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H806 met those challenges by:Careful structuring of the course material Appropriate authoring techniques Use of assessment Embedding objects in a broader context   %How we tried to meet those challenges&&"   1: Loss of educational narrative <More about  narrative objects@Learning objects that don t obey the rules  but it is clear how and where the rules are broken They refer to other learning objects so they have a reuse potential of zero (or very close) For H806 these acted as guide, context or theme-building objects (on another platform a richer  mortar (Wiley, 2003) could replace them) Metadata identifies these  special case objects Not strictly reusable, but versionable &  .Looked at another way &   "2: Sufficiency of student coverage  (3: Balancing interaction and flexibility  "4: Balancing variety with cohesion  !5: Progression through the course HH806 03 is now over  what happened?%%"DRetention rate slightly lower Performance in final portfolio assessment in line with continuous assessment Student satisfaction was very high Students were not  conscious of LO use in this course Students who were faced with time crises exercised choice, others tried to study everything#Z#2Technical bits & MetadataFirst author input metadata in minimal fashion directly into LCMS Unfriendly LCMS interface made this experience unnecessarily stressful Second author entered metadata into a spreadsheet and cut and pasted This worked only slightly better but at least we have the metadata entries ourselves Although we haven t been able to reuse it & OO@Technical bits & Learning designMartin Weller has mapped two learning objects from H806 using Learning Design If you want to see what this looks like please email me (c.a.pegler@open.ac.uk) for a copy of Martin s write-up of this!0@Reuse  expectations and realityExpected three of four blocks could be marketed separately. Not happened & yet Oct 2003 T186 was launched (H806 content in a 10pt course). Activities were rewritten. Nov 2003 revised H850 launched reusing some H806 content and versioning some H850 print as online learning objects Dec 2003 regional staff development based on a H806 learning object wrapped with others Spring 2004 piloting  Hot Topics , an OU-wide CPD series based on H806 learning objects nPQPkP N !Practical lessons drawn from H806Significant benefits in using learning object approaches to develop content. Production (versioning) benefits are more readily realisable (in T186, H850 and CPD). Small size and wide variety may not be most significant influences on reusability. Writing learning objects from scratch was easier and more rewarding than we anticipated. Students did not recognise the impact of learning objects, or perceived it as positive $ZZM _%What we will do differently next timeInduction will help students to recognise that they can and should make choices Narrative objects will offer more guidance Archive of course will be offered to students to refer to and  fill in the gaps New learning objects may be offered to alumni in a CPD package Exploring learning objects within OU-wide Course Models Review and VLE projects 4\ZZ<A couple of papersKPutting the pieces together: What working with learning objects means for the educator (eLearninternational, Edinburgh, Feb 2003) http://iet.open.ac.uk/pp/c.a.pegler/ukeu/edinburgh.doc Working with learning objects - some pedagogical suggestions (ALT-C, Sheffield, Sept 2003) http://iet.open.ac.uk/pp/c.a.pegler/ukeu/ALTC_2003.doc&LK:X6]6 !0!0Ks ` gg3` ___ff3` ffB` 3f33f̙` JHBDXb`ff`  F-"nff` fBDXff33` 9 oVPc}` r!Lf.` oVPc}` offc}` oc}` ffoc}` fffoc}` ffffc}` fffc}>?" dd@&?lPd@ F lA@" d` n?" dd@   @@``PR    @ ` `,p>>    4 (  T `y  "`y2 B B|so " x D0 2 B Bvo "`x D0 2 B Bxo "Zy D0 2 B B|o "Gx D0 2 B Bo "x D0 $  0 " `  RClick to edit Master text styles Second level Third level Fourth level Fifth level!     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C 6B  @`: H <t ?TZ  jCollaborative working can be beneficial but also often requires intensive inflexible investment of time. kk k  @``B  H 0o ?T``B H 0o ?T``B H 0o ?TTZB H s *1 ?Z Z `B H 0o ?``ZB H s *1 ?Z `ZB \H s *1 ?Z  ` x H c $  `}   H H 0޽h ? 33___PPT10i.cp6+D=' = @B +    ,L.(  Lv T` +L #"s T` ;^ L <HJ?TZ  ~Variety can help retain interest and support contributions from a greater variety of partners. But will the result be messy? ~~  @` L <\J?Z u` lAuthoring; Seven types of learning object and 15 contributors, but only 2/3  voices per unit and balanced mix of object type.   u  @`4  L <hJ?Z `u RStructuring; Clear structure with themed units each containing a narrative object. 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"#$&--"System !)Bw-&TNPP &c՜.+,D՜.+,L     On-screen Show.The Open University(0} ArialTimes New Roman WingdingsComic Sans MS Watermark7Teaching with Learning Objects and then reusing themIntroducing H806: Whats new about all this?+The benefits to H806 of learning objects"Operational advantages were clear$Learning design challenges for H806H806 met those challenges by:&How we tried to meet those challenges!1: Loss of educational narrativeMore about narrative objectsLooked at another way #2: Sufficiency of student coverage)3: Balancing interaction and flexibility#4: Balancing variety with cohesion"5: Progression through the course%H806 03 is now over what happened?Technical bits Metadata!Technical bits Learning design!Reuse expectations and reality"Practical lessons drawn from H806&What we will do differently next timeA couple of papers  Fonts UsedDesign Template Slide Titles@ _PID_HLINKS_AdHocReviewCycleID_EmailSubject _AuthorEmail_AuthorEmailDisplayNameAmailto:c.a.pegler@open.ac.uk7http://iet.open.ac.uk/pp/c.a.pegler/ukeu/edinburgh.doc7http://iet.open.ac.uk/pp/c.a.pegler/ukeu/ALTC_2003.doc iI My slidesilcap265@openmail.open.ac.ukt C.A.Peglerm_ 8CurrierCurrier  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Root EntrydO)PicturesCurrent UserSummaryInformation($PowerPoint Document(( DocumentSummaryInformation8