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H. Wharrad1, S. Konstantinidis1, P. Lee2, P. Yong Voon Chen3, M. Taylor1, C.H. Teo4, P. Mordt5, N. Stathakarou6, K. Karlgren6, H.M. Lim4, C.J. Ng4, P.S. Jahn Kassim2

1University of Nottingham (UNITED KINGDOM)
2University of Putra Malaysia (MALAYSIA)
3Taylor's University (MALAYSIA)
4University of Malaya (MALAYSIA)
5University of Stavanger (NORWAY)
6Karolinska Institute (SWEDEN)
e-Learning is a national higher education priority in Malaysia(1), despite this a recent survey(2) found there is a need to develop high quality digital content and to train academics and technologists in digital pedagogies and quality development methodologies. In “Advancing Co-creation of RLOs to Digitise healthcare curricula (ACoRD)”, an ERASMUS+ Capacity Building in the field of Higher Education project, three EU programme countries with an international reputation for digital learning from the UK, Norway and Sweden are working with three universities in Malaysia to share their experiences in co-creation and the pedagogical design of digital tools in health, medicine and biomedical sciences.

A train the trainer approach on how to develop high quality peer reviewed interactive multimedia learning tools called reusable learning objects (RLOs) was adopted(3). Training was structured around the ASPIRE methodology (Aim, Storyboard, Populate, Implement, Release, Evaluate) for designing and developing RLOs. ASPIRE involves a participatory, co-creation process involving end-users and other stakeholders in workshops to ensure alignment of the digital content with the learning needs of the students. The first two deliverables of the project involved training the trainers and identifying areas in the curricula to embed the digital learning. Pre-post evaluation of the training event for learning technologists and content experts were conducted in order to measure self-reported change in knowledge of participants and identify their perceptions on the training programme. Delphi surveys with students and lecturers were carried out in the Malaysian universities to identify topics to be developed as RLOs.

15 lecturers and technologists from Malaysia took part in the initial 3 days training in the UK and 11 completed the pre and post questionnaire. When asked ‘How would you rate your current knowledge and understanding of co-creation methods to develop digital educational resources’. The majority of participants (n=8) reported improvement in knowledge of co-creation methods to develop digital educational resources, while two stated no change in knowledge.Following the cascading of training in Malaysia, and workshops with student and lecturers, RLOs identified as priorities in the Delphi survey are currently at various stages of development in the ASPIRE process.

22 RLOs will be developed during the project and housed in an open access repository to accommodate further RLOs from the growing teams of academics/technologists. The project will evaluate the impact of the RLOs following implementation into the various curricula and also by tracking use from global users accessing the open repository.

[1] Exec.Summary Malaysia education Blueprint 2015-2025. Ed Ministry of Ed., Malaysia 2015
[2] Atan, H et al (2011) eLearning in Malaysian HE Institutions Trends and Challenges.
[3] Windle, R, et al (2010) The characteristics of reusable learning objects that enhance learning: A case-study in health-science education. Br J Ed Tech, 42, 811-823.

This work supported by the Erasmus+programme of the European Union, through “Advancing Co-creation of RLOs to Digitise healthcare curricula (ACoRD)” project, an ERASMUS+ Capacity Building in the field of Higher Education (598935-EPP-1-2018-1-UK-EPPKA2-CBHE-JP). The authors would like to thank project partners and participants in the training event and studies.