Cisco Learning Objects described. E-Learning Project Lifecycle 7
Last time here on the E-Learning Curve Blog, I introduced Cisco Systems’ approach to managing learning objects through the Reusable Information Objects/Reusable Learning Objects (RIO/RLO) methodology.
Now read on…
Cisco advocate a two-tier hierarchical object-based methodology:
Reusable Information Objects (RIOs)
- Supports the job task with knowledge needed
- Built upon standardized templates
- Contains 7 ± 2 items or “building blocks”
Reusable Learning Objects (RLOs)
- Focused on a single job task
- Similar to a short “Lesson”
- Contains 7 ± 2 RIOs
Individual RIOs can be combined to form a larger structure called a Reusable Learning Object. As you view the illustration below showing the relationship between the RLO and RIOs (see Figure 1). Combining content items, practice items and assessment items creates a Reusable Information Object.
Figure 1. RIO/RLO Structure
Each RIO is built upon a single objective. As defined by Information Mapping, each RIO is classified as either being a:
- Concept: What is a Router?
- Fact: Apple iMac computer
- Process: Check e-mail using Microsoft Outlook
- Principle: When to undertake a risk assessment
- Procedure: How streamed media is delivered via the internet
Content items and associated “practices” (or learning activities) are presented to the learner to support the learning objective. In this context, content items can be defined as:
- Small blocks of information that are stored in a database
- Are used to communicate knowledge or skills
- Can be any media type from plain text to sophisticated multimedia
Similarly, practice items are designed to engage the learner, reinforce the learning intervention, and provide guidance and feedback by allowing the learner to apply skills and knowledge. Practice items can be self-paced or part of group learning activity
An RLO is based on a single learning objective, which is derived from a specific job task. Each RIO is built upon an objective that supports the RLO’s objective. Assessment items are used by the RLO Assessment in order to prescribe individual RIOs or to measure mastery of the learning objective.
According to Cisco (Barritt et al, 1998) the benefit of this approach to the learner is that they can
drill into an RIO as a stand-alone performance support tool, job-aid, or just-in-time training coach. An RIO can be titled in any manner that is intuitive to the learner given corporate style considerations. The terms “page” or “job aid” may be used generically but must fit in several delivery context.The learner may choose to take the entire RLO, which could be called a “lesson.” As in any traditional lesson, the RLO gives the Learner the needed learning context, the knowledge and skills they need to perform the given objective, and a method to assess mastery.
(p.4)
Members of the content or curriculum development team may combine pre-existing RIOs to form larger structures, such as “Modules,” “Units” and “Courses” that are based on major topic areas, job functions, time constraints (such as a course duration), or other organizational needs.
From an employee development perspective, RLOs and RIOs are integrated into the individuals’ personal development “Road Map,” that is customized to each learners wants and needs. The “Road Map” indicated what they (the learner) need to take, what they have completed, and their “learning destination” (p.5).
Ultimately, Cisco assert that
regardless of how the learner accesses an RLO or an RIO, or what label is presented to the learner, the structure of the RLO and RIO is the same.
(p.5)
More…
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References:
Barritt, C., Lewis, D., Wieseler, W. (1999). Cisco Systems Reusable Information Object Strategy. Definition, Creation Overview, and Guidelines Version 3.0. [Internet] Available from: http://www.cisco.com/warp/public/779/ibs/solutions/learning/whitepapers/el_cisco_rio.pdf Accessed 9 January 2010
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January 25 2010 04:00 pm | e-learning
Richard on 05 Mar 2010 at 10:32 pm #
Isn’t that a Process?
Isn’t that a Procedure?
Michael Hanley on 08 Mar 2010 at 8:56 am #
I guess so, Richard. You haven’t exactly told me what “it” is…
Richard on 08 Mar 2010 at 2:52 pm #
I put the quotes inside angle brackets and they were stripped out. What I’m suggesting is that “Check e-mail using Microsoft Outlook” sounds like a Procedure (instructions on how to do something) while “How streamed media is delivered via the internet” sounds like a Process (how something works).
Michael Hanley on 08 Mar 2010 at 4:28 pm #
Thanks for the clarification Richard, in the article I’m using the Websters’ definiton of “Process” as “A series of actions or operations conducing to an end.” In the example I gave, the end, or outcome is to check e-mail. Similarly, “Procedure” is defined as “A particular way of accomplishing something.”
Given the etymology and subtle difference betweent the two terms I can tell you that I struggled with coming up with good examples. Based upon my research, the difference between the words is that the latter term indicates a continuous or perpetual “way” of undertaking an activity. There’s a very good discussion on the matter here.
Note: these terms are Cisco’s; I am merely attempting to put them in a context by giving examples. If I was originating the model, I would probably have used less ambiguous terminology.
Best regards,
Michael
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