Reprod Reflections And Critical Friends Mar09 2

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Information about Reprod Reflections And Critical Friends Mar09 2

Published on March 11, 2009

Author: heather_jisc

Source: slideshare.net

Description

Critical Friend Report Reflections (Heather Williamson)
Morning Session - RePRODUCE
JISC eLearning Programme Meeting - 3.3.09

critical friends – your reflections Heather Williamson, eLearning Programme Manager

the reproduce critical friend groups Summary of your reflections Short presentation from Group 3 group 9 PSYCHE ORM group 8 ROCOCO Numbers add up group 6 ATLAS Using Digitised Resources to Enhance Learning in Higher Education group 5 ReCITE REGEN-1 MOSAIC group 4 Intro to Advertising REVOLVE group 3 (inc 7) Biology of pain Environment Poverty and health REVIP ADAPT group 2 Maths Support Q-ROLO group 1 REFORM BL4ACE SMILE

Summary of your reflections

Short presentation from Group 3

group 9

PSYCHE

ORM

group 8

ROCOCO

Numbers add up

group 6

ATLAS

Using Digitised Resources to Enhance Learning in Higher Education

group 5

ReCITE

REGEN-1

MOSAIC

group 4

Intro to Advertising

REVOLVE

group 3 (inc 7)

Biology of pain

Environment Poverty and health

REVIP

ADAPT

group 2

Maths Support

Q-ROLO

group 1

REFORM

BL4ACE

SMILE

while content has to be context-free to be reused, the act of reuse inevitably requires contextualisation. the producer of materials needs to work with both the module in mind AND future external usage For the student a range of views identified: from making no difference: “ prioritising reuse may not result in any significant difference in the learning experience from the student perspective” [Group 5] to a potentially negative impact: “ if students are ‘spoon-fed’ content resources or RLOs by tutors this could lead to the students not developing their own self-directed learning skills”. [Group 3] effective use of content resources to support learning

while content has to be context-free to be reused, the act of reuse inevitably requires contextualisation.

the producer of materials needs to work with both the module in mind AND future external usage

For the student a range of views identified:

from making no difference:

“ prioritising reuse may not result in any significant difference in the learning experience from the student perspective” [Group 5]

to a potentially negative impact:

“ if students are ‘spoon-fed’ content resources or RLOs by tutors this could lead to the students not developing their own self-directed learning skills”. [Group 3]

IPR and the different levels of clearance needed development of RLOs has taken more time than originally envisaged & costed technological issues around choice of VLE and implementation of standards: “ hardly anything is properly packaged as an IMS CP, SCORM etc.” currency of content – older resources may no longer work or become outdated without additional support academics simply do not have time or technical ability to repurpose and use RLOs re-purposing learning content [1]

IPR and the different levels of clearance needed

development of RLOs has taken more time than originally envisaged & costed

technological issues around choice of VLE and implementation of standards:

“ hardly anything is properly packaged as an IMS CP, SCORM etc.”

currency of content – older resources may no longer work or become outdated

without additional support academics simply do not have time or technical ability to repurpose and use RLOs

easier to ‘scrap and start from scratch’ than to repurpose someone else’s material for your own use. Due to: the subject specific nature of materials; tutors ability to judge the appropriateness of resources for their intended audience; tutors may not feel as involved with or as much ownership of the material, resulting in disassociation and/or disengagement; tutors may feel that they are ‘cheating’ by using someone else’s material; tutors may feel as if they have less control over course materials. re-purposing learning content [2]

easier to ‘scrap and start from scratch’ than to repurpose someone else’s material for your own use. Due to:

the subject specific nature of materials;

tutors ability to judge the appropriateness of resources for their intended audience;

tutors may not feel as involved with or as much ownership of the material, resulting in disassociation and/or disengagement;

tutors may feel that they are ‘cheating’ by using someone else’s material;

tutors may feel as if they have less control over course materials.

vast amount of confusion about copyright issues amongst academics – both those who are willing and those who are not willing to share materials. can be hard to find material of good quality repositories are potentially fabulous sources of material, but are completely useless if that material cannot be found or isn't what the index suggests. Depositors need to consider this/have training in this area before depositing sharing content and resources in terms of social learning is growing - for example, the use of sites such as Delicious and Flickr is increasingly common evaluation issues not really covered in the reports accessing and evaluating learning content

vast amount of confusion about copyright issues amongst academics – both those who are willing and those who are not willing to share materials.

can be hard to find material of good quality

repositories are potentially fabulous sources of material, but are completely useless if that material cannot be found or isn't what the index suggests. Depositors need to consider this/have training in this area before depositing

sharing content and resources in terms of social learning is growing - for example, the use of sites such as Delicious and Flickr is increasingly common

evaluation issues not really covered in the reports

need for a common format for materials to be shared between VLEs – otherwise it is very difficult to produce interoperable objects. critical importance of proactively establishing (institutional?) policies and processes from the outset. Widespread take-up of use and re-use of materials needs a simpler approach and more consideration for the end-user. If language used is aimed at the technically minded, it is likely to prove a barrier to many outside of this category. “ Ask someone outside of the project what SCORM or IMTS is and the look is often a blank one” need for clear and consistent standard taxonomies and hierarchies to support searching various repositories. describing, managing and sharing learning content

need for a common format for materials to be shared between VLEs – otherwise it is very difficult to produce interoperable objects.

critical importance of proactively establishing (institutional?) policies and processes from the outset.

Widespread take-up of use and re-use of materials needs a simpler approach and more consideration for the end-user. If language used is aimed at the technically minded, it is likely to prove a barrier to many outside of this category.

“ Ask someone outside of the project what SCORM or IMTS is and the look is often a blank one”

need for clear and consistent standard taxonomies and hierarchies to support searching various repositories.

“ There’s a way forward, but there’s no way back” going back to previous materials is almost an impossible task. content needs to be: findable have clear IPR and licensing conditions upfront an iterative and ‘messy’ process - progressing material from search, through copyright clearance to reuse/repurpose. reuse and repurposing of materials requires input (frequently concurrent) from at least two sources – usually technologist and subject specialist a key aim of the RLO should be to ignite an interest in the topic, which will motivate the student to undertake further research design of learning content to support sharing and repurposing

“ There’s a way forward, but there’s no way back”

going back to previous materials is almost an impossible task.

content needs to be:

findable

have clear IPR and licensing conditions upfront

an iterative and ‘messy’ process - progressing material from search, through copyright clearance to reuse/repurpose.

reuse and repurposing of materials requires input (frequently concurrent) from at least two sources – usually technologist and subject specialist

a key aim of the RLO should be to ignite an interest in the topic, which will motivate the student to undertake further research

 Intute  Salmon’s ‘E-tivities’ framework  UWE and BATH research observatory  London Pedagogic Planner  National Data Archive  TechDis  X4L  REHASH project  Clinical Skills Online  eViP  JISC’s DesignShare, D4LD and LD4P projects  CETL for Reusable Learning Objects  London Pedagogy Planner  Jorum  repository related projects (Streamline and Persona)  Scottish Film Archive  Len Bird 3 C model to curriculum design  JISC digitisation programme resources used

 Intute  Salmon’s ‘E-tivities’ framework  UWE and BATH research

observatory

 London Pedagogic Planner  National Data Archive  TechDis

 X4L  REHASH project  Clinical Skills Online

 eViP  JISC’s DesignShare, D4LD and LD4P projects

 CETL for Reusable Learning Objects  London Pedagogy Planner

 Jorum  repository related projects (Streamline and Persona)

 Scottish Film Archive  Len Bird 3 C model to curriculum design

 JISC digitisation programme

“ Whatever does happen, the group concluded that the way we are managing educational content now is unlikely to be the way we will manage it in the future.” Group 5 http://groups.google.com/group/jisc-reproduce

“ Whatever does happen, the group concluded that the way we are managing educational content now is unlikely to be the way we will manage it in the future.”

Group 5

http://groups.google.com/group/jisc-reproduce

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