I suppose it depends on whether you want to view what is created as a learning object or a resource.

A learning object would be an asset which can be assigned to a student / students and involves feedback based on the input to the asset. This can then be taken on to use pathways (depending on the input the asset responds differently) and at theend of the activity using the asset there is feedback for both staff and student.

A resource may simply be a simple object such as a video, a picture, an audio file or a flat document (PDF, word processed file, etc).

For the latter I think we have more than sufficient tools out there ... we just need to consider the correct format (sorry to dip into an open formats discussion but ti is relevant when you pay not know what a student uses at home).

For the former there are a range of tools, fromteh basic packaging tool of Learning Essentials (a variation of HunterStone Thesis Lite) through to the Full HunterStone Thesis Pro ... There is an SLK wrapper for the old class server client for if you are creating objects for Sharepoint, Lodestar, eXe ...

As with all tools ... the simpler they are to operate and create content the simpler the content will be ... as you go to the complex tools you can make very powerful objects ... but the cost in licences, training and time to create each object increases.

http://www.adlnet.gov may have more information for you on SCORM that you might find interesting.

Powerpoint is actually a good example of people taking an application and using it for something that most would not have considered.

I have mentioned about pathways, and there have been some fine examples of powerpoint being used in this manner.

Let us go back to the days of Andrew Jackson and Ian Livingstone and those wonderful(?) books where you chose the story. Each option you made took you to a new page, it helped define how you worked and the hours spent working out the right way to do things was fantastic. Take that now to a powerpoint presentation where each slide takes you to different slides (action buttons folks) depending on your response to answers. It is even possible to have a log of what you have done generated into a text file (VB for Applications is nice like this) and from this you could even generate scores. Most people would be able to eventually do this because they are used to Powerpoint as an application anyway, so it is not too hard a jump for them (ok ... you may have to leave out the VBA stuff for recording the 'scores') but it is quite easy to pick up.

From here it is a logical step to go for a tool that takes this object, makes it 'compliant' so that it can be used in a learning environment, records the scores automatically and then pulls those marks back into the teacher's gradebook.

On its own powerpoint will not do this, but the same concepts behind how this sort of object would work are inherent in SCORM authoring tools. If you are getting staff used to the concepts then you might want to start in Powerpoint (other presentation software that can also do this is available) and then work on to the next level of tool.

Flat / non-interactive resources such as pictures, videos, word processed documents, presentations, etc can and will be created in a variety of tools. They just get uploaded by the teacher and pulled down by the student. Assigning of these as work is simply a matter of "use file x as stimulus / read document y / watch video z and answer questions to be handed to teacher".

I have to admit that one aspect of IWBs and learning platforms that gets missed is the use of it as an annotation tool. How wonderful is it to have a poem or other piece of work that is being analysed and annotated by the students ... and then have all these comments that have been written over the top of the poem and then saved and uploaded as an addition to the usual class notes. Each time you do it is likely to be slightly different.

A lot of this discussion overlaps with what we are doing for Becta on use of Digital Learnng Resources. It is on the Digital Learning Resources thread which is part of the Personalised Learning Forum. I have just posted our first report, which basically says that there are huge gaps in what we know about what actually goes on in classrooms and what teachers, and probably learners too, want and need.

I know this thread is about tools used to create materials, but one of the arguments is that teachers would not have to spend so much time learning how to create material if the right things were available in the first place. Thoughts on the DLR discussion forum are welcome. We are also running a nuber of workshops in CLCs around the country to hear teachers views and ideas fist hand. Anyone who would like to attend one can either put someting on the discussion, or email me at t.keefe@shu.ac.uk.

Terry Keefe

Hi

On the subject of which tools I think this is quite a broad question. If as has been suggested previously you are looking at a leaning objects model then there are questions about using software that enables resources to be picked up in open formats eg pdf rtf etc. However in Primary there is a plethora of software that allows resource creation but a problem of common formats. A classic example might be a resource made in Text-ease. Not all would be able to use it. Does that make it a less useful resource? I think that if we are going to encourage teachers to use VLEs and other collaborative forums we must allow spaces where they can share anything. The user always has tho option to look for demo versions of software to enable then to look at stuff. After all the priority is getting them to share.

Another barrel to overcome her is the attitude that "if Ishare my stuff someone else may take credit." That risk is never going to go away but I have found that holding on to things you make doesn't actually benefit you. what perhaps is needed is a professional ethos that recognises the contribution others make to our teaching. If we can model this to pupils then we will see genuine "resource building" take off.

Finally I would agree with those who point to software such as Notebook and Mediator as good media for learning objects but the more technical ability required the less it will be a common practice to use these media.

I think that the replies show that we really don't have the consistency of position across our schools that actually enable us to ask the question. We have teachers who are nowhere near the act of creating materials; many who create them with no idea of 'standards' and even if there was an easy way to share them, wouldn't be advised to do so as their knowledge of IPR is just not there; Then there are those who can create resources but are not motivated to share and even if they were is requires time and effort to share them. Finally we have now put up many barriers to sharing by building walls called 'licenced VLEs' where resources sit in Learning Platforms that can only facilitate sharing if they have the same provider.

This is not an impoosible situation, if you make the ability to share resources easy, if you provide teachers with recognition of this act and if you provide a set of resources that can be developed further then you get to a situation where it will be evolved and grown by a community of educators who can see value, then you will have considerable progress.

As for what tools to create materials, well these would improve once they have a shared library of resources to use and to add to. Then maybe we will go beyond a collection of pdfs and powerpoints?