Abstract:

The use of web based technologies in the development of educational resources has been made increasingly easier due to the advancement of technology. An approach being tested in the Faculty of Health Sciences (FoHS) at the University of Southampton is the development of online learning resources utilising interactive e-learning web applications by the authoring software Articulate Storyline ™, on a WordPress ™ protected web platform. Both of these open sourced educational systems are readily available and can be installed and managed without any Web design skill.
This paper focuses on the development of an online resource aimed at all undergraduates, allied to health, within the FoHS. Significant challenges were highlighted in relation to translating a learning activity to an online platform, in an economically challenged university setting.

Articulate Storyline is a powerful tool with interactivity features that encouraged the building of dynamic, engaging content which included drag-and-drop interactions, click-and-reveal activities, quizzes and assessments. The resource was built by combining added content to slides or layers, similar to developing animated PowerPoint slides, and then creating interactive elements. Storyline provides a wide range of publishing formats; for our use we published in HTML 5 prior to uploading into WordPress for subsequent viewing on devices including the iPad.

WordPress is a popular blogging site (Castelluccio, 2013) which can be customised in order to add features or modify content. Plug-ins, incorporating YouTube videos and media were easily added without any programing knowledge. The platform also hosts a variety of formats for introducing interactive quizzes and widgets. This software, highlighted by Yen-Ting & Jou (2012), brings to life materials in a dynamic environment which can engage learners in meaningful learning activities.

The learning resource we developed aims to promote learners’ understanding of Autistic Spectrum Disorders. Activities engage the learner by encouraging their participation in tasks that require responses. Animated sequences of client sensory experiences and assessment, as well as video clips and podcasts, are integrated throughout the resource. The resource is currently under review by an educational Task & Finish Group; their role is to review the educational content, flow, interactivity, feedback and delivery of materials prior to student piloting in late April 2014.
Modern web 2.0 technologies remove many of the technical barriers for creating and sharing content on the internet. When used synergistically, these services can be a flexible and low-cost platform for building e-learning activities (Tam & Eastwood, 2012). Academics must ensure that pedagogy and student centeredness drive the development of resources using effective technology tools and not vice versa. As universities experience declining budgets and increased demand for all resources, technology may provide some efficiencies and economies.

References:
[1] Castelluccio M, (2013) The WordPress Dynasty, Strategic Finance 95 (9): 59-60.
[2] Tam CWM, Eastwood A (2012) Available, intuitive and free! Building e-learning modules using web 2.0 services, Medical Teacher 34: 1078-1080.
[3] Yen-Ting L, Jou M (2012) A Web Application Supported Learning Environment for Enhancing Classroom Teaching & Learning Experiences, Procedia-Social and Behavioral Sciences, 64: 1-11.
[4] Articulate: http://en-uk.articulate.com/
[5] WordPress: http://wordpress.org