological sciences Sports sciences Engineering Social sciences Classics Genetics Ethics Computing Archaeology History

21. Overall Aim of Programme “ The overall aim of the Reward and Development Programme is to provide a satisfying and stimulating calendar of activities and events that will harness the expertise and knowledge of excellent teachers. This expertise will be engaged to develop high quality learning objects that can be shared and reused by the partners , and ultimately throughout Higher Education. The programme will also provide an opportunity for the accreditation of continuing and professional development .” (RLO-CETL bid, Jan 2005)

22. How to reward excellence? Elements of a Reward Programme: Discuss in pairs - 5 minutes

23. Reward Programme Stages Initial local meetings (April/May) 3 day Summer Residence Cambridge (July) 2 day developers’ meeting Cambridge (October) 3 day Winter Residence Cambridge (December)

24. Range of templates

25. Facilitate collaboration

26. Example Activity: Unlocking content Practitioner-based workshop approach Multi-disciplinary teams Poster templates Pro-active facilitation The birth of a GLO tool…

27. Development stages

28. Example Activity: Master Class Expert session, professional development Focussed group (developers, academics) Show and tell/walkthrough Question and answers

29. Outputs and rewards

30. Summary Action points: Contact: DCL25@cam.ac.uk