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