• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文会议>International Technology,Education and Development Conference >DOES A COMMUNITY OF PRACTICE APPROACH TO THE DEVELOPMENT OF LEARNING OBJECTS SUPPORT REUSE OF E-LEARNING MATERIALS IN HEALTH SCIENCE EDUCATION?
【24h】

DOES A COMMUNITY OF PRACTICE APPROACH TO THE DEVELOPMENT OF LEARNING OBJECTS SUPPORT REUSE OF E-LEARNING MATERIALS IN HEALTH SCIENCE EDUCATION?

机译：练习方法是否掌握了学习对象的发展，支持重复使用健康科学教育的电子学习资料？

获取原文
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

In comparison with more traditional methods of learning and teaching the development of elearning materials often represent a considerable investment in time and resources [1]. A large number of e-learning development projects for higher education have failed to reach their full pedagogical or economic potential because the ideals of sharing or reusing the material in other courses or institutions have not happened, even though this is often an expressed developmental objective [2]. The Faculty of Medicine and Health Sciences at the University of Nottingham is a member of the Higher Education Council for England (HEFCE)-funded Centre for Excellence in Teaching and Learning for Reusable Learning Objects (RLO-CETL). The RLO-CETL has a remit to explore and support the concept of reuse of pedagogically-driven learning objects through the development of a community of practice, involving tutors, students and learning technologists. Within health sciences, we have identified key themes that are likely to be reusable across a range of disciplines. These include basic sciences, evidence-based practice and study skills. The work of the RLO-CETL has supported the creation of multidisciplinary teams to work together in the development of families of learning objects in these areas. Here we present an account of the use of these learning objects in a range of courses and contexts, we will discuss student evaluation of the learning objects in blended learning environments and assess their importance to learning and teaching. The RLOs are currently being evaluated on a range of courses across the faculty using a mixture of quantitative and qualitative methods. Cohort studies have indicated an increase in selfassessed level of understanding by students of subjects covered. Between 90-100% of students rated the learning objects as either helpful or very helpful to learning and 90-100% of students would recommend them to others. A common student sentiment - “.it was brilliant, a great way of learning a difficult subject.” (from basic science RLO project). The paper will focus on the use of the learning objects in courses within the faculty, institution and beyond. We will evaluate the issues that foster or hinder reuse, both in terms of the design of the learning objects themselves, but also, and crucially, the importance that the community of practice has played in promoting reuse from the viewpoint of the various stakeholders involved.
机译：与更传统的学习和教学方法相比，电子教学材料的发展通常代表着相当大的时间和资源投入[1]。对于高等教育的大量电子学习开发项目未能达到完整的教学或经济潜力，因为即使这通常是表达的发展目标，即使在其他课程或机构中的材料分享或重用材料的理想也是没有发生的2]。诺丁汉大学医学与健康科学学院是英格兰高等教育委员会（HEFCE）的成员 - 为可重复使用的学习对象（RLO-CETL）的教学和学习卓越中心。 RLO-CETL有一个旨在探索和支持通过开发练习社区，涉及辅导员，学生和学习技术人员的教学动力学习对象的概念。在健康科学中，我们已经确定了可能在一系列学科中可重复使用的关键主题。这些包括基础科学，基于证据的实践和学习技巧。 RLO-CETL的工作支持创建多学科团队，共同努力，在这些地区的学习物体家庭的发展中共同努力。在这里，我们展示了在一系列课程和背景下使用这些学习对象的说明，我们将讨论混合学习环境中学习对象的学生评估，并评估他们对学习和教学的重要性。目前正在使用定量和定性方法的混合来评估RLO的一系列课程。队列研究表明，受试者的学生所涵盖的学生们的自主理解程度增加。 90-100％的学生介于学习对象等待学习对象，因为学习的有用或非常有帮助，90-100％的学生会向其他人推荐。一个普遍的学生情绪 - “。很棒，是学习困难主题的好方法。” （来自基础科学RLO项目）。本文将侧重于在教师，机构及以后的课程中使用学习对象。我们将评估促进或阻碍重复使用的问题，无论是在学习对象本身的设计方面，还是至关重要的，并且实践社区从所涉及的各种利益攸关方的角度促进重复使用的重要性。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号