tony bates, universitat oberta de catalunya 1 ii simposio pluridisciplinar sobre diseño,...

Tony Bates, Universitat Oberta de Tony Bates, Universitat Oberta de CatalunyaCatalunya

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II Simposio Pluridisciplinar sobre II Simposio Pluridisciplinar sobre Diseño, Evaluación y Descripción de Diseño, Evaluación y Descripción de Contenidos Educativos Reutilizables Contenidos Educativos Reutilizables

(SPDECE)(SPDECE)

Questioning the value Questioning the value of re-usable learning of re-usable learning objects in education: objects in education:

the need for a business the need for a business casecase

Tony Bates, Universitat Oberta Tony Bates, Universitat Oberta de Catalunyade Catalunya

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OverviewOverview

1.1. why this symposium is importantwhy this symposium is important

2.2. the challenge for institutionsthe challenge for institutions

3.3. a teacher’s perspectivea teacher’s perspective

4.4. a manager’s perspectivea manager’s perspective

5.5. priorities for research and priorities for research and developmentdevelopment

6.6. conclusionsconclusions


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ApologiesApologies

•• no Català/Espanyolno Català/Espanyol

• • not an expert in learning objectsnot an expert in learning objects

• • from a different country/culturefrom a different country/culture


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Why this symposium is importantWhy this symposium is important

1.1. brings together Catalan/Spanish brings together Catalan/Spanish researchers/practitioners in re-researchers/practitioners in re-usable educational digital materialsusable educational digital materials

2.2. inter-disciplinaryinter-disciplinary

3.3. sharing experiencessharing experiences

4.4. timely: institutions facing major timely: institutions facing major challenges challenges


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The challenge for institutionsThe challenge for institutions

rapid growth of e-learning rapid growth of e-learning

2003-2004 world-wide2003-2004 world-wide• • 3 to 4 million campus-based e-learners3 to 4 million campus-based e-learners

• • 0.4 million public fully online learners0.4 million public fully online learners

• • 3.4 million corporate online learners3.4 million corporate online learners

• • growth-rate: 10-15% per yeargrowth-rate: 10-15% per year

A lot of digital materials!A lot of digital materials!


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The challenge for institutions (cont.)The challenge for institutions (cont.)

•• appropriate pedagogical modelsappropriate pedagogical models•• methods of workingmethods of working•• training/professional developmenttraining/professional development•• strategies for e-learningstrategies for e-learning•• choice of tools + serviceschoice of tools + services•• qualityquality•• costs and funding of e-learningcosts and funding of e-learning•• content managementcontent management


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Challenges for teachersChallenges for teachers

Very little ‘tagged’ LOs available Very little ‘tagged’ LOs available over the webover the web

Ariadne: 20,000 objects, MERLOT Ariadne: 20,000 objects, MERLOT 13,00013,000

Cisco systems: 200,000 - mainly test Cisco systems: 200,000 - mainly test itemsitems

Difficult to locateDifficult to locateTest: normal curve of distributionTest: normal curve of distribution


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Normal curve of distributionNormal curve of distribution

a

b c

d

LO that will explain concept with a LO that will explain concept with a concrete exampleconcrete example


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Normal curve of distributionNormal curve of distribution

Google search for learning object Google search for learning object repositoriesrepositories

Key words:Key words:

• • learning object repositorieslearning object repositories

• • statisticsstatistics

• • probabilityprobability

• • normal curve of distributionnormal curve of distribution


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Results: learning object repositoriesResults: learning object repositories

Univ. Texas San Antonio: 22 Univ. Texas San Antonio: 22 repositories, 9 US, 5 Canada, 13 repositories, 9 US, 5 Canada, 13 ‘open’‘open’

At least three no longer funded or At least three no longer funded or not yet opennot yet open

Did not include Open College Did not include Open College (Russia, 700, commercial) or Cisco (Russia, 700, commercial) or Cisco Academy (private)Academy (private)


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Results: learning object repositories Results: learning object repositories (cont.)(cont.)

Looked at seven:Looked at seven:MERLOT, ALI, Wisc Online, MERLOT, ALI, Wisc Online, USUS Ariadne, Ariadne, Europe Europe AESharenet, AESharenet, AustraliaAustraliaCAREO, CLEO, CAREO, CLEO, CanadaCanada1 hit for normal curve: MERLOT1 hit for normal curve: MERLOTMany ‘objects’ not LOs, poor qualityMany ‘objects’ not LOs, poor qualitytime: 6 hours 5 mins of searchingtime: 6 hours 5 mins of searching


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Results: Google searchResults: Google search

Keyword: Keyword: • • normal curve of distributionnormal curve of distribution• • 5.9 million hits on ‘normal curve of 5.9 million hits on ‘normal curve of distribution’distribution’• • item 6: a Java appletitem 6: a Java applet

http://www.ms.http://www.ms.ukyuky..eduedu/~/~maimai/java/stat/GaltonMachine.html/java/stat/GaltonMachine.html

• • time: 3 minutes 40 secondstime: 3 minutes 40 seconds


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Research conclusionsResearch conclusions

• • LO repositories not yet useful tool LO repositories not yet useful tool for teachersfor teachers

• • too much on theory, tools, too much on theory, tools, standards, not enough contentstandards, not enough content

• • more attention to user needs: more attention to user needs: preview, examples, easier searchpreview, examples, easier search

• • repositories must add value to repositories must add value to what teacher can do; Google betterwhat teacher can do; Google better


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A manager’s perspectiveA manager’s perspective

A strategic perspective on A strategic perspective on content content managementmanagement

• • how to create, store, access how to create, store, access materials so they can be re-usedmaterials so they can be re-used

• • IP issues: who owns, what use?IP issues: who owns, what use?

• • financial goalsfinancial goals

• • business case for taggingbusiness case for tagging


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Managing digital learning materialsManaging digital learning materials

UBC: 27 courses on statisticsUBC: 27 courses on statisticsNeed to know how to find, re-use Need to know how to find, re-use

materialsmaterialsWhat to store: different versions of What to store: different versions of

courses; student discussions; courses; student discussions; save useful materialsave useful material

Who manages this: Library? Who manages this: Library? Semantic meaning? What cost?Semantic meaning? What cost?


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IP issuesIP issues

What rewards for creators of What rewards for creators of learning materials?learning materials?

Moral rights: who decides?Moral rights: who decides?Different kinds of rights: e.g. Different kinds of rights: e.g.

Creative CommonsCreative CommonsThird party rights managementThird party rights managementWho manages IP and how? What is Who manages IP and how? What is

the cost?the cost?


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Financial goalsFinancial goals

A continuumA continuumfreewarefreeware sell ‘abroad’sell ‘abroad’ sell allsell all

What is the market? internal vs What is the market? internal vs external use?external use?costs vs revenuescosts vs revenuesacademic motivationacademic motivationwho decides?who decides?


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The business case for taggingThe business case for tagging

Must be: easier than Google; Must be: easier than Google; cheaper than the FL standard, e.g. cheaper than the FL standard, e.g. Scottish National MuseumScottish National Museum

(FL = female librarian + e-mail)(FL = female librarian + e-mail)How much to tag? compared with How much to tag? compared with

development costs?development costs?Need for business models: costs + Need for business models: costs +

benefitsbenefits


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Priorities for research and developmentPriorities for research and development

. high quality, value-added LOs. high quality, value-added LOs• • more attention to teachers’ more attention to teachers’

requirements: previews, examples, requirements: previews, examples, better search engines better search engines

• • develop/evaluate LO-based teachingdevelop/evaluate LO-based teaching• • combine new teaching designs with combine new teaching designs with

LO-based content creationLO-based content creation• • measure and track costsmeasure and track costs


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ConclusionsConclusions

• • time is running out: roughly 10 time is running out: roughly 10 years to justify an IT solutionyears to justify an IT solution

• • content, content, content: but not content, content, content: but not ANY content; ANY content;

• • added value: simulations, tests, added value: simulations, tests, animations, interactive learning, animations, interactive learning, valuable learning objectives: what valuable learning objectives: what teachers can’t do aloneteachers can’t do alone


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ConclusionsConclusions

You have a challenge but:You have a challenge but:• • the need to manage content will the need to manage content will

increaseincrease• • LOs can reduce costLOs can reduce cost• • more effective teaching approaches?more effective teaching approaches?• • problems are mainly policy/teacher problems are mainly policy/teacher

training, not technologytraining, not technology• • content is the key.content is the key.


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References and contactReferences and contact

Univ. of Texas San Antonio list of Univ. of Texas San Antonio list of repositories:repositories:

http://elearning.utsa.edu/guides/LO-repohttp://elearning.utsa.edu/guides/LO-repositories.sitories.

htmhtmNormal curve of distribution:Normal curve of distribution:http://www.ms.http://www.ms.ukyuky..eduedu/~/~maimai/java/stat//java/stat/

GaltonMachineGaltonMachine.html.htmlContact:Contact: [email protected]@ubc.cahttp://tonybates.cahttp://tonybates.ca

tony bates, universitat oberta de catalunya 1 ii simposio pluridisciplinar sobre diseño,...

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