Proposing RLOs for ELPSS
Introduction
The NTFS funded piCETL project on E-Learning in Physical Science through Sport
(ELPSS) must deliver 50 (student) hours of highly interactive e-learning materials by
July 2010. At least 25 of those 50 hours of material are expected to be embedded in
the ‘Olympic Science’ course that the OU plans to offer as an e-learning enriched
Science Short Course from 2009. All of the ELPSS materials are expected to be
delivered as Reusable Learning Objects (RLOs) that will be made freely available via
the internet to all HEFCE funded institutions and possibly to an even wider
community.
This document aims to provide general guidelines concerning the nature and structure
of an ELPSS RLO so that those wishing to do so can proceed directly to the stage of
proposing an RLO with specific science content. Completed proposals should be sent
to the piCETL Manager, Kevin Mayles (K.I.Mayles@open.ac.uk) who will be
responsible for coordinating the approval process.
Apart from the general aim of using examples drawn from the world of sport to
illustrate and enliven the teaching of knowledge and skills in the physical sciences,
and the constraint that 50% of the material produced must be suitable for inclusion of
an introductory (i.e. largely non-mathematical) Science Short Course, there is a
remarkable degree of freedom concerning the content, level and style of an ELPSS
RLO. The guidelines that follow are therefore largely self-imposed and exceptions
can be allowed when felt to be justified.
What is an ELPSS RLO?
An ELPSS RLO should:
 be a computer based activity package that will run on a PC and will have the
effect of teaching one or more specific and assessable items of knowledge
and/or skills relevant to the physical sciences (i.e. physics, chemistry and/or
materials science).

be aimed at a specific group of students identified as introductory (e.g. school
students or Olympic Science students), intermediate (typically 1st or 2nd year
undergraduate), advanced (typically final or penultimate year undergraduate)
or postgraduate.

address (preferably) a single physical science learning outcome that is stated
explicitly in the introductory text at the start of the RLO.

centrally involve one or more sporting contexts or examples in achieving the
learning outcome(s).
1

enable learning in a way that requires a high level of interactivity on the part
of the student.

be specified as being ‘relevant’ or ‘not relevant’ to Olympic Science (OS)
with ‘relevant’ being the preferred category. (See Appendix 1 for further
information about OS.)

be specified as being ‘relevant’ or ‘not relevant’ to Problem-Based Learning
(PBL), with ‘relevant’ being the preferred category. (See Appendix 2 for
further information about PBL.)

contain at least one Science Literacy Activity (SLA) relevant to the specified
learning outcome(s). It is likely that the SLA will be provided by members of
the OU Library staff, but those proposing an RLO should be alert to
opportunities for SLA inclusion. (See Appendix 3 for further information
about SLAs.)

contain a glossary that succinctly defines each newly introduced term

contain formative assessment activities relevant to the specified learning
outcome(s).
ELPSS RLOs are intended to be easily discovered in web searches and repeatedly
reused by teachers of physical science who have not taken part in their development.
In order to ensure that the ELPSS RLOs will be reused they should address issues of
recognized importance, especially those that regularly cause students difficulty and
frequently have to be explained in tutorials or workshops. They should not address
points of detail that are of little interest outside the sporting context in which they
arise.
There are no hard and fast rules concerning the duration of an ELPSS RLO but a
reasonable target to aim for, in terms of total student time, is about 30 minutes.
Within this amount of time students should be able to:
 read some on-screen introductory text that includes a concise statement of the
learning outcome(s)

perform any required activities (including the reading of any instructional text,
the examination of pictures or videos and the use of simulations). These
activities will generally also include an SLA.

perform any required assessment tasks including reading and acting upon any
feedback provided by the RLO.
ELPSS Learning Assets
Each RLO is expected to consist of a number of components; texts, simulations,
Interactive Screen Experiments, pictures, videos, soundfiles etc. Each of these
individual items can be referred to as an ELPSS learning asset. If the use of any asset
is likely to involve copyright clearance this must be made clear in the proposal and
2
the copyright clearance must be obtained before the RLO is released. For reasons of
cost it is desirable to keep the use of copyrighted materials to a minimum.
There is a very limited budget for recording videos etc. so please ensure that
proposals drawing on this resource only make ‘reasonable’ demands. Reuse of
existing footage is always the preferred option. Mark Bowden
(M.Bowden@open.ac.uk) can advise on materials available from other OU sport
related projects.
Generally speaking ELPSS learning assets should be designed to facilitate their reuse
within other ELPSS RLOs, but the assets themselves are not RLOs and are not
required to meet the conditions of an RLO.
The style of ELPSS RLOs and the navigational tools
Matters of style are yet to be determined. They will not be settled until specific RLOs
are being produced are likely to continue evolving as the ELPSS project progresses.
The aim will be to adopt a recognizable style that is sufficiently flexible to meet all
likely needs without being a dominant or overpowering presence. Some screen shots
from an existing OU teaching packages are included in Appendix 4 to indicate the
kind of approach that might be taken, but this is far from definitive.
One part of the styling will be the provision of standardized navigational tools. These
tools will generally include a next and previous button, as well as an indication of
progress within an RLO/section (e.g. Screen 5 of 12). It is expected that most RLOs
will have a single preferred study path that can be followed by repeatedly pressing the
next button. However, even when this is the case, students should be able to enter or
leave a pathway at will. So, for example, students should not be forced to answer a
question before being allowed to progress from one screen to another. Questions
should always be optional in this sense. (This rule may be abandoned in the case of
any ‘assessment only’ RLOs that are specified.)
It is expected that the RLOs will be primarily text and image based, with audio
narration being available as an optional alternative to the text. Thus students should
be able to study the RLOs silently. If sound is essential to a particular RLO this
should be made clear in the introduction and in the specification document.
The content of an ELPSS RLO
Each RLO should be fronted by a title screen that includes a more or less selfexplanatory title. This will be followed by a introductory screen that explains what the
RLO is about, states the relevant learning outcome and includes a content menu or
some other device (e.g. a set of ‘tabs’) that will allow users to jump to the various
parts of the package. Text should be as succinct as reasonably possible, and where
possible should share the screen with an image or an activity. It is expected that some
activities may need to run at full screen; this will generally require the use of special
instructions so that students can easily see the way to re-enter the narrative thread
they were following prior to starting the activity.
3
As a general policy, formative questions should be frequent, and wrong answers
should be greeted with encouragement and possibly a hint towards the right answer.
Kevin Mayles will maintain a list of approved RLO topics and learning outcomes, so
anyone wanting to know what is already being covered should contact him.
How do I specify a particular RLO?
Apart from informal consultations with Kevin Mayles (K.I.Mayles@open.ac.uk) or
other members of the ELPSS team there are just three steps.
1. Fill out a copy of the ELPSS RLO Proposal Form (See Appendix 5). This form
must be completed electronically. An template can be downloaded from the
project website at www.open.ac.uk/picetl/projects/elpss
2. Draw out a story board that indicates key images, activities and text points, and
generally conveys the logical flow of the proposed RLO. In the case of PBL RLOs
your storyboard should start with a clear statement of the problem that students
will be asked to solve. Ideally this story board should also indicate the kind of
questions that students will be required to answer and the main scientific terms
you expect to define in the RLO (See Appendix 6 for an example). The storyboard
can be completed electronically or in hard copy be hand.
3. Send both documents to Kevin Mayles who will mange the approval process and
coordinate the steps in the Learning Design process (See Appendix 7)
The contact details for Kevin Mayles are:
Email:
K.I.Mayles@open.ac.uk
Post:
Mr K. I. Mayles
piCETL
East Perry Building
The Open University
Walton Hall
Milton Keynes
MK7 6AA
Telephone:
+44 (0)1908 652511
4
Appendix 1
Olympic Science (a proposal, still to be extended and refined)
General course description
The course will introduce the basic physics and technology that underpin
many aspects of modern sport, focusing on Olympic sports that are likely to
be prominent in the lead-up to the London Olympics in 2012. The key aim of
the course is to present basic physical science concepts in a way that will
engage students and demonstrate the every day relevance of physical sciences.
The narrative of the course will be strongly sports-led, while the subject
matter will be clearly and identifiably physical science, mostly physics with
some technology and chemistry content. The material will be sports-led in
that phenomena in a particular sport or sports will be examined, and the
physical and/or material science behind those phenomena will then be
introduced.
The course will be separated into ten chapters, each representing about a week
of study time. These ten chapters will consist of an introductory chapter, a
summary chapter and eight content chapters. In general, each of the content
chapters will contain

an introductory look at the particular phenomena that is the main
subject of the chapter

a brief explanation of at least one sport in which this phenomenon is
important – the sport(s) then will be used in the rest of the chapter

one or more short sporting video clips that show the phenomenon

a descriptive explanation of the main science and technology concepts
behind this phenomenon

one or more interactive activities that will do the main teaching of the
chapter. The interactive activities will be re-usable learning objects
(RLOs) produced by the E-learning in physical science through sport
(ELPSS) team. Each RLO will be put into context by surrounding
text and/or additional activities. The student possibly may be asked to
do some RLO activities several times in slightly different forms in
order to gain the knowledge and understanding needed to properly
understand the phenomenon.

a short summary section
The specific sporting areas for the main content sections might change
following further discussion within the course team, and following
consultation with the rest of the ELPSS team. The interactive material
produced by the ELPSS team will be a major part of the course, and final
choices in the specific course content will reflect the ability of the ELPSS
team to produce content in those subject areas.
In addition to the science-led content, study skills such as reading
comprehension, graph reading, and basic ICT skills will be developed through
exercises and activities.
5
Chapter by chapter outline
Ch. #
Chapter Title
1
Introduction
2
Running fast
Chapter narrative

general introduction to the course and the style of
the course

motivational text and activities, explanation of
effective use of on-line environment

to comprise short text sections together with
several 3~5 minute excerpts from BBC
programmes that link science, technology and
sport (e.g. James May programme excerpt on
artificial legs for disabled runners, Horizon
programme excerpt on technology-based training
regimes)

introductory RLO (archery?) just to introduce the
student to the style of the course (?)

focuses on the biomechanics of the legs, and the
way they push the body forward

explanation of running events

uses an RLO based on animated diagrams that
show the way the legs push against the ground,
against starting blocks, etc
Science Content
6
Sports Content
Type of RLO

general &
introductory

general &
introductory

possibly an
interactive
simulation (?)

forces

running


springs
(muscles)

speed skating
animated
diagrams that can
be interacted with
in some way

action-reaction
3
4
Falling down
Jumping up and
down

considers the topic of “hangtime” – can some
athletes remain in the air longer than others?

gravity

diving

explanation of diving

centre of
gravity/mass

basketball
(perhaps)

uses an RLO based on footage of divers jumping
from platforms, some with complicated dives,
some with simple dives, some of children, some of
adults, making the point that all the divers take the
same time to hit the water.

forces

considers the difference between jumping to get
height and jumping to get length

springs

high jump


vectors

long jump
explanations of long jump and high jump events


forces

hurdles (?)
uses an RLO based on analysing video footage of
high jump and long jump, with frame by frame
analysis showing centre-of-mass movement, with
the possibility of mapping forces on to this

introduces basic equations ??

friction

curling

energy

skating

action-reaction

analysis of video
footage, with
frame by frame
analysis

analysis of video
footage, with
frame by frame
analysis

interactive
simulation of 2D
motion including
friction, extending
to collisions
( v = u + at, s = ut + ½at2 ?)
5
Stopping

explains how things stop, and the way that athletes
cause this to happen

explanation of curling

uses an RLO based on an interactive curling game,
in which students can push stones down an ice-rink
and try and stop them in the right place
7
6
7
Using the best
equipment
Sliding through the
air

looks at the effects of materials on sporting
performance

introduces the material properties, such as
flexibility, rigidity, strength, elasticity

uses an RLO based on video footage of hockey
stick hitting hockey ball (looking at compression)

(?) uses an ISE of tennis balls hitting racquets with
different string tension, seeing how far balls travel
from the racquet, and looking at the strings at
maximum stress

looks at aerodynamics in speed events, such as
cycling and skating

explanation of cycling and speed skating

considers the difference made by aerodynamically
efficient equipment, such as helmets, closed and
open cycle wheels, etc

uses an RLO in which students can put differently
shaped helmets into a virtual wind tunnel and look
at turbulence and drag, being able to vary the
speed of the flow as well as the type of object

8
material
properties

disabled
sprinting

analysis of video
footage

hockey

interactive screen
experiment

tennis

cycling

interactive
simulation

aerodynamics

cycling

air resistance

skating
8
9
Spinning through
the air
Flying through the
air

examines spin and rotation in ball sports

rotation

soccer

short explanations of soccer and table tennis,
tennis (ball sports)

spin

table tennis


air resistance

tennis
uses an RLO based on a soccer penalty game, in
which a student can vary initial speed of the ball
and initial spin to try and get the ball into the goal
(possibly using the same software frame as the
archery simulation?)

possibly have a second RLO based on a table
tennis interactive game, in which spin and speed of
balls can be altered, in which student “receives” a
serve and has to work out how it was spinning by
determining the appropriate return of serve – i.e.
by counteracting the spin, the student determines
what the spin was in the first place

explanation of ski jumping

potential energy

ski jumping

looks at the combination of effects in ski-jumping

kinetic energy

air resistance

aerodynamics
(least important
chapter, probably
can be dropped)





friction on the slope
air-resistance
aerodynamics effects
projectile motion
uses an RLO in which the different effects can be
added in separately to determine the flight paths
and distance jumped
9

interactive
simulation (based
on same engine as
the archery
simulation ?)

interactive
simulation
10
11
Optimising
everything
Summary
●

final content chapter, unites many of the concepts
introduced in the course

C of M
(stability)

wheelchair
sports

explanation of wheelchair athletics

aerodynamics

(or cycling?)

long-ish interactive activity in which the student
uses a “virtual workshop” to optimise the design of
a wheelchair for a sprint athlete – changing the
height and position of seat, material of the frame,
length and width of the chair, size of wheels etc,
and seeing the effect of these changes.

materials

leverage

+++
short summary chapter going over many of the
themes, possibly with some additional BBC clips to
reinforce the message that science and technology
matter in modern sport
10

virtual workshop /
interactive screen
experiment
Initial list of possible Reusable Learning Objects
Projectile Motion RLO
 simulation/game
 based on archery
 aim to demonstrate the use of interactive activities to illustrate physics
concepts
Friction (Collisions?) RLO
 interactive game/simulation
 based on winter Olympic sport of curling
 students can launch stones down a curling alley (or whatever it is called)
and try to (i) stop the stone in the right place, and (ii) bounce off other
stones
 aims to illustrate (i) friction and (ii) collisions with conservation of
energy
Forces RLO
 series of animated diagrams, possibly interactive in some way
 based on running
 illustrates how the muscles and bones in the legs enable the legs to push
against the ground and/or starting blocks
 aims to demonstrate (i) muscles as springs (ii) bones structure as levers
(iii) opposing forces
Material Compression RLO
 video/photograph-based activity
 based on hockey
 video/photographs show compression of a hockey ball as it is hit by a
hockey stick – could also show compression of a tennis ball as it is hit by
racquet
 aims to illustrate material properties such as elasticity
Gravity RLO
 video-based interactive activity
 based on diving
 student can repeatedly run video clips of various divers performing
simple and complicated dives.
 aims to demonstrate (i) gravity and (ii) concept of centre-of-mass
Material Tension RLO
 Interactive screen experiment
 based on tennis
 student can direct balls at a tennis racquet in order to see how far the ball
rebounds. The tension in the racquet strings and the speed of the
incoming ball can be changed.
 aims to illustrate material properties such as effect of string tension and
possibly the racquet size and material.
Vectors RLO
 video-based activity
 based on high jump and long jump events
 uses footage of high jump and long jump, showing how jumping for
height is different to jumping for length, with frame by frame analysis
showing centre-of-mass movement, possibility of trying to map forces
onto individual frames
 aim to introduce concept of vectors and to further illustrate forces
11
Turbulent Flow / Air Resistance RLO
 simulation
 based on cycling and speed skating
 uses simulated wind tunnel – students can put differently shaped cycling
helmets in the wind tunnel and look at turbulence and drag. The flow
speed and the type of object can be varied.
 aims to illustrate the flow concepts such as laminar flow and turbulence

a serve and then work out how the ball was spinning by determining the
appropriate return of serve – i.e. by counteracting the spin, the student
determines what the spin was in the first place
aims to illustrate spin and rotation, perhaps (?) more mathematically than
the soccer game
Combination Mechanics RLO
 simulation type activity
 based on ski jumping

simulation of a ski jumper, in which different effects such as wind
restistance and aerodynamic lift can be added separately and to see the
effect of these phenomena on flight path and distance jumped
 aims to illustrate combinations of effects
Spin and Rotation (I) RLO
 game-style activity
 based on soccer
 looks a bit like on a soccer penalty game, in which a student can vary
initial speed of the ball and initial spin to try and get the ball into the goal
(possibly using the same software frame as the archery simulation?)
 aims to illustrate spin and rotation
Combination Mechanics RLO
 interactive screen experiment
 based on wheelchair sprinting
 activity in which the student uses a “virtual workshop” to optimise the
design of a wheelchair for a sprint athlete – changing the height and
position of seat, material of the frame, length and width of the chair, size
of wheels etc, and seeing the effect of these changes.
 aims to illustrate individual effects and combinations of these
Spin and Rotation (II) RLO
 interactive game style activity
 based on table tennis
 stuent plays a kind of game, in which spin and speed of balls can be
altered. Student could “serve the ball and observe the effect, or “receive”
12
Appendix 2
Problem Based Learning
A system of learning and teaching in which students are confronted with an
interesting and engaging (though usually rater ill structured) problem and are
motivated to study by the need to acquire the necessary knowledge and skills to
define the problem in scientific terms and to solve it.
PBL is often introduced as a group activity and is promoted as a way of improving
group working skills. However there is also experience in the on-line use of PBL
where isolated learners have had to work in a ‘group of 1’. Using PBL in the online
environment will be challenging.
A problem may involve several stages in which information id gradually released.
Typical elements of PBL include:
A hook to engage the students (not necessarily the problem itself)
A trigger indicating possible lines of attack
A scenario, e.g. you are sports coach trying to ...
A problem brief setting out the problem, puzzle or issue. In some models of PBL
learning outcomes may be stated in the brief; in others they are introduced later. In
most ELPSS RLOs it is expected that the learning outcome will be stated at the start.
13
Appendix 3
Science Literacy Activity
Members of staff of the OU Library and Learning Resource Centre will assist in the
creation of Science Literacy activities for ELPSS.
The ‘Seven Pillars of Information Literacy’ are:
1 The ability to recognize a need for information
2 The ability to recognize ways in which the info ‘gap’ might be addressed
3 The ability to construct strategies for locating information
4 The ability to locate and access information
5 The ability to compare and evaluate information from different sources
6 The ability to organize, apply and communicate info in appropriate ways
7 The ability to synthesize and build upon existing info, contribution to the creation
of new knowledge
There are of course many skills contained within these pillars, and each of those skills
can be developed at a variety of levels.
Contact Clari Hunt (c.h.hunt@open.ac.uk) for further information.
14
Appendix 4
Screen shots from existing learning packages – a possible guide to style
15
16
17
Appendix 5 - An example of a completed RLO proposal form
ELPSS RLO Proposal Form
Your name
Email address
A. N. Author
ana@univ.ac.uk
Physical Science Concept
Please outline the physics / chemistry /
materials concept that will be taught
through the RLO
Projectile motion
Sporting Example(s)
Please list the specific sporting
Archery
example(s) that will be used to illustrate
the concept
Determine the angle of launch for a projectile to have
Learning Outcome
The RLO should aim to address a single maximum range in (a) the absence and (b) the presence of
an atmosphere.
specific learning outcome
Usage
Please indicate the proposed usage for
the RLO, e.g. 'Olympic Science',
iScience degree, A level students etc.
Level
Please indicate the level of the RLO as
one of the following:
Introductory
Intermediate
Advanced
Postgraduate
Length (mins)
Problem-based learning
Will your RLO be relevant for problembased learning?
Salters Horners A level students, possibly Olympic Science
Introductory
25 mins
YES
Science literacy activity
Please indicate the SLA that you
propose should be included within the
RLO
Finding published papers on a subject (atmospheric effects)
Assessment
Please describe the nature of the
assessment to be included in the RLO
Multiple choice questions
Drag and drop diagrams
Assets
In order for us to gauge the likely resource needed to produce the RLO, please list the assets required
(video clips, audio files, simulations, interactive screen experiments etc.)
Please insert additional rows if needed
Asset type (video, simulation etc)
Text screens
Description
Basic principles explained
Video
Maximum range archery contest (if possible, not essential)
OU archery simulator
Assessment screens
As developed by Rob Lucas
For MCQ
Definition of trajectory, vector, component, uniform motion,
uniform acceleration, acceleration due to gravity.
Glossary screens
Please return this form by email to Kevin Mayles
k.i.mayles@open.ac.uk
18
Appendix 6
An example of an ELPSS RLO proposal storyboard
19
20
Appendix 7
Narrative learning object
Re-use
Set the sporting
context
Physical
science
concept
Text/audio narrative with interactive
learning activities
Integrated IL
activities
Computer based
formative assessment
Assets
ELPSS RLO
Learning
Design
Process
Video
Simulation
Sporting
example
Re-use / re-version / re-purpose
ISE
Learning
outcome
Game engine
Pose the sporting
problem
Resources for students to explore and
investigate
Integrated IL
requirement
Problem solution –
report / presentation
Re-use
Problem-based learning object
Design and Build Process
Physical
Science
Concept
Sporting
example
Learning
Outcome
Define
sporting
problem
(Leic)
Specify
required
assets
Specify IL
outcome /
activity
(Library)
21
Storyboard
narrative /
activities
Specify
assess-ment
Build
Re-version
as PBL
activity