Sequencing, pause, reflection and action in learning materials

Working this week with a variety of practical tools to develop learning content and thinking seriously about how they are structured, internally referenced, and where the opportunities for scaffolding professional development within them might be. This seems easiest at first glance with the Frontpage eXe editing tool which creates reasonable XHTML code and has a variety of expert options including IMS/SCORM packages that work fine in Moodle at least. However, it raises some really interesting questions about ‘how’, in practice, most academic staff actually build the materials they use in their teaching. Here I’ve been dealing with content written in word and passed to an administrative member of staff who has ‘transferred’ it into eXe. There are clear issues with awful Mso code being imported which is tiresome to get rid of.

More interesting is perhaps the mismatch or disjuncture in the authoring process for Word than for the delivery environment. We may NOT want academic staff authoring content direct into the VLE, but we need them close enough to the delivery context to understand the issues of sequencing, pause, reflection and action. The argument might be for the development of a more structured ‘template’ for each authoring environment, and indeed the professional conversation with authoring teams around the development of a template would in itself prove valuable. My own development of the these MS-Word-> eXe materials for one specific undergraduate course makes me think there must be a better way. Just need more time to think about what it might be.

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