Might it be the case that there are different levels of abstraction/concreteness associated with reusable learning objects?
You might produce a relatively abstract set of reusable objects:
1 templates, providing a structural framework and semantic components at different hierarchical levels (introduction, body paragraph, glossary);
2 component libraries (perhaps configurable interactions, or vector graphic objects that can be edited and combined, for example the BBC had one, sorry lost link);
3 style sheets (colours, layouts, text properties);
(and I mean software/data objects that can be used by authoring tool applications to build your final objects) …
… as well as sets of concrete "ready-to-go" objects which may have reuse value in whole or part, which is typically what we see in OER, I think.
Your (more) abstract objects would be:
a) rigorously tested for usability and accessibility (and software environment if relevant);
b) separate from the styles which give them their final theme (and typically able to simply inherit the styles of the parent object they are assigned to);
c) possibly pre-populated with appropriate metadata;
d) version controlled like software.
The template/library/style model was quite typical in web, graphic and DTP environments I have used in the past, and has the dual advantage of taking some of the drudgery out of/lowers entry barrier for creating materials (minimizes reinventing the wheel), and maintaining quality and consistency (if done right). I have not seen much discussion of this in OER but I hope to be informed :)
Tavis Reddick
Fife College
________________________________
The information contained within this e-mail is confidential and may be privileged. It is intended for the addressee only. If you have received this e-mail in error please inform the sender and delete this e-mail and any attachments immediately. The contents of this e-mail must not be disclosed or copied without the sender's consent.
The statements and opinions expressed in this message are those of the author and do not necessarily reflect those of the author's employer (the College). The College does not take any responsibility for the views of the author.
The College, is a registered Scottish charity, No: SC021203
|