Institutional Use of Learning Objects Three Years on: Lessons Learned and Future Directions
Tony Koppi, Neil Lavitt, University of New South Wales, Australia
EdMedia + Innovate Learning, in Honolulu, Hawaii, USA ISBN 978-1-880094-48-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
A learning resource catalogue (currently LRC3) comprising records of learning objects has been used for 3 years by members of the Universitas 21 consortium. Five conceptually useful classes of learning objects are used. While almost all faculty introduced to the LRC appreciate the value and need for it, and its ease of use, few are willing to use the system for themselves. There are issues such as time to complete a record (possibly several minutes) and reluctance to make teaching materials public. Even though there are acknowledged efficiency gains made by sharing and reusing learning objects, a reason for slow uptake is the lack of a reward system that parallels rewards for publicising research. While improvements to the LRC continue to be made, including collaborative tools and in record creation, cultural changes in the adoption of educational technology and the recognition and reward for teaching seem to be the main reasons why the utilisation of learning objects will take time.
Koppi, T. & Lavitt, N. (2003). Institutional Use of Learning Objects Three Years on: Lessons Learned and Future Directions. In D. Lassner & C. McNaught (Eds.), Proceedings of ED-MEDIA 2003--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 644-648). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE).
© 2003 Association for the Advancement of Computing in Education (AACE)
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Cited ByView References & Citations Map
Claire Bradley & Tom Boyle, Learning Technology Research Institute, United Kingdom
EdMedia + Innovate Learning 2004 (2004) pp. 999–1006
Charmian Eckersley, Carol Richards & Neville Schofield, The University of Newcastle, Australia
EdMedia + Innovate Learning 2004 (2004) pp. 2364–2370
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