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ivyVILOs (Video Interactive Learning Objects) have arrived! ivyVILOs take you to the next level of learning objects. Students, who are immersed in an increasingly digital world outside of the classroom, are seeking richer and more engaging learning experiences. As a result, instructors are exploring innovative ways to use technology to foster interaction, collaboration, and excitement for learning.

What are learning objects?

According to the Department of Defense (DOD), learning objects have the following characteristics or “ilities”: reusability, accessibility, interoperability, and durability. These “ilities,” explains Kaiser (2000), result in activity-sized learning objects, just large enough to be a lesson, that retain their utility over time, are easy to locate and use, can be used on a variety of platforms or course management systems, and are able to be reused in different learning contexts. These characteristics are in line with the literature on learning objects (Downes, 2003; Hamel & Ryan-Jones, 2002; Ploetz, 2003; South & Monson, 2000).

VILOs - Quick Facts

Have specific objectives
Very short (5-10 minutes long)
Have longer shelf life
Can be used in face-2-face, online, hybrid, and two-way video classes
Have built in quizzes and are interactive
Accessible to students 24x7, via CD/DVD, iPods, CATV, and Streaming server
May be viewed repeatedly

Benefits of VILOs

Improves retention of objective
Improves grades and performance on skills assessment
Meets diverse learning styles
Excellent for students with disabilities
Presents challenging topics in a new format
Students participate in the development of VILOs
Available to students 24/7
Instructor availability
Reduces cost of supplies for practice
Cost of video production is a one time investment
VILOs benefit an unlimited number of students

Featured Benefits of VILOs

According to Tova Green, Medical Assisting Program Chair, some of the benefits to adding VILOs for our students include the following:

Standardization of technique across all sections of the course
Students are able to preview the procedures and come to class better prepared to practice the skill
Students have the ability to practice and refine complicated and complex skills such as microscope usage in an out of class setting
Preparation on VILOs can minimize damage to the lab equipment caused by students' unfamiliarity
Students have ongoing access to VILOs which allows them to review and master skills
Students that are absent and/or need extensive remediation benefit greatly from VILOs
Students can “virtually” review lab skills, saving money on lab supplies
Instructors can utilize VILOs in class to point out skill aspects that are difficult to capture when the skill is performed live
VILOs prepare students to work with equipment that is unique to the lab and not presented in text-prepared resources
Allows incorporation of new instruments that are not yet addressed in written formats

Testimonials

"VILOs give students the opportunity to prepare for class, look at them during class and after we do the procedure, they are able to take the videos home to review the procedures for their Skills Check-offs." Dave Martin, CMA, Medical Assisting Instructor

References

Hamel, C. J., & Ryan-Jones, D. (2002) Designing instruction with learning objects. International Journal of Educational Technology, 3(1). Retrieved on February 9, 2006 from http://www.ao.uiuc.edu/ijet/v3n1/hamel/index.html
Kaiser, G. E. (2002). Constructing learning objects. Retrieved February 11, 2006 from http://student.ccbcmd.edu/~gkaiser/LO_05.html
Ploetz, P. (2004) Faculty development and learning object technology: Bridging the gap. Teaching with Technology Today 10(4).
South, J. B., & Monson, D. W. (2000). A university-wide system for creating, capturing and delivering learning objects. Retrieved February 11, 2006 from http://72.14.203.104/search?q=cache:P34hz0u6QSEJ: www.reusability.org/read/chapters/south.doc+reusability,+accessibility, +interoperability+and+durability+&hl=en&gl=us&ct=clnk&cd=12&client=firefox-a