Sweet, John, 1949- and Ellaway, Rachel. (2010) Reuse as heuristic : from transmission to nurture in learning activity design. Innovations in Education and Teaching International , Vol.47 (No.2). pp. 215-222. ISSN 1470-3300

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Abstract

In recent years a combination of ever more flexible and sophisticated Web technologies and an explosion in the quantity of online content has sparked learning technologists around the world to pursue the promise of the 'reusable learning object' or RLO with the idea that RLOs could be reused in different educational contexts, thereby providing greater overall flexibility and return on investment. In 2002 the ACETS Project undertook a three-year study in the UK to investigate whether RLOs worked in practice and how the pursuit of reuse affected the teacher and their teaching. Teachers working in healthcare-related subjects in Higher and Further Education were asked to create an original learning design or activity from third-party digital resources and to reflect both on the process and its outcomes. The expectation was that teachers would be the ones selecting and reusing third-party materials. This paper describes how one of the ACETS exemplifiers reinterpreted this remit, challenged the anticipated transmissive model of learning, and instead, gave their students an opportunity to create their own original learning designs and learning activities from third-party digital resources. By describing the educational enhancements, the resulting heightened levels of critical thinking, and sensitivity to patient needs, 'reuse' will be shown to be an effective heuristic for student self-direction and professional development.

Item Type:	Journal Article
Subjects:	L Education > LB Theory and practice of education L Education > LC Special aspects of education
Divisions:	Faculty of Medicine > Warwick Medical School > Institute of Clinical Education (ICE) Faculty of Medicine > Warwick Medical School
Library of Congress Subject Headings (LCSH):	Computer-assisted instruction, Medical care -- Study and teaching, Teaching -- Aids and devices, Educational technology
Journal or Publication Title:	Innovations in Education and Teaching International
Publisher:	Routledge
ISSN:	1470-3300
Date:	May 2010
Volume:	Vol.47
Number:	No.2
Page Range:	pp. 215-222
Identification Number:	10.1080/14703291003718943
Status:	Peer Reviewed
Access rights to Published version:	Restricted or Subscription Access
References:	Ellaway, R., Dewhurst, D., Mills, E., Hardy, S., &Leeder, D. (2005). ACETS: Assemble, catalogue, exemplify, test and share. Newcastle-upon-Tyne: The Higher Education Academy Subject Centre for Medicine, Dentistry and Veterinary Medicine. Friesen, N. (2004). Three objections to learning objects and e-Learning standards. In R. McGreal (Ed.) Online education using learning objects (pp. 59-70). London: Routledge. IEEE Learning Technology Standards Committee (2002). Draft Standard for Learning Object Metadata version 6.4. Retrieved October 15, 2005 from http://ltsc.ieee.org/doc/wg12/LOM_WD6_4.pdf. Littlejohn, A. (2003). Reusing online resources: A sustainable approach to e-learning. London: Kogan Page. Nesbit, J., Belfer, K., & Vargo, J. (2002). A convergent participation model for evaluation of learning objects. Canadian Journal of Learning and Technology, 28. Retrieved 18 Februrary 2010 ? from http://www.cjlt.ca/index.php/cjlt/article/view/110 Pratt, D. D. (1998). Five perspectives on teaching in adult and higher education. (Malabar, Florida: Krieger Publishing. Quinn, C., & Hobbs, S. (2000). Learning objects and instruction components. Technology and Society, 2, 3. Wiley, D. A., (Ed.) (2000). The instructional use of learning objects. Retrieved March 27, 2007 from http://reusability.org/read.
URI:	http://wrap.warwick.ac.uk/id/eprint/3335

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