The Value of Reusable Learning Objects

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The Value of Re-usable Learning Objects Diana
Laurillard
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The Value of Reusable Learning Objects

• The Government Context
• The Education Context
• The Environmental Context
• Requirements of a Strategy
• Planning for radical change
• What might reusability look like in practice?

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The Government Context
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The aims for a 21st century system
Personalisation and choice
Flexibility and independence
Opening up services
Staff development
Collaborative partnerships
Children and families
through sector-based strategies for reform
Primary
14-19
Secondary
Skills
HE
Post-16

• Transform teaching, learning and support

will need the contributions ICT and e-learning
can make, to

• Connect with hard to reach groups

• Open up an accessible collaborative system

• Improve efficiency and effectiveness

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Challenging objectives for e-learning

• Transform teaching and learning through
  personalisation
• Reach out to hard-to-reach groups
• Open up education to wider partnerships
• Achieve greater efficiency and effectiveness

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The Education Context
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Brakes on progress of e-learning from the
e-learning strategy consultation

• E-learning resources failing to transform
  teaching and learning

• E-learning resources failing to transform
  teaching and learning

• Insufficient training in e-learning for educators

• Insufficient training in e-learning for educators

• Many leaders are not taking a strategic approach
  to ICT and e-learning
• Fragmented infrastructure and access
• Variable quality of use in different sectors and
  institutions

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Requirements of a Strategy
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What does it take to create the step change to
meet our objectives?
Drivers
things you cant ignore

• Strategic plans
• Funding imperatives
• Learner needs
• Stakeholder demands
• Career opportunities
• Curriculum requirements
• Assessment requirements
• Quality standards

Teachers Designers Leaders

• Learner needs

We must address all these drivers
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Personalising the learners journey
E-learning personalises the learners journey
Personalised needs analysis Access to information
and guidance
Progress files Assessment when ready
Interactive learning environments adapting to
learner needs
Partnerships for flexible courses, modes
Curriculum choice through partnerships and online
support
Early years School HE Lifelong
Links to informal learning Personalised
needs-benefits analysis
at any age
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What does it take to create the step change to
meet our objectives?
Enablers
things you cant do without

• Training and development
• Information guidance
• Shareable resources
• Online communities
• Learning design toolkits
• Economic modelling
• RD on pedagogies
• ICT systems and services
• Rights and IPR advice

Teachers Designers Leaders

• Learning design toolkits
• Economic modelling

We must provide all these enablers
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Planning for radical change
Modelling teacher practice and learner experience
to plan foraffordable personalised learning
How will teachers and learners distribute their
time?How will personalised learning be
affordable?
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Design 1 Distribution of teacher and learner
time for traditional teaching methods
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Staff time distributed over traditional methods
1.03 per student hour
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Design 1 Distribution of teacher/learner time
for traditional teaching methods at a cost of
1 per student hour
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Design 2 Distribution of teacher/learner time
for an increase in personalised learninghigher
staff-student ratioless time in large
groupsmore individual formative assessment
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Staff time redistributed to give less whole
class, more active learning
Groups adjusted to smaller sizes
1.34 per student hour
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Design 2 Distribution of teacher/learner time
for an increase in personalised learninghigher
staff-student ratioless time in large
groupsmore individual formative assessment
at a cost of 1.34 per student hour 30
increase in cost
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Design 3 Distribution of teacher/learner time
for an increase in personalised learningwith
same conditionshigher staff-student ratioless
time in large groupsmore individual formative
assessment but using e-learning to support one
third of the learning experience
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Staff time redistributed over traditional and
e-learning methods
Define amount of re-use shared use of resources
Maintain group sizes through use of online
activities and resources
0.97 per student hour
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Define amount of re-use shared use of resources
as 0
1.08 per student hour
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Design 3 Distribution of teacher/learner time
for an increase in personalised learningwith
same conditionshigher staff-student ratioless
time in large groupsmore individual formative
assessment using e-learning to support one third
of the learning experienceand deploying 20 as
re-usable learning objects
at a cost of 1 per student hour original cost
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Modelling tools
Do not describe the system. They are planning
tools to clarify thinking to help identify the
key parameters to experiment with alternative
plans to define what it takes to realise a
plan They allow us to understand how to deliver
personalised learning in a way that is affordable
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Enablers for supporting leaders and teachers
Tools to enable leaders to model changes
Modelling the use of time and resources for
staff Promoting re-use and sharing of
resources Modelling the productive use of time
for learners Economic models of use of staff time
with ICT Train leaders in use of modelling tools
Tools to enable leaders to model changes
Modelling the use of time and resources for
staff Promoting re-use and sharing of
resources Modelling the productive use of time
for learners Economic models of use of staff time
with ICT Train leaders in use of modelling tools
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What might reusability look like in practice?
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The LAMS Community example - www.lamscommunity.or
g
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• Creative Writing - Session outline
• Students introduced to the task.
• Tool Noticeboard
• 2. Individually in class, students are asked to
  think and write about a place or location which
  has special meaning for them. It might be a very
  enjoyable place, a place full of history, a
  disturbing place, or one that suddenly brings
  back memories. They use stream of consciousness
  for this. No grammar and sentence structure are
  expected. Students are reminded to note the
  guidelines issued to them in previous classes
  about reviewing others creative writing.
  Students are assigned to small groups in LAMS. (5
  minutes)
• Tool Grouping Question and Answer (small
  group)
• 3. Students consider and discuss the short
  descriptions, taking care to be supportive rather
  than detrimental in their comments. Students
  might comment on the words chosen, the nature of
  the place itself, and the imagery used. Students
  can print off the descriptions posted to the
  previous Q A tool or view them by opening the
  tool in the Progress Bar. (10 - 15 minutes)
• Tool Forum (small group)
• 4. Having considered some of the elements that
  contribute to an effective description by looking
  at the work of others, students then read a short
  example by Dickens - a description of Miss
  Havershams house in Great Expectations. Students
  can read the extract online or download

• Creative Writing - Session outline
• Students introduced to the task.
• Tool Noticeboard
• 2. Individually in class, students are asked to
  think and write about a place or location which
  has special meaning for them. It might be a very
  enjoyable place, a place full of history, a
  disturbing place, or one that suddenly brings
  back memories. They use stream of consciousness
  for this. No grammar and sentence structure are
  expected. Students are reminded to note the
  guidelines issued to them in previous classes
  about reviewing others creative writing.
  Students are assigned to small groups in LAMS. (5
  minutes)
• Tool Grouping Question and Answer (small
  group)
• 3. Students consider and discuss the short
  descriptions, taking care to be supportive rather
  than detrimental in their comments. Students
  might comment on the words chosen, the nature of
  the place itself, and the imagery used. Students
  can print off the descriptions posted to the
  previous Q A tool or view them by opening the
  tool in the Progress Bar. (10 - 15 minutes)
• Tool Forum (small group)
• 4. Having considered some of the elements that
  contribute to an effective description by looking
  at the work of others, students then read a short
  example by Dickens - a description of Miss
  Havershams house in Great Expectations. Students
  can read the extract online or download

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Re-draft description
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Building reusability
Stage 5 prototype and test the design tool with
teachers
Stage 4 design generic form of the pedagogic
idea to be maximally customisable
Stage 1 the brilliant pedagogic idea, tied to
context
Stage 2 prototype and test the idea with
learners
Stage 3 refine and re-test until achieved
learning effectiveness
Stage 3 refine and re-test until achieved
learning effectiveness
Stage 6 refine and re-test until achieved easy
customisability
Stage 6 refine and re-test until achieved easy
customisability
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How will RLOs help to meet the challenging
objectives for e-learning?

• Transform teaching and learning through
  personalisation
• Reach out to hard-to-reach groups
• Open up education to wider partnerships
• Achieve greater efficiency and effectiveness

- By bringing design of pedagogy within the reach
of teachers - By making personalisation
affordable - By enabling collaboration on
teaching across sectors - By achieving more
productive use of teacher and learner time
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The Centre for Excellence in Teaching and
Learning (CETL) in Reusable Learning Objects is
being funded by HEFCE to develop a range of
multimedia learning objects that can be stored
in repositories, accessed over the Web, and
integrated into course delivery
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The Value of Re-usable Learning Objects Diana
Laurillard www.lkl.ac.uk