Strategies for Reuse of Learning Strategies for Reuse of Learning Objects: Context DimensionsObjects: Context Dimensions

Allard Strijker (2005, March 3). I-Class / Allard Strijker (2005, March 3). I-Class / Prolearn Leuven BelgiumProlearn Leuven Belgium

ContextsContexts

• The research describes issues related to the The research describes issues related to the reuse of learning objects and the reuse of learning objects and the implementation of learning technology implementation of learning technology standards for reuse of these learning objects standards for reuse of these learning objects in different contexts and the human and in different contexts and the human and technical aspects involved:technical aspects involved:

• University, University, • Military, Military, • Corporate Learning.Corporate Learning.

Learning ObjectsLearning Objects

• Learning objectsLearning objects are defined as digital are defined as digital entities, available for use or reuse in different entities, available for use or reuse in different learning settings. learning settings.

• These objects themselves may or may not These objects themselves may or may not have been originally created as learning have been originally created as learning objects; it is their use for learning purposes objects; it is their use for learning purposes that makes them learning objects. that makes them learning objects.

• Definition used in the research: A learning Definition used in the research: A learning object is any digital entity that may be used object is any digital entity that may be used for learning, education, or training.for learning, education, or training.

Human aspectsHuman aspects

• Human aspects relate to motivation for reuse, Human aspects relate to motivation for reuse, organizational incentives, and applied organizational incentives, and applied learning scenarios.learning scenarios.

• RQ1: Human perspective – What human RQ1: Human perspective – What human aspects are important to support the different aspects are important to support the different stages of the lifecycle of a learning object?stages of the lifecycle of a learning object?

• Human aspects: Human aspects: – Why takes reuse place, Why takes reuse place, – Who is involved.Who is involved.

Technical AspectsTechnical Aspects

• Technical aspects related to reuse of learning objects Technical aspects related to reuse of learning objects include the development of objects, repositories, include the development of objects, repositories, services of repositories, and technology to exchange services of repositories, and technology to exchange learning objects. learning objects.

• RQ2: Technical perspective - What tools and RQ2: Technical perspective - What tools and technologies are important to support thetechnologies are important to support the

• different stages of the lifecycle of a learning object?different stages of the lifecycle of a learning object?• Technical aspects: Technical aspects:

– What's reused, What's reused, – How is reuse supported, and How is reuse supported, and – Where are learning objects stored.Where are learning objects stored.

Overall Research QuestionOverall Research Question

• RQ3. Combining human and technical RQ3. Combining human and technical perspectives - What are key dimensions perspectives - What are key dimensions to guide the selection of tools, to guide the selection of tools, technologies, and human procedures to technologies, and human procedures to support the different stages of the support the different stages of the lifecycle of a learning object for users in lifecycle of a learning object for users in different usage contexts, particularly different usage contexts, particularly university, corporate learning, and university, corporate learning, and military training?military training?

Lifecycle for reuse of learning objectsLifecycle for reuse of learning objects

• Obtaining, Obtaining,

• Labeling, Labeling,

• Offering, Offering,

• Selecting, Selecting,

• Using, Using,

• Retaining.Retaining.

Obtaining

Labeling

Offering

Selecting

Using

Retaining

Editing

Dimensions for ReuseDimensions for Reuse

• The research identified dimensions The research identified dimensions related to use of learning technology related to use of learning technology standards for reuse such as:standards for reuse such as:– Cultures within the context, Cultures within the context, – Learning scenarios, Learning scenarios, – Incentives for reuse, Incentives for reuse, – Work processes, Work processes, – How learning objects are stored.How learning objects are stored.

Cultures within the context

Verbs Value features Attitudes

The World of Inspiration

To create, to discover, to research, to share, to imagine, to dream, to explode, to be amazed, to perceive, to harness.

Singularity, difference, innovation, originality, irrationality, imaginary, spirituality, unconscious, chance

Spontaneous, passionate, risk taking, open-minded, independent, intuitive

The Domestic World

To behave, to give, receive and give back; to respect; to keep the convenient distance; to be polite (with both inferiors & superiors); to interact.

Confidence, responsibility, merit, respectability, convention, dignity, tradition, hierarchy, rank; parents, children, generation; rules and confidence, principles; harmony; the "natural"; the duty

Honest, decent, respectful, common sense, savoir-vivre, repetitive, reproductive, cautious, reliable

The World of Opinion

To influence, to convince, to persuade, to seduce, to promote, to advertise, to orientate, to catch the attention, to compare.

Image, reputation, fame, success, honour, acknowledgement, visibility, audience, credibility, Identification.

Being an actor, contributive, communicative, participative, personality, celebrity

The Civic World

To debate, to voice, to mobilise, to gather, to adhere, to exclude, to inform, to codify, to delegate, to represent and to be represented, to show solidarity, to share.

The general will, the common interest, generosity, self-abnegation, sacrifice, pride, the group, collective action, collective entities (ideas, values, symbols and institutions).

Concerned with the general will, altruism, giving collective interest a higher rank than personnel Interests.

The Merchant World

To desire, to possess, to bet, to win and to loose, to gamble and to play, to buy, to sell, to negotiate, to deal, to pay, to rival, to conclude, to accumulate, to keep one's distance.

Wealth, money, luxury; business, fair deals, good deals, bargain; interest, attentions to others; contract; competition, rivalry, opportunism, freedom,

Attractive, appealing, respectfulness to the customers, open-minded, obliging, willing to help, thoughtful, careful, reactive, opportunist

The Industrial World

To master, to integrate, to organise, to control, to stabilise, to foresee, to implement, to detect, to adapt, to analyse, to measure, to formalise, to standardise, to solve, to optimise, to schedule, to sequence, to anticipate.

Progress, future, functionality, efficiency, optimality, performance, productivity, professionality, reliability, far-sightedness, system

Competences, responsibility, professional qualifications, effort, discipline, obedience, seriousness, energy, dedication

Cultures within the context: Attitudes• The World of Inspiration

– Spontaneous, passionate, risk taking, open-minded, independent, intuitive• The Domestic World

– Honest, decent, respectful, common sense, savoir-vivre, repetitive, reproductive, cautious, reliable

• The World of Opinion– Being an actor, contributive, communicative, participative, personality, celebrity

• The Civic World– Concerned with the general will, altruism, giving collective interest a higher rank than

personnel Interests.• The Merchant World

– Attractive, appealing, respectfulness to the customers, open-minded, obliging, willing to help, thoughtful, careful, reactive, opportunist

• The Industrial World– Competences, responsibility, professional qualifications, effort, discipline, obedience,

seriousness, energy, dedication

Cultures within the context: Value features

• The World of Inspiration– Singularity, difference, innovation, originality, irrationality, imaginary, spirituality,

unconscious, chance• The Domestic World

– Confidence, responsibility, merit, respectability, convention, dignity, tradition, hierarchy, rank; parents, children, generation; rules and confidence, principles; harmony; the "natural"; the duty

• The World of Opinion– Image, reputation, fame, success, honour, acknowledgement, visibility, audience,

credibility, Identification.• The Civic World

– The general will, the common interest, generosity, self-abnegation, sacrifice, pride, the group, collective action, collective entities (ideas, values, symbols and institutions).

• The Merchant World– Wealth, money, luxury; business, fair deals, good deals, bargain; interest, attentions to

others; contract; competition, rivalry, opportunism, freedom,• The Industrial World

– Progress, future, functionality, efficiency, optimality, performance, productivity, professionality, reliability, far-sightedness, system

Cultures within the context: Verbs• The World of Inspiration

– To create, to discover, to research, to share, to imagine, to dream, to explode, to be amazed, to perceive, to harness.

• The Domestic World– To behave, to give, receive and give back; to respect; to keep the convenient

distance; to be polite (with both inferiors & superiors); to interact.• The World of Opinion

– To influence, to convince, to persuade, to seduce, to promote, to advertise, to orientate, to catch the attention, to compare.

• The Civic World– To debate, to voice, to mobilise, to gather, to adhere, to exclude, to inform, to codify,

to delegate, to represent and to be represented, to show solidarity, to share.• The Merchant World

– To desire, to possess, to bet, to win and to loose, to gamble and to play, to buy, to sell, to negotiate, to deal, to pay, to rival, to conclude, to accumulate, to keep one's distance.

• The Industrial World– To master, to integrate, to organise, to control, to stabilise, to foresee, to implement, to

detect, to adapt, to analyse, to measure, to formalise, to standardise, to solve, to optimise, to schedule, to sequence, to anticipate.

Learning scenariosLearning scenarios

• AcquisitionAcquisition– ObjectivesObjectives– TrainingTraining– Drill and practiceDrill and practice– AwarenessAwareness– KnowingKnowing– CBTCBT– AuthoringAuthoring

• ParticipationParticipation– CollaborationCollaboration– CommunicationCommunication– CompetencesCompetences– LearningLearning– ApplicationApplication– SynthesisSynthesis– AnalysesAnalyses– ELOELO– MentoringMentoring

Learning objectives (Bloom, 1956)

Competence Skills Demonstrated Question Cues

Knowledge - observation and recall of information - knowledge of dates, events, places - knowledge of major ideas - mastery of subject matter

list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where, etc.

Comprehension - understanding information - grasp meaning - translate knowledge into new context - interpret facts, compare, contrast - order, group, infer causes - predict consequences

summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend

Application - use information - use methods, concepts, theories in new

situations - solve problems using required skills or

knowledge

apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover

Analysis - seeing patterns - organisation of parts - recognition of hidden meanings - identification of components

analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer

Synthesis - use old ideas to create new ones - generalize from given facts - relate knowledge from several areas - predict, draw conclusions

combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if?, compose, formulate, prepare, generalize, rewrite

Evaluation - compare and discriminate between ideas - assess value of theories, presentations - make choices based on reasoned argument - verify value of evidence - recognize subjectivity

assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarize

Pedagogies related to organisational Pedagogies related to organisational setting setting

Pedagogies related to organizational setting

Incentives for reuseIncentives for reuse

• OrganizationalOrganizational– Knowledge managementKnowledge management– Human resource Human resource

managementmanagement– Sustainable developmentSustainable development– Saving moneySaving money– EfficiencyEfficiency– Organizational capitalOrganizational capital

• PersonalPersonal– Helping ColleaguesHelping Colleagues– Saving timeSaving time– EfficiencyEfficiency– Communities of practiceCommunities of practice– Networks of excelenceNetworks of excelence

Work processesWork processes

• Formal workflowFormal workflow– RolesRoles– ResponsibilitiesResponsibilities– VersioningVersioning– Quality controlQuality control– ManagementManagement– OwnershipOwnership

• Personal habitsPersonal habits– Individual productsIndividual products– One person all rolesOne person all roles– Teacher in controlTeacher in control– CopyrightsCopyrights– IndependentIndependent

How objects are storedHow objects are stored

• RepositoriesRepositories- Knowledge - Knowledge

management management systemssystems

– (Learning) Content (Learning) Content Management Management SystemsSystems

– Electronic Learning Electronic Learning EnvironmentsEnvironments

• LocallyLocally– Hard disksHard disks– Personal websitesPersonal websites

Context OrientationsContext Orientations

• Personal orientedPersonal oriented– Personal orientation is related to human Personal orientation is related to human

interaction, personal needs, personal interaction, personal needs, personal incentives, and personal values. incentives, and personal values.

• Systems orientedSystems oriented– The Systems orientation focuses on The Systems orientation focuses on

technical specifications, rules, policy, and technical specifications, rules, policy, and procedures.procedures.

Dimensions for ReuseDimensions for ReuseSystems Systems OrientedOriented

Personal Personal OrientedOriented

Cultures Cultures

within thewithin the

contextcontext

The industrial The industrial worldworld

The The Domestic Domestic worldworld

The Civic The Civic worldworld

The world of The world of OpinionOpinion

The Merchant The Merchant worldworld

The world of The world of

inspirationinspiration

Learning Learning scenariosscenarios

AcquisitionAcquisition ParticipationParticipation

Incentives for Incentives for reusereuse

OrganizationalOrganizational Personal habitsPersonal habits

Work Work processesprocesses

Formal Formal workflowworkflow

PersonalPersonal

How learning How learning objects are objects are storedstored

RepositoryRepository LocallyLocally

DiscussionDiscussion

• Try to map your current context (the Try to map your current context (the environment you work in) on the environment you work in) on the dimensions.dimensions.– If the focus is on the left side (Systems), If the focus is on the left side (Systems),

you are in a context that provides different you are in a context that provides different aspects for reuseaspects for reuse

– If the emphasis on the right side If the emphasis on the right side (Personal), the implementation of a reuse (Personal), the implementation of a reuse strategy in your context is problematicstrategy in your context is problematic

ResultsResults

• The results of the research show that The results of the research show that reuse in practice may not so much be reuse in practice may not so much be focused on a wide exchange of all focused on a wide exchange of all available material but rather on local available material but rather on local level sharing within departments and level sharing within departments and even primarily on the reuse of one’s even primarily on the reuse of one’s own course material. own course material.

ContactContact

• http://users.gw.utwente.nlhttp://users.gw.utwente.nl

• A.strijker@utwente.nlA.strijker@utwente.nl