Increasing Student Learning with Reusable Learning Objects
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The document discusses the implementation and advantages of reusable learning objects (RLOs) in higher education at the University of Massachusetts Dartmouth. RLOs serve as web-based, self-contained learning units that facilitate content teaching, self-assessment, and technical training, thereby enhancing student engagement and accessibility. The project aims to improve library research skills through collaborative development of tutorials, addressing issues faced during the integration and production process while providing measurable evidence of their effectiveness.
Increasing Student Learning with Reusable Learning Objects
- 1. Student Learning with Reusable Learning ObjectsDamon N. GatenbyInstructional TechnologistTracey A. RussoInstructional Technology ManagerUniversity of Massachusetts Dartmouth
- 2. What are Reusable Learning Objects?Learning objects Web-basedReusableSelf-contained learning unitsObjective oriented2
- 3. Uses of RLOs in Higher EducationTeach content i.e. a lecture in audio format that can be reused each semesterEnable self-assessment mastery of content through simulations and practice drillsEnable repeated viewing or listening for self-mastery of course contentProvide technical training in an interactive format that engages 21st century student learners3
- 4. Benefits of RLOsProvide anytime access to students for learning experienceShare content in departments to avoid duplicating workProvide information via audio and/or video to personalize learning experience4
- 5. Library Tutorials to Build Informational Literacy SkillsProject goal: Increase student library research skills across the disciplines Began with Liberal Arts majorFunded by Sloan-C grantLibrary staff stipendsStudent worker for RLO productionInvestment of ID team skills and management of projectStrategic 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.”5
- 6. The Building ProcessPlanning StageLibrarian generated list of possible tutorialsLiberal Arts faculty input of typical assignmentsSelection and prioritizing of tutorial developmentDevelopment StageLibrarian generated contentProduction timelineFaculty, ID Team & librarian review6
- 7. Tutorials CompletedPrimary and Secondary Sources: Recognizing the Difference*Reading Citations in an Online Database*Popular Magazines and Scholarly Journals*Using Truncations*Using Boolean Terms: AND, OR, NOT*Evaluating Internet ResourcesWhat is Plagiarism?Citing Sources: Why and When**Includes self-assessment module7
- 8. Tutorial & Assessment Demonstration Using Boolean TermsTutorialPrimary & Secondary SourcesSelf-AssessmentReading Citations in an Online DatabaseSelf-Assessment8
- 9. Branching Assessment Questions9Q1aQ2aQ3aQ1Q2Q3EndCorrect PathIncorrect PathDefault Path
- 10. Intergration to Classes: WMS 10110
- 11. Individual Learning Object Usefulness Evidence of Student LearningStudent Survey Results:11
- 12. Average Learning Object Usefulness Evidence of Student LearningStudent Survey Results:12
- 13. Evidence of Student LearningStudent Survey Results: Did the tutorials help you complete your research assignment more effectively? 13
- 14. What We’ve LearnedFaculty need guidance and support on how to best integrate the tutorialsStress coordination with librarian affiliateCreate faculty support notesAccess to tutorials in multiple places LMS repositoryLibrary repositoryDigital repositoryIn development14
- 15. What We’ve LearnedIssues encounteredDevelopment can be time consuming and expensiveProcess model createdFuture RLO developmentEngage faculty in learningobject development15
- 16. Learning Object Examples on CampusFaculty Generated“What is History?”Gail Mohanty, Liberal ArtsNarrated PowerPoint“Setting up a Sterile Field”Kristen Sethares, NursingVideo“What it means to be a Writer” Catherine Houser, Liberal ArtsAudio Interview16
- 17. Learning Object Examples on CampusStaff Generated“Using the Browser Check in myCourses” Katelyn Huynh, ID TeamTutorial “Writing Resources”Jeannette Riley, ID TeammyCourses Learning Module17
- 19. Writing Resources: Table of Contents19
- 20. Student Learning with Reusable Learning ObjectsQuestions?Resources can be found here:Sloan SlideshareLibrary tutorialshttp://www.lib.umassd.edu/find/sublistNew.html?display=10Contact Usidteam@umassd.edu 508 999-8501 orhttp://www.umassd.edu/cits/instructional/developmentThank you!20
Editor's Notes
- #2: TraceyIncreasingly, 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. This session will address the need to provide the same level of library support to online students as on-campus students.
- #3: TraceySTART BY ASKING HOW MANY IN AUDIENCE ARE FAMILIAR WITH REUSABLE LEARNING OBJECTS...in their discipline? in the library? If everyone is familiar, we move through the next 2 slides very quickly....TRACEY, YOU COULD DO THESE?learning objects, which are web-based, self-contained learning units. Learning increasingly takes place in diverse environments, and learning objects are accessible, adaptable and flexible in any place of learning. Learning objects, however, are not new resources on the pedagogical landscape. This project differentiates itself by its awareness of and integration with the recent media literacy research, which recognizes that media environments are altering our understanding of literacy and how students learn. Thus, our project sought to develop learning objects that deliver their content by addressing 21st century media literacy skills in a format that appeals to students who are digital natives.....we use Camtasia, in particular, to develop tutorials and then interactive self-assessment pieces. We’ve also turned to video and audio learning objects to reach students in the online format and offer them tools for reviewing course material.
- #4: TraceyLecture content with audio, ppt recordings, Provide “just in time” tech support and training for LMS, Wimba and other instructional tools
- #5: Tracey
- #17: DAMON SLIDEThese are some examples of what has been developed by faculty since the RLO project began....and we’re seeing multiple uses...Houser and Mohanty examples are a way to introduce students to the disciplines and assist in student advising/choosing of majorsSethares’ video offers nursing student a RLO that helps them master the content and the video is using across the nursing curriculum...again, self generated by faculty so production costs are lowered
- #18: DAMON SLIDE
- #21: Tracey