This document discusses a conference on rethinking the curriculum through the use of learning objects and reusable content. It defines learning objects as small, self-contained, reusable learning units between 2-15 minutes in length. The document outlines a process for creating learning objects by subject specialists and e-learning technologists, and delivering them to students through a learning management system. Several embryology and development learning objects have already been created and are available to multiple health programs. While initial feedback is positive, further analysis of student usage is still needed.

1. Learning &Teaching Conference 2010: Re-thinking the Curriculum
Dr Stephen McKinnell
Director of e-Learning
Dr Peter Dangerfield
Director of MBChBYear 1
Faculty of Health & Life Sciences

2.  Similar content delivered year on year;
 Similar content delivered to students on different programmes;
 Congested timetables - students;
 Workload issues (teaching, research, clinical) – staff;
 Student centred learning;
 Reusable Learning Objects;
 Enabling technologies now available.

3. “any digital resource that can be reused to support learning”
Wiley (2000)
Learning objects have the following key characteristics:
• Small units of learning, typically ranging from 2 minutes to
15 minutes.
• Are self-contained – each LO can be taken independently
• Are reusable – a single LO may be used in multiple contexts
for multiple purposes
• Can be aggregated – LOs can be grouped into larger
collections of content, including traditional course structures
• Are tagged with metadata – every learning object has
descriptive information allowing it to be easily found.
Beck (2009)

4. Content Creation
(Subject specialist)
LO Creation
(Subject specialist &
e-technologist)
LO delivery to students
(e-technologist)

5.  Normal PowerPoints developed
 Discrete chunks….multiple small PowerPoints instead of one
large one
 Consideration given to future use and how to lessen future re-
recording/re-editing

6.  Voice-narrated PowerPoint recording using Camtasia Studio
 Outputted to “OneVideo withTOC” – intended for web
delivery
 Output video format .FLV
 Embedded on html page
 Recorded at 1024 x 768 but delivered at 960 x 655 resolution

11.  Multiple options
 Web
 CD
 i-Phone
 VITAL / mapped drive / pcwww
 Secure delivery
 Ability to track use
 Single point of storage, multiple points of delivery

13. Web page in ‘public.www’ M: drive
•Pseudo tagging of Los
•Securely delivered to staff only
Mapped drive published to pcwww
•Secure / public
•Single instance
URL accessed throughVITAL
•Secure
•Multiple instances
•Utilises all Blackboards features

17.  15 embryology themed and 4 growth and developed themed
LOs already developed plus 6 supporting SSMs.
 Available to multiple years on the MBChB programme (UG and
PG entry), BDS programme and the BSc (Hons)Anatomy
degree.
 No analysis of student usage / views yet undertaken. But
positive feedback has been received.
 The approach undertaken and technology used is more than
satisfactory.
 The use ofTOCs is a real advantage.

18.  Not all content lends itself to this approach.
 Additional front-loaded work for staff which may be onset
against ‘savings’ later.
 ‘Team developed’ approach desirable to make appropriate /
efficient use of skills (academic and e-learning technologist).
 Student centre learning – emphasis on the independent
learner.
 Improved the student experience.

19.  Beck, Robert J. (2009), "What Are Learning Objects?", Learning
Objects, Center for International Education, University of
Wisconsin-Milwaukee.
http://www4.uwm.edu/cie/learning_objects.cfm?gid=56
 Wiley, DavidA. (2000), "Connecting Learning Objects to
Instructional DesignTheory: A Definition, A Metaphor, and A
Taxonomy", inWiley, David A. (DOC),The Instructional Use of
Learning Object. http://www.reusability.org/read/