Abstract
As distance education advances, mandates for accessibility and appropriate instructional
design for instructors/learners with special needs are becoming critical. This article presents
a distance education American Sign Language (ASL) pilot course that blended the Internet,
videoconferencing, and streaming video-based "learning objects" posted on the web for the
purpose of learner practice. Because of the success of the course's learning objects, they
were later archived on CD-ROM, imported into a Compaq® iPAQ™ for mobile use, and
placed in a knowledge repository for global use.

Background
In 2001 an American Sign Language (ASL) course was developed by University of
Wisconsin-Milwaukee to be taught via the blended technologies of videoconferencing and
Blackboard® to learners in Milwaukee and at the University of Wisconsin-Extension Pyle
Center in Madison. This ASL level one course was a pilot project. The design team included
a deaf instructor, a deaf site coordinator, a deaf evaluator, and instructional design and
technology consultants from UW-Milwaukee and Instructional Communications Systems (ICS).
The course involved one meeting of three hours once a week via videoconferencing during a
seven-week period, along with instructional activities on the web using Blackboard® and a
streaming video server. In addition to the synchronous and asynchronous nature of the course,
351 video-based "learning objects" of the ASL signs were developed and placed on a
streaming video server so that learners could practice the signs before and after each
videoconferencing session.

Following the completion of the course, the learning objects were edited, reformatted,
and tagged for sharing through the Academic Advanced Distributed Learning (ADL)
Co-Lab global knowledge repository. Further, other innovative ways to use the learning
objects were explored to allow increased accessibility. This article addresses the process
and challenges of the development of video-based learning objects, their use as web
resources, their revision for handheld devices, and CD-ROM, and their preparation for
sharing through knowledge repositories.

Video-Based Learning Objects
"Learning objects" is a term that originated from the object-oriented paradigm of
computer science. The idea behind object-orientation is that components ("objects") can
be reused in multiple contexts (Wiley, 2000). For the purpose of our project, we define
learning objects as video-based digital files that are available via the Internet where
individuals may access and use them simultaneously with a course or program, accessible
through a CD-ROM for individual use via a computer at the person's own pace, retrievable
from a knowledge repository for global sharing, and viewable on a handheld device for
individual mobile use.

According to Wiley's (2000) learning objects taxonomy, the ASL video-based learning
objects fall into the category of combined-closed type of learning objects because they are
single purpose and provide users with instruction and practice. Each ASL video-based
learning object is an entity unto itself. The parts that comprise each learning object (text
and video images) cannot be separated or they would lose their meaning. Without the
text the user would not know the meaning of the sign, and without the visual image, there
would be no sign.

Description of Process
The process of developing, archiving, and disseminating the ASL video-based learning
objects involved four phases. Each phase utilized a different mode of accessibility for the
use of the video-based learning objects.

Phase One: Creation of 351 video-based learning objects for use on the web with the
ASL pilot project course. Phase Two: Editing of the video-based learning objects for
global sharing and use through a repository of knowledge. Phase Three: Placement of
the video-based learning objects on a CD-ROM for the purposes of storage as well as
learner use when the Internet was not readily accessible. Phase Four: Revision of the
video-based learning objects for mobile use in a handheld device.

Phase One: Creation of Video-Based Learning Objects
During this phase of the process, the instructor was videotaped performing the ASL
signs. The signs were then edited into a video clip format in the following sequence:

o Sign description (text) on black
o A mid-shot of the instructor performing the sign
o A close-up shot of the instructor performing the sign
o Sign description (text) on black repeated

Signs were grouped into units and then into categories (e.g. nouns, verbs, sentences).
The video sequence units and categories were then saved as RealMedia™ and stored
on a RealMedia™ server. A link to the RealMedia™ server was created in the
Blackboard® component of the ASL course for retrieval by learners. The ASL learning
objects served as a major review and rehearsal component of the course.

Phase Two: Editing of Video-Based Learning Objects for Global Sharing
During this step of the process, the categories of video-based learning objects created
for the ASL course were divided and edited into individual signs for database searching
purposes. Each learning object sequence was formatted in the following order using
Adobe® Premiere®:

o 15 seconds of black at the opening
o Sign description (text) on black
o A mid-shot of the instructor performing the sign
o 15 seconds of black
o A close-up shot of the instructor performing the signs
o Sign description (text) on black repeated
o 15 seconds of black at the end

To ensure that the learning objects had high video quality, were readily accessible from
different locations and across platforms, and provided rapid retrieval through modem,
network, cable, and other high-speed connections, a prototype of four video-based
formats (e.g., MPEG, Windows Media™, RealOne™ Media, and QuickTime®) was
developed before making them available for the repository.

An evaluation chart assisted five evaluators in deciding on the effectiveness of the learning
objects video format for the web-based repository. As a result of the evaluation,
RealMedia™ was selected for use. After the selection of the video format, all of the
video-based learning objects were tagged using the following descriptions:

o Asset Name: 001_test_copyme.mov
o Asset Description: video and text
o Content Type: American Sign Language
o Imported By: Technician
o Date: Imported: Asset Version: 1
o Is Latest Version: Yes
o Source: Reference
o Source: Physical Type
o Source: Physical Location

One of the challenges we found was to decide on the description of the meta tags in order
to provide an intuitive and accurate depiction of each sign. We tried to maintain the basic
meaning of each sign. The learning object files were then transferred to the RealMedia™
server.

Phase Three: Placing the Video-Based Learning Objects on a CD-ROM
We decided to place the edited video-based learning objects on a CD-ROM to allow
storage, archiving, and retrieval by learners who were not able to access the learning
objects through the Internet.

Phase Four: Use of the Video-Based Learning Objects in a Handheld Device
In order to reach out to a wide variety of users who like to learn in a self-paced and
mobile learning environment, the video-based ASL learning objects were tested on a
handheld device. Initially the video-based learning objects were designed to run at 30
frames per second. It was necessary to rework the previously-used format for the
handheld device.

After testing, the video-based learning objects were reedited from 30 to 15 frames per
second for memory capability. This made it possible to load all 351 video-based learning
objects into the handheld device. During this revision, as with the revision for the
repository, we inserted several frames of black in the beginning and end of the learning
objects and between the two shots of the instructor signing. These insertions increased
clarity-setting off the text and more clearly differentiating between the two shots of the
instructor and the text that explained the sign.

An important challenge was the selection of the handheld device that would offer the best
picture and motion quality, as well as memory capability. Research by technical staff
resulted in the selection of the Compaq® iPAQ 3870™ handheld device because of its
picture and motion quality and extensive memory. The learning objects were loaded into
the iPAQ™ using iPAQ™ software. Further steps and challenges included devising a
way to bulk import the video-based learning objects into repositories, populating the
metadata specifically for the objects, and exploring other issues such as compatibility
with learning management systems.

Lessons Learned
There is a growing need for the use of learning objects to provide educational resources
for faculty that enable them to enhance the learning experiences of their students. Our
experience in developing the video-based learning objects made us realize how flexible
and accessible these learning objects could be when used with a variety of technologies.
When we first made the learning objects available, they were limited to the use on the
web site by learners in the specific ASL course. Because participants of the course gave
high ratings to the video-based learning objects, we decided to pursue new ways to
disseminate and share them.

Development of the ASL video-based learning objects has heightened our awareness
of the need to design these objects to fit flexible modes of instruction to enhance their
accessibility and use for learners. This process requires the use of standards, tests,
evaluation, and often revision.

The actual use of the learning objects in the iPAQ™ has highlighted some new
considerations. For example, while using the iPAQ 3870™ we discovered several
accessories that would enhance the use of the learning objects: 1) one accessory
provides additional memory which will allow us to use 30 frames per second for the
video sequences, providing an even better video quality for the learner; and 2) another
accessory will allow the learning objects to be projected from the iPAQ™ to a large
screen. This is an excellent way to demonstrate the instructional uses of the iPAQ™
to a large crowd.

Next Steps
Because of the value of the ASL learning objects, we are now considering developing
ASL video-based signs for all levels of American Sign Language (currently there are six.)
In addition, we hope that our experience will serve as a model for other designers and
educators to create learning objects for other content areas.

The creation of the ASL video-based learning objects was partially funded by University
of Wisconsin System and has become the collaborative effort of UW System,
UW-Milwaukee, UW-Extension, UW-Stevens Point, and the Academic ADL Co-Lab.

References
ADL Co-Lab: http://adlnet.org

Wiley, D.A. "Connecting Learning Objects to Instructional Design Theory: A Definition,
a Metaphor, and a Taxonomy." In DA Wiley, ed. The Instructional Use of Learning
Objects: Online Version (2000). Retrieved August, 2002 from:
reusability.org/read/chapters/wiley.dc