It’s all about sharing!

Dr Chris Ringrose&

Géraldine Enjelvin

Reusable Learning Objects (RLOs)

and contribution-oriented pedagogy

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A. Definitions & educational principles

B. Identifying1.Commonalities (English & French depts)

2.RLOs (content & process objects)

C. ImplementationD. Conclusions

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A. Definitions & educational principles

1. learning objects“Learning objects are viewed as bits of electronic instructional material that are produced for one educational context and, by virtue of storage, searching and transmission, can potentially be re-used in other educational contexts.”Collis, B. and Strijker, A. (2004). Technology and Human Issues in Reusing Learning Objects. Journal of Interactive Media in Education, (4). Special Issue on the Educational Semantic Web. [http://www-jime.open.ac.uk/2004/4/]

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2. intermediate scaffoldersMaximalists 'believe it necessary to give detailed direction and to prescribe exactly what a student should be doing for their self-managed learning' whereas minimalists argue that 'students should not be provided with anything which could [...] easily result in the reinforcement of a "dependency" culture' (Bannister et al 2002, p.36). ‘Intermediate refers to tutors who were somewhere between “maximalism” and “minimalism”’ (Bannister et al 2002, p.38).

Bannister, P., Hansom, J. & Ottevill, L.R. (2002) From dependence to independence: tutor perspectives on student self-managed learning, The International Journal of Management Education, 2(3), pp. 35-44.

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3. tertiary coursewareIt is based on “the ‘re-use’ of the learning experiences of other students”. “The approach of evolving courseware out of real teaching and learning experiences conveys a satisfying user-centred approach. Tertiary courseware includes “the outputs of coursework from previous learners, including the feedback from tutors which also serves to provide a kind of vicarious resource.”

• Mayes, J.T. and Fowler, C.J.H. (1999)Learning technology and usability: a framework for understanding courseware. Interacting with Computers 11, pp. 485-497 [http://www.macs.hw.ac.uk/~rjr/dolweb/docs/Mayes&Fowler1999.pdf]

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4. vicarious learning

It “refers to the process of learning by observing the behaviour of others”

Church, H. (1999) Vicarious Learning[http://frontpage.wiu.edu/~mfjtd/Heather%20Church.html]

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5. the student voice “Good teaching means seeing learning through the

learner’s eyes” Ramsden, P. (1988) Managing the effective university, Higher Education

Research and Development 17(3), pp. 347-370

Employing student voices can inform and enhance learning, teaching and assessment practice in higher education.

Hearing the learner voice : sighted and non-sighted students and staff discuss the process of T/L rather than the content of the curriculum

transformative potential

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6. Contribution-oriented pedagogyIt shifts the focus from the presentation of content to the facilitating of learners making contributions to the course; this design adds richness to the learning environment

The main reasoning behind this contribution-oriented pedagogy is that what students do as part of the learning process should be able to be re-used by others. the created materials are fit for purpose ensures inclusivenessCollis, B. and Strijker, A. (2003) Re-Usable Learning Objects in Context, International Journal on E-Learning, 2(4), pp. 5–16 [http://www.thefreelibrary.com/Re-usable+learning+objects+in+context-a0112542667]

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B. Identifying1. 1-Commonalities (English & French

depts)1. similar cohorts (level of

ability)a. similar kind of online support

neededb. similar kind of online practice

needed c. similar skills assessed (oral

presentation, dissertation, grammar, syntax, referencing etc.)

2-RLOs (content & process/principle)

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C. Implementation

1.Chrisa.1/ LIT3054 (Blogs/ Podcast Feedback ) + 2/ dissertation website + 3/LIT1001 (Creative Writing Sample Work)

b.PDP

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2. Géraldinea.FRE2001

Quizdom Course Genie (webproject)

b.FRE2004 & FRE1006 FRE2004 end-of-year oral TCA FRE1006 end-of-year oral TCA

c.FRE4002 French dissertation website

d. year abroad

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D. Conclusions * efficiently-labelled multimedia

learning objects to be stored in a university repository (for example BITE), accessed over the Internet, and integrated into course delivery

to encourage best practice economy of time do not

reinvent the wheel

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Merci beaucoup pour votre attention !

Chris & GéraldineDes questions ?

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