Edited by Jonathan Vernon, Saturday, 7 Jul 2012, 13:58
Characterising effective elearning resources
Littlejohn, Falconer, Mcgill (2008)
Pressented in August 2006, accepted in July 2006 and published in August 2007 or 2008?
Digital assets: a single item, image, video or podcast. Information objects: a structured aggregation of digital assets designed purely to present information. Learning activities: tasks involving interactions with information to attain a specific learning outcome. Learning design: structured sequences of information and learning activities to promote learning.
Conceptualization: source information. construction: repurpose anduse in learner's context. integration: develop and use to inform others.
From Laurillard's 2002 Model (a bias for tertiary education).
An example of a PowerPoint presentation and its slides are given (only because, even in 2006, other forms of versatile, easily manipulated content were not readily available).
Narrative: downloaded by a student communicative: for discussion (synchronous, asynchronous, cohort, faculty, student body and beyond)
Interactive: searched, scanned (engaged, play) adaptive: (which Littlejohn et al give as editing, so reworking within the set, rather than adding anything new)
Productive: taking a constructed module PowerPoint (blog, video, animation, gallery photos, quotes, grabs, snips, apps) and repurposing (mashup) (Which I would call adaptive productive: (which Littlejohnet al called prodcutive in 2008 but I would call creative)
Resources: representation of knowledge by format and medium, flexibility and cost. With ease of manipulation and interaction key.
Characterising effective elearning resources
Characterising effective elearning resources
Littlejohn, Falconer, Mcgill (2008)
Pressented in August 2006, accepted in July 2006 and published in August 2007 or 2008?
Digital assets: a single item, image, video or podcast. Information objects: a structured aggregation of digital assets designed purely to present information. Learning activities: tasks involving interactions with information to attain a specific learning outcome. Learning design: structured sequences of information and learning activities to promote learning.
Conceptualization: source information. construction: repurpose anduse in learner's context. integration: develop and use to inform others.
From Laurillard's 2002 Model (a bias for tertiary education).
An example of a PowerPoint presentation and its slides are given (only because, even in 2006, other forms of versatile, easily manipulated content were not readily available).
Narrative: downloaded by a student communicative: for discussion (synchronous, asynchronous, cohort, faculty, student body and beyond)
Interactive: searched, scanned (engaged, play) adaptive: (which Littlejohn et al give as editing, so reworking within the set, rather than adding anything new)
Productive: taking a constructed module PowerPoint (blog, video, animation, gallery photos, quotes, grabs, snips, apps) and repurposing (mashup) (Which I would call adaptive productive: (which Littlejohnet al called prodcutive in 2008 but I would call creative)
Resources: representation of knowledge by format and medium, flexibility and cost. With ease of manipulation and interaction key.
reject Lego metaphor of learning blocks
chemist combining chemicals to form atoms (Wiley)
1 easily sourced 2 durable 3 maintained 4 accessible 5 free from legal limitations 6 quality assured 7 appropriate cost 8 resizeable 9 easily repurposed 10 meaningful 11 engages the learner 12 Intelligible
Towards dynamic resources constructivist and ownership. their use in context is key