Increasing Student Learning with Reusable Learning Objects


Published on

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.

Published in: Education, Technology
  • Be the first to comment

Increasing Student Learning with Reusable Learning Objects

  1. 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. 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. 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. 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. 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. 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. 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. 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. 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. 10. Intergration to Classes: WMS 101<br />10<br />
  11. 11. Individual Learning Object Usefulness <br />Evidence of Student Learning<br />Student Survey Results:<br />11<br />
  12. 12. Average Learning Object Usefulness <br />Evidence of Student Learning<br />Student Survey Results:<br />12<br />
  13. 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. 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. 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. 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. 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. 18. Writing Resources<br />18<br />
  19. 19. Writing Resources: Table of Contents<br />19<br />
  20. 20. Student Learning with Reusable Learning Objects<br />Questions?<br />Resources can be found here:<br />Sloan Slideshare<br />Library tutorials<br />Contact Us<br /> <br />508 999-8501 or<br /><br />Thank you!<br />20<br />