The Role of Reusable Learning Objects in Occupational Therapy Entry-Level Education

Abstract

Out of early research, Cisco Systems (1999) have built an impressive foundation that advocates for reusable learning objects (RLOs). As the need for online methods for delivering both formal and informal educational content has increased, the prospect of greater influence through carefully constructed RLOs has grown. RLOs are any digital resource that can be used and reused to enhance online learning. RLOs typically are small, discrete, self-contained digital objects that may be sequenced, combined, and used within a variety of instructional activities. RLOs have been implemented in nursing, pharmacy, and physician assistant programs. However, there is a lack of literature regarding RLOs in occupational therapy education. An attitudinal survey was administered to occupational therapy students after they had used an RLO focused on goal writing. Student preferences toward RLO content, instructional design, and eLearning were generally positive. Nearly three-quarters of the students who responded to the survey indicated that the RLO presented was beneficial. All respondents noted that they would use the RLO for future occupational therapy courses. It is argued that incorporating RLOs offers a cost-effective, efficient learning tool, and also adds credibility to the given curriculum program as being innovative with instructing occupational-therapy related concepts.

Designing and integrating reusable learning objects for meaningful learning: Cases from a graduate programme

“…In computer science courses for example, lecturers use RLOs as tools to demonstrate programming techniques during lectures and students use them as simulations for practice after lectures (Vincenti et al, 2013). A third way of using RLOs is as an on-demand resource as exemplified by Gee, Strickland, and Salazar (2014) for the training of occupational therapists. In this study, students access RLOs for content review before field-based practice where needed.…”

Exploring the Influence of an E-Learning Sensory Processing-Based Module for Graduate Level Occupational Therapy Students on Clinical Reasoning: A Pilot Study

“…To date, there is one published study using RLOs within occupational therapy entry-level education [28] and one in OT clinical practice [13]. The findings from the Gee et al [28] and the Gee et al [13] investigations indicated the value of RLOs as an adjunctive instructional resource to support student learning.…”

Field-Testing Reusable Learning Objects Related to Sensory Over-Responsiveness

“…RLOs are designed to have varying scope or size (granularity) and the ability to be sequenced with other RLOs or other instructional activities (Gee, Strickland, & Salazar, 2014). Lymn, Bath-Hextall, and Wharrad (2008) further define RLOs as discrete units of learning.…”

“…Lymn, Bath-Hextall, and Wharrad (2008) further define RLOs as discrete units of learning. This recent multimedia approach to increase access to information has been used in educational programs, such as nursing, pharmacology, and occupational therapy (Gee et al, 2014). Click here to view an RLO.…”

“…Certain sentiments expressed by the participants reflect characteristics of RLOs, including combinability, granularity (size and scope), and accessibility (Gee et al, 2014). In particular, the participants identified the combinability of RLOs when they expressed that they would use the RLOs as supplements during routine occupational therapy treatment.…”