proceedings of Student Mobility and ICT: Can E-LEARNING

This is mainly due to the fact that the traditional mode of instruction (one-to-many lecturing),
which has also been imitated by conventional education technology, cannot fully accommodate the
different learning styles, strategies, and preferences of diverse learners (Manouselis and Sampson, 2002).
Educators in the information technology era will have to take the role of guides by facilitating learning
rather than delivering their knowledge (Fung & Yeung, 2000).
The lecture “content” becomes transformed to an engaging learning tool that places the learner in
control. Weller (2004) suggests that “the author of a learning object becomes not ‘how can I explain this
subject to students?’, but rather ‘what activity can I create for students to engage with this subject?’ It is the
contention of the author of this paper that a video-interactive format is well-suited to meet this challenge.
Video Interactive Learning Objects (VILO) are a developed learning object (LO) application that
includes the traditional LO features in a video format that maximizes interactivity in order to actively
engage learners. Learners are able to view presentations or demonstrations, hear the accompanying audio
and cognitively engage in a virtual learning environment. Visual and auditory learning styles benefit from
this format. Learners may even practice hands on skills while using VILOs, engaging kinesthetic learners
and reinforcing skills needed during competency evaluation. Students with disabilities, learning or
otherwise, may benefit from utilizing VILOs due to the variety of sensory appeals and the engaging nature
of the object. The VILO begins with an orientation and objective introduction, proceeds to a presentation of
information or demonstration and then has an evaluation designed to provide feedback to the learner. This
model of pedagogy is outlined in Boyle & Cook (2001) as they describe the learning context present in the
LO. The learner may repeatedly view or work through a LO until confident in their understanding or ability
to perform a skill, thus self-remediating as needed.
Content areas well-suited for video media delivery include assembly, laboratory procedures,
problem solving, case study, visual and auditory recognition, story or historical details and language (Atif,
2003). Learners see and hear content presentation that reinforces concepts and application related to the
objective. Critical thinking and problem solving techniques may be presented in a VILO that pauses
periodically and asks the learner for input regarding how to proceed or what the next step or choice might
be. Explanations may then be provided to develop decision making skills in the learner and reinforce the
learning objectives. The VILO becomes a useful tool to facilitate the learning process rather than simply a
presentation of content. The VILO instructional delivery becomes a participatory process vs. simple
acquisition of knowledge and leads to the product of learning being created by the learner himself (Collis &
Strijker, 2004).
The VILO Model at Ivy Tech Community College – Northeast
Two courses were selected for VILOs development and utilizations at the Northeast campus. The
first was Medical Laboratory Techniques, MEAS 219. This course is generally taken in the second year of
a two year program and is one of the first courses in which students are asked to apply specific knowledge
from a college-level pre-requisite courses. Students are also expected to learn invasive procedures and
medical testing that requires a time limitation due to the nature of the medical device or media. Knowledge
application, proper technique and personal confidence are key objectives of the course. The second course
that used VILOs was HLHS 107, the Certified Nursing Assistant course. This course requires only basic
academic skills and a HS Diploma or General Education Diploma as pre-requisite. The course lasts four
weeks and teaches basic nursing assistant skills as required by the Indiana State Board of Health. Students
have a final skills competency assessment as well as a final written examination. VILOs were used in class,
lab, off site at nursing clinical facilities and by students outside of class to present specific required content
and technique.
Initial VILOs development and use in MEAS 219, Medical Laboratory Techniques at Ivy Tech
Community College-Northeast has generated a large number of benefits in addition to the obvious benefit
to students. Analysis is ongoing, but the initial observations are pertinent for discussion at this early stage.
Students in two concurrent cohorts were introduced to VILOs as they were first used in the classroom and
then offered to students on a CD or DVD for use outside of class time. The VILOs were also available on a
streaming server and local televised Cable Access channel. The VILOs were well received by students and
Conference proceedings of Student Mobility and ICT: Can E-LEARNING overcome barriers of Life-Long learning?” 135