URN_NBN_SI_doc-1D4XMATL

Lyn Robinson, David Bawden 176 Knjižnica, 2018, 62 (1–2), 169–185 (Dunaway & Orblych, 2011; Oakleaf, 2008, 2009; Turnbow & Zeidman-Karpinski, 2016; Walsh, 2009). Most commonly this is done in one or more of three ways, for a course comprising several sessions or tutorials: an initial pre-instruction assessment, to check the student’s prior level of knowledge; a check of under- standing after each session; and a post-course assessment, which may also be a summative examination for credit. Each of these may be done in one of three ways: traditional assessment by an instructor; assessment by peers, i. e. fellow students; or self-assessment. With all three forms of assessment, the multiple- choice quiz is the predominant form of assessment, despite its known limitations. One of the aims of ILO project is to examine alternative forms of assessment, par- ticularly computer-based self-assessment. This is particularly challenging in that the MOOC is primarily intended to be used by students working independently, but that on occasions it may be used within an institution by a cohort of students with an instructor. Whatever assessment methods are adopted must cater for both these possibilities. 4 Learning materials Relatively little attention has been given to categorising and structuring online learning materials for IL instruction, with the exception of the creation of IL learning objects to be as reusable as possible. Designing materials for IL instruction, online tutorials in particular, in such a way that they can easily be re-used by others, and modified by their originators, has been seen as desirable ever since such materials were first created (Courtney & Wilhoite-Mathews, 2015). Initially these were intended for local re-use, and kept in an institutional repository, while the current trend is to treat them as Open Educational Resources (OERs) for general re-use, kept in an open access reposi- tory, such as GitHub and SoftChalk Cloud. To be effectively reusable, reusable learning objects (RLOs) for IL instruction should observe certain general condi- tions, some of the most significant being that they should: –– have clearly stated learning objectives and outcomes –– be generic, and focus on broad IL goals, rather than being course- or subject- specific; this increases shelf-life and applicability, but at the cost of losing the benefits of contextualisation –– cover the smallest feasible amount of material, as this makes it more flexible and easier for other to reuse in different contexts –– address multiple learning styles and preferences, through inclusion of differ- ent activities in each object