Enthusing and inspiring with reusable kinaesthetic activities

We describe the experiences of three University projects that use a style of physical, non-computer based activity to enthuse and teach school students computer science concepts. We show that this kind of activity is effective as an outreach and teaching resource even when reused across different age/ability ranges, in lecture and workshop formats and for delivery by different people. We introduce the concept of a Reusable Outreach Object (ROO) that extends Reusable Learning Objects. and argue for a community effort in developing a repository of such objects

The Role of Reusable Learning Objects in Occupational Therapy Entry-Level Education

Out of early research, Cisco Systems (1999) have built an impressive foundation that advocates for reusable learning objects (RLOs). As the need for online methods for delivering both formal and informal educational content has increased, the prospect of greater influence through carefully constructed RLOs has grown. RLOs are any digital resource that can be used and reused to enhance online learning. RLOs typically are small, discrete, self-contained digital objects that may be sequenced, combined, and used within a variety of instructional activities. RLOs have been implemented in nursing, pharmacy, and physician assistant programs. However, there is a lack of literature regarding RLOs in occupational therapy education. An attitudinal survey was administered to occupational therapy students after they had used an RLO focused on goal writing. Student preferences toward RLO content, instructional design, and eLearning were generally positive. Nearly three-quarters of the students who responded to the survey indicated that the RLO presented was beneficial. All respondents noted that they would use the RLO for future occupational therapy courses. It is argued that incorporating RLOs offers a cost-effective, efficient learning tool, and also adds credibility to the given curriculum program as being innovative with instructing occupational-therapy related concepts

Learning Objects: Features and Categories

In the past few years there have been considerable efforts in the computer-mediated learning field. Internet has increased the possibilities with respect to education. Learning objects have become the hype of the e-learning industry, which was first coined by Wayne Hodgins. They provide a new world of easily accessible and individualized learning, made possible by the flexible deployment over networks of small, reusable components from multiple sources. The objective of this paper is to discuss the concepts of learning objects with the help of definitions and examples. The paper also highlights types of learning objects and their features. A brief description of learning content management system has been also included in this paper

The PAVE study (Physical Activity Virtual Education): development of reusable learning objects (RLOs) to enhance nursing students' knowledge and understanding of physical activity

The aim of this project was to design, build and test two sustainable reusable learning objects (RLOs) for physical activity (PA) and provide opportunities to assess changes in knowledge and self-reported behaviour following exposure. The RLOs developed for this project encourage self-directed learning and help to foster transformational learning and facilitate critical reflection. Specifically, this means that students will be able to work through the content independently and engage with the RLO at a time and place convenient to them – an important factor in nursing since our students spend a significant proportion of time outside of the university setting. This project supports the integration of new technologies into the traditional learning environment for health promotion. The RLOs will be used as an interactive medium to promote the understanding of physical activity as both a key public health issue and one that they need to address both professionally (through their role as a nurse) and personally (through applying what they learn to their own behaviour). Additionally, the project will support critical reflection on students’ learning, since there will be opportunities to assess students’ knowledge and behaviour change before and after they have engaged with the RLOs

Teaching tools in Evidence Based Practice: evaluation of reusable learning objects (RLOs) for learning about Meta-analysis

<p>Abstract</p> <p>Background</p> <p>All healthcare students are taught the principles of evidence based practice on their courses. The ability to understand the procedures used in systematically reviewing evidence reported in studies, such as meta-analysis, are an important element of evidence based practice. Meta-analysis is a difficult statistical concept for healthcare students to understand yet it is an important technique used in systematic reviews to pool data from studies to look at combined effectiveness of treatments. In other areas of the healthcare curricula, by supplementing lectures, workbooks and workshops with pedagogically designed, multimedia learning objects (known as reusable learning objects or RLOs) we have shown an improvement in students' perceived understanding in subjects they found difficult. In this study we describe the development and evaluation of two RLOs on meta-analysis. The RLOs supplement associated lectures and aim to improve students' understanding of meta-analysis in healthcare students.</p> <p>Methods</p> <p>Following a quality controlled design process two RLOs were developed and delivered to two cohorts of students, a Master in Public Health course and Postgraduate diploma in nursing course. Students' understanding of five key concepts of Meta-analysis were measured before and after a lecture and again after RLO use. RLOs were also evaluated for their educational value, learning support, media attributes and usability using closed and open questions.</p> <p>Results</p> <p>Students rated their understanding of meta-analysis as improved after a lecture and further improved after completing the RLOs (Wilcoxon paired test, p < 0.01 in all cases) Whilst the media components of the RLOs such as animations helped most students (86%) understand concepts including for example Forest plots, 93% of students rated usability and control as important to their learning. A small number of students stated they needed the support of a lecturer alongside the RLOs (7% 'Agreed' and 21% 'Neutral').</p> <p>Conclusions</p> <p>Meta-analysis RLOs that are openly accessible and unrestricted by usernames and passwords provide flexible support for students who find the process of meta-analysis difficult.</p

Degree of Scaffolding: Learning Objective Metadata: A Prototype Leaning System Design for Integrating GIS into a Civil Engineering Curriculum

Digital media and networking offer great potential as tools for enhancing classroom learning environments, both local and distant. One concept and related technological tool that can facilitate the effective application and distribution of digital educational resources is learning objects in combination with the SCORM (sharable content objects reference model) compliance framework. Progressive scaffolding is a learning design approach for educational systems that provides flexible guidance to students. We are in the process of utilizing this approach within a SCORM framework in the form of a multi-level instructional design. The associated metadata required by SCORM will describe the degree of scaffolding. This paper will discuss progressive scaffolding as it relates to SCORM compliant learning objects, within the context of the design of an application for integrating Geographic Information Systems (GIS) into the civil engineering curriculum at the University of Missouri - Rolla

Effect of Educational Technology Usage on Student’s Clinical Skills, Competencies and Satisfaction at School of Nursing in Sokoto State, Nigeria

Background: Technology allows the most difficult tasks to become seamlessly easy and more efficient. In education, technology has allowed the dissemination of knowledge to be dispersed instantly and it allows for quicker and more effective communication. A critical reflection on what nursing educators should consider now in order to better support the clinicians of the future is also included with a particular focus on existing informatics curricular supports. Aim: The study aimed at assessing the effect of the use of educational technology on student clinical skills, competency, and satisfaction at schools of nursing Sokoto state. Methodology: A quasiexperimental design was used for the study, A total of 239 respondents, with pre-test/post-test injection and hand hygiene clinical Competency observation checklist and a researcher developed a questionnaire for satisfaction. Results: The findings of the study revealed that the effect of educational technology on student clinical competence skills based on hand hygiene difference of 2.36 with t(186)=9.837, p&lt;0.05, hence, the experiment group performed better than the control group in hand hygiene competencies and injection procedure with mean 1.12 with t(186)=3.556, P&lt;0.05 The satisfaction with teaching/learning using reusable learning object, both experiment, and control groups were relatively satisfied with the reusable learning object educational technology The mean levels of satisfaction was 26.54 and 26.38 for experimental and control groups respectively r(92)=0.425, r2=0.18 (18%), P&lt;0.05 Conclusion: The RLOs were successful in supporting the students understanding of clinical procedures such as injection and hand hygiene issues, resulting in effective ability and confidence to meet their clinical competency