3. What is an RLO?
+ activity
+assessment
+ links
media assets instructional design
+ interactivity
4. Characteristics of an RLO?
Based on a single learning objective
Defined educational need
No external dependencies
Context is minimised
Labelled with metadata
Can be packaged and delivered over a
range of platforms
17. Students’ evaluations (CAL)
‘Can do it at own pace and in your own time- can go
back if unclear about anything, good for revision.’(cohort
1997)
‘CAL good presentation as lectures took a long time and
concentration is lost.’(cohort 1995)
‘It’s hard staring at a screen for so long’(cohort 1997)
‘CAL packages in moderation are good because you
have to find the answers yourself.’(cohort 1997)
(Student quotes from Wharrad et al 2000)
18. Early lessons (lecturers)
Developing large packages – time, cost, updating
Wanted to use some sections but not all
Based on areas of student
difficulty
Offer ‘added value’
20. Nurse Prescribing Course -
- developed RLOs incorporating high quality graphics
and audio to help students understand core
pharmacology concepts
“We needed more time on each aspect [of
Pharmacology] until factors were absorbed
and understood!!”
“I have always struggled with ‘biology’ etc so
its not the lecturers’ fault that I do not
understand the sessions. I will revise at my
own pace.”
21. Pharmacology RLOs
Exploring the synapse
First pass metabolism
Understanding half life
Understanding bioavailability
The lock & key hypothesis
Excretion of drugs in the kidney
Drug metabolism in the liver
Agonists and antagonists
Drugs acting at the synapse
Plasma proteins in drug binding
22. Understanding First pass metabolism
Very w ell
w ell
Neither w ell nor bad
Badly
Count
20
10
0
COHORT
Cohort1(no RLO)
Cohort 2 (RLO)
Cohort 3 (RLO)
Students perceived understanding of pharmacology
concepts on a nurse prescribing course.
24. Centre of Excellence in
Teaching and Learning
For:
Reusable Learning Objects
http:www.rlo-cetl.ac.uk
25. The RLO-CETL is concerned with:
AAdvancing the pedagogical design of RLOs.
BBuilding an RLO community for reuse.
CConstructing staff development & rewards
DDisseminating the impact of RLOs
EEvaluating RLOs as learning resources
Through an ambitious programme of development,
research and collaboration.
34. Student-review at specification
and production stages
Quality Assurance
Peer-review at specification
and production stages
Technical review by
Media developers
Pedagogical review
37. Summary – reuse and sustainability
RLO
Time
Number of RLOs
Community
Subject areasResearch met hods
Biology
Sciences
Ment al healt h
Paediat rics
Evidence-based pract ice
Social sciences
Healt h promot ion
Et hics
Editor's Notes
<number>
What makes RLOs educationally valuable and makes people want to share/use then?