Student Learning with Reusable Learning Objects
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The document discusses reusable learning objects (RLOs) and their use and benefits in higher education. It describes how RLOs can be used to teach content, enable self-assessment of mastery of content, and provide repeated access for students. A case study is presented of a project at University of Massachusetts Dartmouth to create library tutorial RLOs to improve students' information literacy skills. The process of planning, developing, and integrating the RLOs is outlined. Assessment found that the tutorials helped students complete assignments more effectively and increased use of scholarly sources. Lessons learned stressed coordinating with librarians and providing faculty support for RLO integration.
Student Learning with Reusable Learning Objects
- 1. Student Learning with Reusable Learning Objects Damon N. Gatenby Instructional Technologist Tracey A. Russo Instructional Technology Manager Jeannette E. Riley Faculty Instructional Technology Coordinator University of Massachusetts Dartmouth
- 2. What are Reusable Learning Objects? Learning objects Web-based Reusable Self-contained learning units Objective oriented
- 3. Uses of RLOs in Higher Education Teach content i.e. a lecture in audio format that can be reused each semester Enable self-assessment mastery of content through simulations and practice drills Enable repeated viewing or listening for self-mastery of course content Provide technical training in an interactive format that engages 21st century student learners
- 4. Benefits of RLOs Provide anytime access to students for learning experience Stress self-mastery of content Share content in departments to avoid duplicating work Provide information via audio and/or video to personalize learning experience
- 5. Library Tutorials to Build Informational Literacy Skills Project goal: Increase student library research skills across the disciplines Began with Liberal Arts major Funded by Sloan-C grant Library staff stipends Student worker for RLO production Investment of ID team skills and management of project 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.”
- 6. The Building Process Planning Stage Librarian generated list of possible tutorials Liberal Arts faculty input of typical assignments Selection and prioritizing of tutorial development Development Stage Librarian generated content Production timeline Faculty, ID Team & librarian review
- 7. Tutorials Completed Primary 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 Resources What is Plagiarism? Citing Sources: Why and When * (under development) * Includes self-assessment module
- 8. Tutorial & Assessment Demonstration Using Boolean Terms Tutorial Primary & Secondary Sources Self-Assessment Reading Citations in an Online Database Self-Assessment
- 9. Branching Assessment Questions Correct Path Incorrect Path Default Path Q1 Q2 Q1a Q2a Q3 Q3a End
- 10. Intergration to Classes: WMS 101
- 11. Evidence of Student Learning Individual Learning Object Usefulness Student Survey Results:
- 12. Evidence of Student Learning Average Learning Object Usefulness Student Survey Results:
- 13. Evidence of Student Learning Student Survey Results: Did the tutorials help you complete your research assignment more effectively?
- 14. Evidence of Student Learning Qualitative Evidence: Student projects increased use of scholarly sources and more effective presentations based on current information
- 15. What We’ve Learned Faculty need guidance and support on how to best integrate the tutorials Stress coordination with librarian affiliate Create faculty support notes Access to tutorials in multiple places LMS repository Library repository Digital repository In development
- 16. What We’ve Learned Issues encountered Development can be time consuming and expensive Process model created Future RLO development Engage faculty in learning object development
- 17. Learning Object Examples on Campus Faculty Generated “ What is History?” Gail Mohanty, Liberal Arts Narrated PowerPoint “ Setting up a Sterile Field” Kristen Sethares, Nursing Video “ What it means to be a Writer” Catherine Houser, Liberal Arts Audio Interview
- 18. Learning Object Examples on Campus Staff Generated “ Using the Browser Check in myCourses” Katelyn Huynh, ID Team Tutorial “ Writing Resources” Jeannette Riley, ID Team myCourses Learning Module
- 20. Writing Resources: Table of Contents
- 21. Significance of Project “ Although institutions of higher education are far from disassembling their long-established discipline silos, they are showing a renewed interest in multi-, inter-, and cross-disciplinary studies. Unlike textbooks, learning objects—with their ability to be navigated nonlinearly, to incorporate multimedia, and to be interactive and customizable—exist in a virtual world that can be accessed within and across disciplines, both vertically and horizontally.” Susan Metros, “Learning Objects: A Rose by Any Other Name” (Educause Review, 2005)
- 22. Student Learning with Reusable Learning Objects Questions? Resources can be found here: http://instructionaldev.wikispaces.com Contact Us idteam@umassd.edu 508 999-8501 or http://www.umassd.edu/cits/instructional/development Thank you!
Editor's Notes
- #2: Tracey 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. This session will address the need to provide the same level of library support to online students as on-campus students.