By Allison Littlejohn
To enhance the price effectiveness and sustainability of e-learning, many nationwide and foreign tasks are pioneering new ways that educators can proportion their curricula with lecturers and newcomers world wide. To let this worldwide sharing, educators needs to discover ways to layout, deal with and enforce reusable digital academic assets. This specified publication outlines ways to sharing and reusing assets for e-learning. Drawing upon examine via 30 renowned students from seven international locations, the authors supply a number of views from colleges, carrying on with and better schooling associations in addition to undefined. it truly is crucial studying for these imposing e-learning in schooling and company education, together with academics, running shoes, lecturers, academic builders and help employees in addition to senior managers.
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Additional resources for Reusing Online Resources: A Sustainable Approach to E-Learning
Sample text
Org/ Engaging with the LO economy 35 Chapter 4 Engaging with the learning object economy Lorna M Campbell Introducing learning objects and the object economy The promise of e-learning, and the enabling technologies is to make learning experiences in all types of setting more effective, efficient, attractive and accessible to the learners. (Koper, 2001, p3) In order to make the promise of ‘effective, efficient, attractive and accessible’ e-learning a reality, it is necessary for educational practitioners to have access to a wide range of durable high-quality electronic teaching and learning resources.
It could be argued that the best courses display strong coherence and detailed cross-referencing to build links from concept to concept and from conceptual knowledge to the application of that knowledge. Since granular learning objects are designed for reuse they cannot include these linkages. They must be able to stand on their own under different uses. However, when we compare this situation with the way other resources are used in constructing coherent courses we find that textbooks, diagrams and research papers, videos, computer models and many other ‘learning objects’ are also freestanding.
Although the terms are familiar they have a wide variety of meanings that are highly entrenched in their communities and are not suitable for conveying common concepts. The definition usually includes the amount of associated information (metadata). This indicates if the object is ready for use in an education context or if it needs to have that context specified. Size terms (number of pages, duration to complete). These are immediately understandable but do not give any information about the way in which objects might be used.