This research took a participatory design approach with the main focus (phase 1) involving video analysis of a group of students (n=7) and separately a group of tutors (n=6) participating in an RLO storyboard creation workshop. The student and tutor RLOs were developed from the resulting storyboards using Articulate™ software. Phase 2 of the research involved student nurses viewing an RLO, completing a pre and post knowledge assessment and an evaluation. Ethical approval was gained from the University where the study was undertaken.
The phase 1 video recordings of each groups work were analysed by applying a group development framework from Tuckman (1965) and a Learning Object Attributes Metric tool from Windle, Wharrad, Leeder et al (2007), enabling a categorisation of how the students and tutors worked. Both frameworks were coded into Observer™ behavioural analysis software allowing each groups development and discussions to be analysed. Phase 2 was planned to establish what the learning effect of each resource was though poor participation (n=25) limits the conclusions drawn.
Informal observation when phase 1 of the research was undertaken suggested the student group wanted to ensure the RLO was uncomplicated whereas the tutor group appeared more constrained and debated in more detail what should be included.
Analysis revealed both groups spent a similar amount of time on the whole process during the morning having received the same instructions and support. Applying Tuckman’s framework of group development revealed the student group spent more time “Performing” than the tutor group (62% v 28%) and the student group spent less time “Storming” than the tutor group (0.9% v 10.5%). When the student and tutor group discussions were analysed using the LOAM tool the main differences were the students spent less time than tutors discussing the “Objective”, though more time discussing “Integration” and “Navigation” aspects. One of the most interesting findings was the difference in time spent discussing the “Objective” of the resource as both groups received the same instruction advising they should focus on creating a storyboard for an RLO on adult basic life support for junior nursing students to use.
This research suggests there are differences in how students and tutors create RLOs; how this influences learning requires further investigation to determine the most effective method of creating a storyboard for the development of an RLO.
Tuckman, B. (1965) Developmental sequences in small groups. Psychological Bulletin. 63(6):pp.384-399.
Windle, R., Wharrad, H., Leeder, D. and Morales, R. (2007) Analysis of the pedagogical attributes of learning objects [online]. Available at: http://www.nottingham.ac.uk/nursing/sonet/projects/loam/load/docs/edmedia-final.pdf [Accessed 26 May 2015.]