Object Based Distant Education Curriculum In Nursing Distance education in nursing is growing rapidly, offering flexibility and accessibility to both students and professionals. One of the most effective tools for enhancing distance learning is the use of learning objects. These reusable digital resources, when properly created and implemented, offer significant benefits in terms of cost-efficiency, accessibility, and scalability. This article explores the development of an object-based distance education curriculum in nursing, including the standards for learning objects, strategies for curriculum design, and the planning, creation, and management of learning objects in nursing education.

Standards for Learning Objects in Distance Education

Learning objects are digital units of learning material that can be used and reused across multiple educational settings. For these objects to be widely accessible and effective, they must adhere to standardized formats and metadata guidelines. Metadata, or “data about data,” refers to the standardized labeling that allows learning objects to be cataloged, stored, and retrieved in a systematic way.

An influential group comprising the Learning Technology Standards Committee of IEEE, IMS Global Learning Consortium, and the Dublin Core Metadata Initiative has developed key metadata standards for learning object creation and storage (Polsani, 2003). These standards enable learning objects to be universally recognized and utilized across different platforms.

The Sharable Content Object Reference Model (SCORM) is another critical set of standards for learning objects. SCORM defines a content aggregation model (CAM) and a run-time environment (RTE) that ensure learning objects are adaptable and usable across multiple learning management systems (LMS) and environments. This universal framework allows institutions to share learning resources easily, reducing duplication and increasing efficiency.

For nursing education specifically, adhering to these standards ensures that learning objects are compatible across institutions and disciplines. Nursing programs can efficiently share content, ensuring consistency in educational outcomes while maintaining the ability to tailor content to specific needs.

Learning Objects in Nursing Education in Distance Education

Learning objects are particularly well-suited to nursing education, where standardized curricula are often required to meet accreditation standards set by national boards of nursing. Nursing education draws on complex concepts, including nursing theory, ethical principles, and patient care models. Learning objects can encapsulate these concepts into reusable modules that support cost-effectiveness and resource allocation.

Before adopting learning objects, careful planning is necessary to ensure their quality, usability, and alignment with curriculum goals. This planning involves organizing and tagging objects with appropriate metadata, integrating them into learning content management systems (LCMSs), and considering how they will be retrieved and reused in different educational contexts. Proper planning in these areas allows institutions to build a robust curriculum that leverages the full potential of learning objects.

Planning a Learning Object-Rich Curriculum

As nursing programs increasingly adopt technological advances, reliance on digital teaching tools is becoming more accepted. A learning object-rich curriculum is one that integrates these objects into the teaching and learning process, allowing for dynamic and flexible learning experiences.

Developing a curriculum that fully incorporates learning objects requires collaboration between educators, instructional designers, and technology experts. Schools of nursing must invest in their technological infrastructure and embrace the creative potential that learning objects offer. This investment will lead to long-term benefits in terms of cost savings, flexibility, and enhanced student learning outcomes.

Distance Education Curriculum Building for Nurses

Designing a curriculum for nursing distance education requires a thoughtful approach that balances structure with flexibility. Ornstein and Hunkins (1998) propose several curriculum-building models, one of which is Glathorn’s naturalistic model. This model outlines eight key steps:

1. Assess alternatives to the current educational model.
2. Define the course parameters and learning audience.
3. Develop a collaborative constituency that includes educators, students, and technology experts.
4. Build the knowledge base, considering content, student needs, faculty skills, and technological capacity.
5. Block units or modules that meet the needs of diverse learners.
6. Plan quality learning experiences that are student-centered and flexible.
7. Develop course assessments that may include portfolios, biographies, or other student-driven outputs.
8. Create learning scenarios rather than following a rigid curriculum guide.

By following this model, nursing programs can build a curriculum that is flexible, adaptive, and capable of integrating learning objects into a structured yet customizable framework.

Planning the Creation, Storage, and Retrieval of Learning Objects

The planning phase is critical when incorporating learning objects into nursing curricula. This process involves evaluating existing curriculum content and determining where learning objects can add value. Collaboration between educators and digital experts is essential for ensuring the creation, storage, and retrieval of learning objects is efficient and aligned with curriculum goals.

Granularity and Reusability

When creating learning objects, it is important to focus on granularity, or the size and scope of the object. Smaller, more granular objects are generally more reusable, as they can be applied to a variety of learning objectives. Wiley (2002) found that larger, more complex learning objects are less likely to be reused across different contexts, making granularity a key factor in maximizing the value of learning objects.

Cost-Saving Aspects of Distance Education in Nursing

One of the major advantages of using learning objects in distance education is the potential for significant cost savings. Learning objects can be stored in repositories and reused across different programs, reducing the need for continual content development. Mortimer (2002) outlines several cost-saving benefits of learning objects:

1. Efficient content development: Institutions can develop and deploy learning content more quickly and efficiently.
2. Content portability: Learning objects can be easily transferred between different LMSs and LCMSs.
3. Reduced development costs: Reusable learning objects lower the costs of creating new educational materials.
4. Lower maintenance costs: Once learning objects are created, they require minimal updates or maintenance, further reducing costs.

By leveraging these cost-saving advantages, nursing programs can reduce their overall expenses while maintaining high educational standards.

Creation of Learning Objects in Distance Education

Learning objects can take many forms, ranging from simple images in a slide presentation to more complex multimedia elements, such as Flash animations or videos. Once created, these objects must be carefully cataloged and stored to maximize their usability.

Effective creation of learning objects involves considering several factors:

1. Versatility: Learning objects should be designed for use in multiple educational contexts.
2. Knowledge building: Each object should contribute to the overall learning objectives of the course.
3. File size and seat time: The length of time it takes to engage with the object should be appropriate for the learning activity.
4. Relation to other objects: Learning objects should be categorized and linked to other related materials for seamless integration into the curriculum.

Internet Resources for Learning Objects in Distance Education

There are numerous resources available online for nursing educators looking to implement learning objects in their distance education programs. These resources provide valuable insights into best practices for creating, storing, and sharing learning objects across institutions.

Open-source repositories allow educators to share learning objects, encouraging collaboration and reducing the need for each institution to create resources independently. By forming consortiums and partnerships, nursing programs can pool their resources and expertise, fostering a culture of collaboration that benefits both educators and students.

Conclusion

Object-based distance education offers a powerful way to enhance nursing education by incorporating reusable, high-quality learning objects into the curriculum. Through careful planning, collaboration with technology experts, and adherence to established standards, nursing programs can develop effective and cost-efficient distance education offerings. The use of learning objects not only improves the flexibility and accessibility of nursing education but also ensures consistency across programs, enhancing the overall quality of education for nursing students.