Voxer Chat 2
Digital Curriculum Resources
MERLOT
Reading about Reusable Learning Objects, specifically the service of MERLOT, the Multimedia
Educational Resource for Learning and Online Teaching piqued my interest in their application and
efficacy. I had not used these tools in instruction in my own classroom, so I was excited about the
opportunity to explore these tools in more detail and decide whether or not Reusable Learning Objects,
or RLOs, would be worth implementing into curriculum planning in the future. According to Schrum
and Levin (2015), RLOs offer interactive instruction that is easy to integrate and access. Databases like
MERLOT allow an instructor to search in an effort to locate RLOs, as well as other tools and texts
corresponding to specific terms. The benefits of implementing RLOs in the classroom are the ease of
locating these tools and their adaptability.
Current research evaluating the use of RLOs typically aligns with the domains of math and science, like
that of Chapman-Waterhouse and Whittlestone (2017), with much of the inquiry done at the collegiate
level. In one such studies, Koh (2017) deduced that there are specific domains to which RLOs must
subscribe to benefit instruction. Kinshuk and Jesse (2013) examined the creation of RLOs, concluding
that for self-created tools to be applicable in a variety of classrooms they must be standardized.
With the research about RLOs concentrating on the domains of math and science, I became curious
about what was offered for other content areas. I was pleasantly surprised by the resources available
for English. One search resulted in multiple textbooks, supplementary units, analysis of speech, and an
app specifically for Shakespeare.
RLO databases like MERLOT provide educators with a variety of strategies, apps, and ideas to bolster
instruction. What Koh and Schrum and Levin agree on is the responsibility of the teacher to choose
and use these tools appropriately for effectiveness. As with any resource, the professional must rely on
their discretion during implementation.
Clips of the conversation:
The benefits of incorporating RLOs in instructional planning:
Considerations into the implementation of RLOs
References
Burrows, P. E. (n.d.). Learning Objects: How are they reusable? [Digital image]. Retrieved March 11, 2018,
Chapman-Waterhouse, E., Silva-Fletcher, A., & Whittlestone, K. (2017). The Use of Reusable Learning
Objects to Enhance the Delivery of Veterinary Education. International Journal of Mobile and Blended
Learning,9(3), 24-36. doi:10.4018/ijmbl.2017070103
Kinshuk, D., & Jesse, R. (2013). Mobile authoring of open educational resources as reusable learning
objects. The International Review of Research in Open and Distributed Learning,14(2), 28.
doi:10.19173/irrodl.v14i2.1535
Koh, J. H. (2017). Designing and integrating reusable learning objects for meaningful learning: Cases
from a graduate programme. Australasian Journal of Educational Technology. doi:10.14742/ajet.3072
Motallebzadeh, K., Ahmadi, F., & Hosseinnia, M. (2018). The relationship between EFL teachers’
reflective practices and their teaching effectiveness: A structural equation modeling approach. Cogent
Psychology,5(1). doi:10.1080/23311908.2018.1424682
Paper vs Digital [Digital image]. (n.d.). Retrieved from http://siica.sharpusa.com/Resources/Guides/Paper-vs-Digital-Infographic
Schrum, L., & Levin, B. B. (2015). Leading 21st-century schools: harnessing technology for
engagement and achievement. Thousand Oaks, CA: Corwin, a SAGE Company.
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