Managing resources Dr Greg Benfield OCSLD. Betty Collis, Netherlands “People engage in activities with resources”

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<p>TITLE OF PRESENTATION</p> <p>Managing resourcesDr Greg BenfieldOCSLD</p> <p>A few things about Brookes:</p> <p>Mid sized UK university, about 20,000 students 2/3 UG, predominantly on-campus, very little distance learningOne of two in OxfordSo-called new university, ex-polyBig reputation for innovative and good quality teaching and learning1Betty Collis, NetherlandsPeople engage in activities with resources2ReusabilityThe reusability of learning resources offers many advantages to all stakeholders in the learning process and is now considered an important factor in any learning process (Oliver 2005).</p> <p>Numerous national and international initiatives have been funded to investigate ways in which digital learning resources might be developed, shared and reused by teachers and learners around the world (so as to benefit from economies of scale). Behind these initiatives lies a vision of a future in which reusable resources could comprise a new currency of exchange within a learning economy (Littlejohn &amp; Shum 2003).</p> <p>Littlejohn, A. and Shum, S. B. (2003) (eds) Reusing Online Resources (special issue) Journal of Interactive Media in Education, 2003, online at www-jime.opne.ac.uk/2003/1/Oliver, R. (2005). 'Quality assurance and e-learning: blue skies and pragmatism.' ALT-J 13(3). September 2005, 173-187 </p> <p>From Littlejohn, A. (2003) (ed) Reusing Online Resources. Kogan PageReusing Online Resources</p> <p>4'Learning objects' (LOs) are an approach to both teaching and learning that has become viable through technological development . So what is a learning object? There are, of course, numerous definitions, but generally the concept is of a digital, self-contained 'chunk' of learning that can be reused in different contexts. The idea that elements can be reused in different contexts is not particularly new or complex. For example you might have written an activity which gets students to look at their own learning style. You have the activity in a digital format (Word for example). This could now be reused in a variety of contexts. So for example, it might appear as a primary activity in an undergraduate course about education, it might also be used as an additional resource in a business course, and might be adapted to be an online group icebreaker in another course. </p> <p>The learning object approach</p> <p>5'Learning objects' (LOs) are an approach to both teaching and learning that has become viable through technological development . So what is a learning object? There are, of course, numerous definitions, but generally the concept is of a digital, self-contained 'chunk' of learning that can be reused in different contexts. The idea that elements can be reused in different contexts is not particularly new or complex. For example you might have written an activity which gets students to look at their own learning style. You have the activity in a digital format (Word for example). This could now be reused in a variety of contexts. So for example, it might appear as a primary activity in an undergraduate course about education, it might also be used as an additional resource in a business course, and might be adapted to be an online group icebreaker in another course. </p> <p>http://ocw.mit.edu/index.html</p> <p>http://www.open.edu/openlearn/RLOs: some examplesUniversity of Nottingham School of Nursing Educational Technology Group (SONET) </p> <p>http://www.nottingham.ac.uk/nursing/sonet/rlos/index.php</p> <p>JORUM national RLO repository</p> <p>http://www.jorum.ac.uk/ </p> <p>RADAR (Oxford Brookes University)</p> <p>https://radar.brookes.ac.uk/radar/access/home.do?LMS drawing in consistent, up-to-date course information</p> <p>Students are intolerant of inconsistent use of the LMS by staff. We are trying to take advantage of our newly acquired capacity to develop the LMS with our own code by providing more consistent and up-to-date course information to students by default.</p> <p>Moodle is a Learning Management System, and so it should be the first port of call for students who need information, resources or experiences associated with their learning. So we have done our best to try to ensure that Moodle sites always contain the definitive, most up-to-date course information. We have taken the view that noodle is the definitive source of all information for students about their courses.</p> <p>So were slowly but surely pulling more and more information into Moodle from our other electronic systems, particularly the student management system. In this screenshot you can see some examples of where we have got two so far. This is the homepage for one of the units in our PGCert. As with every other course recognised by the student management system it is populated bya module description, which includes information about the aims, objectives, learning outcomesan electronic reading list provided by the unit leader in combination with their relevant subject librarianA block of links to all the student-relevant university course regulations and policiesSoon coming will be an automatically generated course handbook to go alongside the unit description and Handbook.Amongst other things, what this means for us is that every unit and every course will have student handbooks in a common template, always available 24/7 to students and always up-to-date.</p> <p>Of course we have also found that there errors or absences in our central university records system. Units without any description attached to them, for example. Others where the description has not been updated for many years. But this is good thing; we have made great progress in bringing the central systems up to date and improving the quality in them.10Course identities in MoodleCourse level Moodle sites automatically generated and populated with studentsCourse teams to consider how best to use themCurrent examples:modulke and course reviewspast exam papersfaculty NSS action plansstudent handbookscourse level forumsevents adverts</p> <p>We have turned our attention to trying to provide coherent course experiences. We are focused on designing at the course level and attempting to promote course cohort identities. Were now trying to reflect this objective in our virtual learning environment, Moodle. Every course now has a Moodle site automatically generated and populated with all enrolled students on the course. This semester we are asking all course teams to meet and consider how best to use these spaces. Weve already got some pioneering good practice examples.</p> <p>The screenshot is actually of a department level space, the Department of mechanical engineering and mathematical sciences. Rather than individual course sites this department took the decision to aggregate all its courses into the one site with links out to individual course menu areas. This space, and others like it contains an enormous variety of information relevant to students enrolled in the course. You can see some of the examples mentioned on the left of the screen. This site is particularly popular with students because it publicises relevant extracurricular events, things like careers fairs, lectures by visiting professors, employment opportunities, and the like.</p> <p>Also hosts a variety of departmentwide discussion forums. News forums, a forum promoting graduate opportunities, forums moderated by the facultys student support coordinators another academic advisors.11</p> <p>Flipped classrooms</p> <p>http://net.educause.edu/ir/library/pdf/eli7081.pdf12ActivitiesHow can you use Talis Aspire reading lists to engage students with reading activities?</p> <p>What resources and activities best belong in course level Moodle spaces?</p> <p>This is some very small text which will be unreadable at the size it iwill be disoplayed</p> <p>This is some very small text which will be unreadable at the size it iwill be disoplayed</p>

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