Relos Project

Preliminary interviews

20th November 2004

This academic works across campuses and prepares unit materials for and with other staff.

She does not use RLOs but does use an LMS. Is not clear on how RLOs would help in long term unit development. Accessing an RLOR would have to be reasonably straight forward because she does not have time for something with a long learning curve – nor a steep one. Has had no contact with RLORs.

No involvement in cross-campus units and does not use an LMS. Understands that exchange of materials could enrich his teaching environment but is unclear on how this can be easily done in his area as most of the materials would be non-text. Would have to see an RLOR in action to explore its likely benefit in his teaching. Raised questions about how an RLOR fits into a more creative teaching environment. Has had no contact with RLORs.

Teaching includes e-learning system and is always looking for things that can enhance this mode – as well as the face-to-face mode. Sees that RLOs could help develop a better structure of the two delivery modes he uses. It could mean that there would be less re-working of materials. Does feel that he would have to adopt quite a different approach to curriculum development to bring in RLOs and this is not possible under current academic loads. Knows about RLOR through his contact with people in e-learning but has never used one.

Very similar to #3. Also sees that using RLOs would require significant changes in educational delivery thinking. She has had no contact with RLOR.

Believes that she uses RLO in the sense that she has team-taught for many years. The teaching team develops common teaching/learning resources and all of them access them as they are needed. Most of this is physical although some of it is now via URLs. Finds it hard to believe that her team would gain a lot from putting these materials into a formal RLOR – there is no obvious time or educational benefit. The students are enthusiastic about the way materials are currently accessed. She would have to be convinced that were some benefits before even beginning to explore this option.

Uses an RLOR – has teaching materials in a web-accessible file system that is used by tutors and students. Only teachers to his local students but sees the approach easily expandable if he has to teach across campuses or to provide materials to other teaching on other campuses. Cannot see the value of some larger system that includes materials other than for his subject matter. His area is specialised and he does not bring in material from outside it.

This staff member is part of group who are creating a subject specific set of RLO in an existing repository. He says that the group is trying to create a quality teaching program by having available to them the work of all who are teaching this subject area. From this they can select what best serves their teaching needs. He says that this is in the exploratory phase and only time will tell how well it works.