Reusable Learning Objects for Medical Education: Evolving a Multi-institutional Collaboration

In early 2002 a number of UK HE institutions founded a collaborative project to produce a bank of high quality e-learning resources to support and enhance teaching in the traditionally difficult area of statistics, epidemiology and research skills. Creation of these resources is very costly; typically amounting to more than one institution can afford to fund. Yet many of these resources are generic and can be used, re-used and shared between institutions. So the collaboration was proposed to produce and share these resources in a cost-effective manner. Reusable learning objects offer a number of educational advantages compared with more traditional course-based approaches. Because they are stand-alone resources that encompass a single “chunk” of learning, they can be used in many different ways and across disciplines. Entire courses may not be appropriate for re-use in different institutions (the “not invented here” syndrome) but individual learning objects can be selected and re-used as components of a much wider course. Resources may be presented in different formats within customisable virtual learning environments to suit individual learning styles and address disability issues and technological constraints. Material can be kept up to date more readily: it’s much easier to update a single resource than an entire course. Web-based materials can be indexed and stored in a fully searchable database and can thus be retrieved and downloaded directly to the user’s desktop. This paper outlines the approaches adopted during the first phase of the collaboration to develop e-learning resources to support teaching and enhance learning. Some of the problems faced by the collaborators in the early stages are described along with the decisions and strategies for effective progress.In: A.J. Kallenberg and M.J.J.M. van de Ven (Eds), 2002, The New Educational Benefits of ICT in Higher Education: Proceedings. Rotterdam: Erasmus Plus BV, OECR ISBN 90-9016127-

Компетенції тьютора в системі дистанційної освіти

У статті розглядаються функції тьютора в системі дистанційного навчання. Визначаються основні компетенції, необхідні для дистанційного багаторівневого супроводу студента ВНЗ. Наголошується на необхідності спеціалізованої мовної підготовки тьютора у дистанційному навчанні іноземної мови. (The article deals with tutor’s functions in distance learning. The basic competencies necessary for distance students’ support are defined. The author analyzes a specific role of tutor in the distance learning and defines tutor as a person responsible for managing and facilitating the learning process and providing organizational, technical and psychological support, covering diverse sides of student life. Tutor reveals as a moderator, a guide, a person who accumulates learning resource. Tutor simplifies the transfer of knowledge and helps students in the process of individual learning and application of acquired skills. This fact determines the following specific competencies of tutor. The organizational competency requires the personal tutor experience in online learning, flexibility in learning, ability to identify targets for students, feel their potential and organize their learning process. Psychological competency is based on tutor’s ability to create a confident environment for students, to detect problems and to solve them, to encourage communication and to exchange the ideas, to show a positive attitude and to create effective interaction between the students. Technical competency embraces knowledge of the operating system and distance learning platform in use. Professional competency is necessary to evaluate the whole learning progress, to moderate useful web resources and to use them as triggers in e-tasks while creating a feedback to students. Online communication competency covers a full range of specific skills in the virtual environment. Tutor personality competency includes a high motivation and the ability to adapt to new educational context, new methods and new roles. All these competencies are crucial for effective multilevel support in distance learning.

STUDI FENOMENOLOGI PENGGUNAAN E-MODUL DALAM PEMBELAJARAN DARING MUATAN IPA DI SD MUHAMMADIYAH 5 JAKARTA

ABSTRACK The aim of this study is to describe the implementation of E-modules utilization in online learning of natural science content at SD Muhammadiyah 5 Jakarta. This research was conducted at SD Muhammadiyah 5 Jakarta. The subjects of this study are fifth grade students of SD Muhammadiyah 5 Jakarta. The approach used in this research is qualitative approach with phenomenological methods. Data collection was through observation, interview, and documentation with the data analysis technique used was the Miles and Huberman model. The results showed that the implementation of E-modules in online learning of natural science content in class V SD Muhammadiyah 5 Jakarta as an effective learning resource and support the students at learning, that helps during online learning, stimulating students and motivating students to learn, and achieving learning goals. The e-module is a web-based module which contains material with pictures, videos and edugames that make learning more engaging for students. The application of E-module received positive responses from various parties, that is students, parents, and outsiders such as other schools. Keywords: E-module use, online learning, natural science content ABSTRAK Penelitian ini bertujuan untuk mendeskripsikan pelaksanaan penggunaan E-modul dalam pembelajaran daring muatan IPA di SD Muhammadiyah 5 Jakarta. Penelitian ini dilaksanakan di SD Muhammadiyah 5 Jakarta. Subjek penelitian ini terdiri dari siswa kelas V SD Muhammadiyah 5 Jakarta. Pendekatan yang digunakan dalam penelitian adalah pendekatan kualitatif dengan metode fenomenologi. Pengumpulan data dilakukan dengan cara observasi/pengamatan, wawancara, dan dokumentasi dengan teknik analisis data yang digunakan adalah model Miles dan Huberman. Hasil penelitian menunjukkan bahwa penggunaan E-modul dalam pembelajaran daring muatan IPA di kelas V  SD Muhammadiyah 5 Jakarta sebagai sumber belajar efektif dan membantu siswa dalam belajar yaitu membantu selama pembelajaran daring, meransang siswa serta memberi motivasi belajar kepada siswa, dan tercapainya tujuan pembelajaran. E-modul tersebut merupakan E-modul berbasis web yang memuat materi disertai gambar, video dan edugame yang membuat pembelajaran semakin menarik bagi siswa. Penggunaan E-modul tersebut mendapatkan respon positif dari berbagai pihak yaitu siswa, orang tua, dan pihak luar seperti sekolah lain. Kata kunci: Penggunaan E-modul, pembelajaran daring, muatan IP

How to encourage educators to create and share reusable eLearning materials

A reusable learning object (RLO) is a web-based multimedia digital resource based on a single learning objective, comprising a stand-alone collection of presentation, activity, assessment and links (Leeder et al, 2002, 2003), the advantage of which allow instructional designers to build small instructional components that can be re-used a number of times in different learning context (Wiley 2001). Reusable e-learning materials (REM) are known as the e-learning resources generated in the form of RLOs that utilise a wide range of multimedia components such as assessments and activities (Leeder tl al, 2003). REM offers a competitive advantage over interactive multimedia due to its cost effectiveness, reusability and scalability (Leeder et al, 2003, 2004; Muzio et al, 2001). Maximising learners’ engagement and motivation in the process of learning is critical towards learning outcomes (Alexander 2001). The integration of REM and face-to-face learning, known as interactive learning (IL), has been proposed in order to achieve this (Katzy, 2000; Sloman, 2001; Chang, 2002, 2003). There are problems involved during the integration, and technical problems often become the centre of attention (Grudin 1994). However, focus on the needs of educators and demands of their teaching and learning practice are ignored but important aspects in IL (Katzy, 2000; Sloman, 2001; Chang, 2002, 2003). Engaging educators in the creative process of REM content development is a recommended way for motivating educators and also allowing them to understand the benefits of using technology for teaching, learning and sharing purposes. (Leeder et al, 2002). By making “human factor” at the centre of practising e-learning, reuse of learning resources is further encouraged from active participation, feedback, peer sharing and IL, thus maximising learners’ engagement and motivation. In order to effectively create REM, a virtual learning environment (VLE) is often adopted at the heart of learning activities. But one such a disadvantage is the expectation of high quality materials required due to its principle of self-directed learning. However, a place for providing a forum for circulating ideas and resolving both technical and pedagogic problems is a solution (Leeder et al, 2003). This offers different educators and learners a collaborative environment face-to-face and in VLE, thus encouraging educators creating and sharing REM. User feedback on the use and effectiveness of REM delivered in the VLE is also an important step, since the peer review process can reflect REM evaluation (Leeder et al, 2003). This provides essential information for (1) knowing whether REM is helping to create and share REM and (2) knowing the extent of acceptance, adoption and uses of REM among educators. If the outcomes of (2) are not up to the expectation, providing practical workshops is a key factor, since this offers educators hand-on experience in creating, discussing and sharing REM, thus increasing their interests and enthusiasm in using REM. Finally, the active involvement of an organisation for providing learning assistance, workshops, consultancy, VLE and a series of interactive learning, is critical for maintaining momentum for encouraging educators in creating and sharing REM. This is an ongoing process that requires a strong collaboration and support between educators and this organisation, which can act as (1) a centre for learning, training and sharing and (2) a centre for providing recommended ways of practicing REM that suit individual cases, thus delivering the most effective REM by maximising the adoption of REM

A Game-Based Learning Model

The purpose of this research is to design a conceptual model and develop an implementation as a proof of concept of game-based learning (GBL)to support linguistic skills acquisition. Our model lays the foundations of game-based learning by defining methods, processes, and procedures to support the development of game-based learning systems. Integration of learning and gameplay raises various issues, among them the learning process, learning content, and game characteristics. Language competency is fundamental to academic and social success. Vocabulary acquisition is a primary basis for language competency. Word lists and dictionaries have been used as a resource to enrich vocabulary. The general trend in dictionary development is towards the introduction of interactivity and visualization. Not only do they effectively capture the traditional didactic concepts, modern e-dictionaries provide structures and functions that support and encourage learning. To a certain extent, they can be viewed as a scaled down version of game-based learning, in which we see effective alternatives to acquire linguistic skills, specifically in the context of the Arabic language. GBL supports a multi-modal learning environment and various forms of learning strategies, such as exploration, interactivity, and active participation. A basic issue we are facing is the definition of a model of GBL. To delimit the progress in GBL modeling, we review some existing Arabic games intended for education of children. We found that there are very few games for learning Arabic dedicated to children. We analyzed several games for learning Arabic in terms of the nature and organization of the contents, gameplay, interactivity, graphics and assessment. Generally, they are simplistic and tend to revolve around the same trivial idea. Overall, there is a lack of quality in the presentation in terms of graphics, animation, colors, and voice-over. None of these Arabic games shows a systematic design process. Moreover, to synthesize the dominant features and trends, we conducted a comparison of current dictionaries features in different viii languages. We selected some representative English and French dictionaries available on the Web, which provides many features like searching (by image and by category) and finding detailed descriptions. For comparison purposes, an Arabic dictionary was also included. This study was intended to identify possible features that enhance the ease of learning a new language within a GBL context

Using multimedia to enhance the accessibility of the learning environment for disabled students: reflections from the Skills for Access project

As educators' awareness of their responsibilities towards ensuring the accessibility of the learning environment to disabled students increases, significant debate surrounds the implications of accessibility requirements on educational multimedia. There would appear to be widespread concern that the fundamental principles of creating accessible web‐based materials seem at odds with the creative and innovative use of multimedia to support learning and teaching, as well as concerns over the time and cost of providing accessibility features that can hold back resource development and application. Yet, effective use of multimedia offers a way of enhancing the accessibility of the learning environment for many groups of disabled students. Using the development of ‘Skills for Access’, a web resource supporting the dual aims of creating optimally accessible multimedia for learning, as an example, the attitudinal, practical and technical challenges facing the effective use of multimedia as an accessibility aid in a learning environment will be explored. Reasons why a holistic approach to accessibility may be the most effective in ensuring that multimedia reaches its full potential in enabling and supporting students in learning, regardless of any disability they may have, will be outlined and discussed

Key skills by design: Adapting a central Web resource to departmental contexts

Web‐based delivery of support materials for students has proved to be a popular way of helping small teams to implement key skills policies within universities. The development of ‘key’ or ‘transferable’ skills is now encouraged throughout education, but resources (both in terms of staffing and budget) tend to be limited. It is difficult for key skills teams to see learners face to face, and not feasible to print or distribute large amounts of paper‐based material. Web‐based delivery presents a means of overcoming these problems but it can result in generic study skills material simply being published online without due consideration of the needs of different groups of learners within different subject disciplines. Therefore, although a centralized Website for skills provision can overcome logistical problems, it may be perceived as irrelevant or unusable by the student population. This paper presents a model for Web‐based delivery of support for key skills which incorporates two separate approaches to the design of these resources. The model was implemented as part of a wider key skills pilot project at University College London, over a period of one year. It includes a ‘core’ Website, containing information and resources for staff and students. These can also be accessed via customized, departmental key skills homepages. This paper presents the basis for the design choices made in preparing these materials, and the evaluation of some of the pilot departments using them. It then draws some wider conclusions about the effectiveness of this design for supporting skills development

Built to Change: Catalytic Capacity-Building in Nonprofit Organizations

Summarizes the results of a broad survey of programs, and business and nonprofit experts, in the field of organizational effectiveness

A guide for Teachers

The role of the teacher in Higher Education is changing rapidly, and much of this change is as the result of the introduction of e-Learning. Teachers are now expected to share their role as course designers with many other professionals working in their institution while taking on a bigger role in the technical and resource discovery aspects of course design. This guide tackles these issues as well as examining emerging pedagogical issues that arise from the use of technologies in teaching. You will find information, advice and guidance that will help you make appropriate and effective use of e-Learning to support your students

Pedagogy First, Technology Second: teaching & learning information literacy online

This paper explores the pedagogical and technical issues, challenges and outcomes of creating an online information literacy course. Currently under development, this course will be offered as a parallel study option to Advanced Information Retrieval Skills (AIRS:IFN001 ) for QUT postgraduate students, a compulsory face-to-face course for all QUT research students. The aim of this project is to optimise students’ access to AIRS:IFN001 and meet the University’s objectives regarding flexible delivery and online teaching. Still in its developmental stages, AIRS::Online extends beyond the current notion of static online information literacy tutorials by providing a facilitated, student focussed learning environment comprising content and learning experiences enhanced by appropriate multimedia technology and resources which engage students in planned facilitated and/or self-paced learning events. Course assessment is formative and summative, and is comprised of a research log and reflective journal to provide a means for reviewing the content and key process of advanced information searching and retrieval