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Text of Technological and pedagogical issues surrounding mass production of elearning 1. Technological and Pedagogical Issues Surrounding Mass Production of Multimedia Learning Content Presented by: Christopher Peat & Dilip Patel The Centre for Information Management and E-Business London South Bank University 2. Introduction Cultural, Pedagogical and Technical Challenges Adhere to educational principles Conform to technology standards Delivers learning content to diverse group of learners Affordable, accessible, durable and re-usable Learning Objects 3. Standards Initiative Advanced Distributed Learning IEEE Learning Technology Standards Committee IMS Global Learning Consortium Sharable Content Object Reference Model (SCORM) 1998 Technical architecture for Learning Objects Mass produced Learning Objects should conform to standards 4. Learning Object Challenges Production and User based Metadata and compatible systems 5. Embedding Learning Objects Conform to metadata standards Library catalogue approach 6. Learning Styles Process orientated teaching and Learning Supports student learning Teachers can reflect upon delivery 7. Stakeholders Exploit Existing Technology 8. Granularity Delivers learning outcomes Natural breaks define granularity 9. Research Approach Case study focusing on action research: Formal and informal decisions Synchronous and Asynchronous collaborative tools Developed using rapid prototyping Subsequent changes incorporated continually Ensures material meets pedagogical criteria 10. Case Study Produced in association with UK based educational charity Aims to advance knowledge of nutrition The project is part of KTP, funded by the Technology Strategy Board along with the other government funding organisations. 11. Educational Design Pedagogical standard of classroom learning achieved Retain pedagogical standard 12. Capture Interactions All written materials and diagrams included Tools are consumer based electronics Narrow shot captures increased facial interactions Wide shot Negates risk in narrow shot Captures increased tonal expression 13. Packaging Interactions Open source and proprietary software Integrates with existing courseware 14. Forward Compatibility Mass productions tools are backward and forward compatible Tools output easily editable Identify key criteria for subsequent tools: 15. Learning Object Delivery 1 hour section broken into 3 parts All original material included Ensures original context is maintained Summarised into 5 bite size chunks 16. Production Risk Management Editing into Learning Objects Assess to be technically and pedagogically sound Production process fully documented 17. Pedagogic Risk Management Substantial evaluation through stakeholders Engaging as additional resources Further formalised evaluation required 18. Conclusion Mass production of re-usable Learning Objects using existing tools is: Assess true value of learning content with stakeholders Widen participation, specifically to less affluent neighbourhoods Standards ensure adaptable Learning Objects are created Metadata can personalise learning experience 19. References ADL. (2007) Advanced Distributed Learning. Accessed (2008) http://www.adlnet.org/ AICC. (2007) Aviation Industry CBT (Computer-based Training) Committee (AICC). Accessed (2007) http:// www.aicc.org / Barikzai, S. (2006) Integrating Courseware into Collaborative Learning Environments. PHD Thesis, London South Bank University, UK Brumfit, C. M., R (1989). Research in the Language Classroom . London. IMS. (2002) IMS Global Learning Consortium. Accessed (2008) http:// www.imsproject.org Laurillard, D. (1993). Rethinking university teaching , Routledge. LTSC. (2002) Learning Technology Standards Committee - LTSC (formally IEEE Computer Society P1484). Accessed (2008) http:// ltsc.ieee.org / MOODLE. (2008) MOODLE - An Open Source Learning Management System. Accessed (2008) http://www.moodle.com Polsani, P. R. (2003). "Use and Abuse of Reusable Learning Objects." Journal of Digital informa 
