Learning Objects or Learning Frameworks: Reusing the Design of a Multimedia Anthropology Resource

Pia Marks Uni Waterloo

1. The promises of re-use vs reality
2. Re Purposing vs reuse

The reality

• Campbell wrote 2003 it is not acceptable to see data on reuse
• Gunn etal 2005 wrote that this trend still continues

Why the gap

• If it is too contextualised the less chance there is of reuse
• What are the cataloguing issues whose role is it
• Jorum is using the Institute of TAFE Tasmania model where the creator is entering the most basic metadata and then LMS staff complete the other necessary fields.
• Cultural factors are a big influence – there are no rewards and teachers will need rewards to create reusable LO’s
• How do differing teaching style/s impact on re-use-abilty, there needs to be more research in this area

Re Purposing vs Re-Use

• Where you populate the existing LO with additional resources that compliments and or re-contextualises the original LO
• Jorum ahs trialed re-purposing with Gorilla Thriller” which is designed to simulate field work for students which encourages
• Student to reflect
• Second reflection done at level 2
• Then reflection occurs over 3 phases with each phase reflecting on decisions made in each phase to learn from their progressive learning

The tool is WGO which is a flash tool allowing material/content exchange

• Allowed change of the above video being exchanged
• Created a different focus to linguistics
• Replaced the info links
• The pedagogical/learning sequence was maintained with each phase building on the learning of the previous phase.

This would be a good model for the designing of courses such as CS&H, Advanced Building, Business Management

• This model was addressing educational issues as the teacher could contextualize for their students needs
• Unresolved issues as a result of this trial
• Sometimes repurposing will challenge the cultural factors such as lack of incentives for staff to do so.
• It is evident that the re-purposed model still belonged to the originator of the model when the repurposing teacher has invested considerable time and effort This is overcome with multiple rights allocations and yes it does become more complex as the number of assigned rights increases as a result of ongoing re-contextualisation.

For the FLASH re-purposing tool contact Steve Bond s.bond@lse.ac.uk