The document summarizes efforts by ITT Dublin to develop Reusable Learning Objects (RLOs) for sharing via the National Digital Learning Resources repository. The goals were to enhance the student learning experience and provide opportunities for independent learning. RLOs covered topics like academic research, writing skills, study skills, plagiarism, and referencing. Feedback has been positive and over 3,300 students have completed RLOs since 2010. Future plans include adding more content, integrating RLOs further into academic modules, and ongoing development and evaluation.

1. Developing Reusable Learning Objects (RLOs) at ITT Dublin
via the National Digital Learning Resources repository
Philip Russell, ITTD Library, Gerard Ryder, Dept. Mech. Eng., Gillian Kerins, ITTD Library
What our users say:
Aims & Objectives How To resources: Evaluation
“Great tutorial - very good
explanation of plagiarism and how
Mechanisms used to measure effectiveness of learning objects
To develop reusable teaching and learning objects covering to avoid it. Thought the quiz was include:
core academic skills; to enhance the student learning very useful - meant I could check
that I understood the material in • Informal feedback
experience and provide learners with opportunities to the tutorial – thanks” • Library website (Google Analytics)
develop, reflect and assess their progress as they acquire an 2 nd year Science student
• Moodle (Institute VLE)
independent approach to learning; to facilitate student • Online survey tool (SurveyGizmo)
transition from second to third level and develop • NDLR Website
information literacy. RLOs include: “This tutorial is an extremely Since September 2010 when the first RLO was launched, the tutorials have achieved nearly 3,300
useful resource for my business completions with over 2,260 students providing online feedback via SurveyGizmo.
students. I will also add to my
Academic research Writing skills teaching on Moodle. Thanks”
RLOs Usage Stats. Sep 2010 - Mar 2012
Business lecturer
Study skills Grammar 7%
3%
1%
Plagiarism Referencing
Undergraduate
“I felt the library tutorial was a
great way to find out how to Postgraduate
organize and apply the skills Academic
Reinvent resources: necessary in order to complete a
literature review. Very easy to use
Support staff / other
Design of RLOs and very helpful”
3rd year Humanities student 89%
In designing and developing the RLOs the team considered the needs
of a range of learning styles and agreed on the following: Total Completions: 3,294
“The study techniques and essay
• Sound pedagogical principles and report writing tutorial has
hopefully improved my English
• Constructivist approach writing and report structure”
• An active learning experience 1st year Engineering student
• An element of reflective learning Future Directions
• Requirement for critical thinking and problem solving • Additional funding via the NDLR will facilitate delivery of new RLOs
• Elements requiring collaboration between students • Embed tutorial into further academic modules
• Increase collaboration with teaching staff
• Engaging, interactive content • Tutorials integrated into new Learning to Learn Module – September 2012
• Available 24/7 as self paced online resources • Include audio and tutorial translation
• Ongoing staff training / skills development
• Seek funding for further software provision
• Ongoing development and evaluation of existing tutorials
The interactive software Articulate Studio 9 was chosen to produce high • Interact and collaborate nationally and internationally
quality digital material. This software facilitates rapid e-learning development
and the creation of engaging courses, presentations and quizzes.
Challenges
It was intended that the learning objects would: • Time Commitments – creating resources dependent on student/staff availability
• Technical issues – audio and training, managing version control
References
• Be SCORM 1.2 compliant Allen, M. (2008) Promoting critical thinking skills in online information literacy instruction using a constructivist approach.
• Adhere to best practice international accessibility guidelines • Design – ensuring tools were interactive, engaging and meeting pedagogical needs College and Undergraduate Libraries.15(1-2), pp. 21-38.
Crede M. Kuncel N. R. (2008) Study habits, skills and attitudes: the third pillar supporting collegiate academic performance,
• Be Reusable Learning Objects • Collaboration – integrating tutorials into academic modules Perspectives on Psychological Science, Vol. 3, No. 6, pp425-453.
• Be hosted digitally via the ITT Dublin library website, the Institute’s virtual Entwistle N. J. Thompson J. Wilson J. D. (1974) Motivation and study habits, Higher Education, Vol. 3, No. 4, pp379-395.
learning environment (Moodle) and the NDLR • Feedback – not all usage stats being captured at start of project Holden, C. (2003) From local challenges to a global community: Learning Repositories and the Global Repositories Summit.
Academic ADL Co-Lab.
O'Neill, G., Moore, S., McMullin, B. (2005) Emerging issues in the practice of university learning and teaching. Dublin: AISHE
publication.
The National Digital Learning Resources (NDLR) repository promotes and supports the sharing and creation of digital learning Institute of Technology Tallaght (ITT Dublin) is a higher education provider in South County Dublin. The Institute has over 4,600 students and
resources amongst the higher education academic community in Ireland. For more information, please go to www.ndlr.ie offers a range of qualifications from Higher Certificate to Masters and Doctorate level across programmes in the areas of
Business, Computing, Engineering, Humanities and Science.