Canadian Journal of Learning and Technology - Considerations for producing re usable and sustainable educational streaming materials

Oct 15, 2026

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Useful lifetime of educational materials should be defined by their continuing ability to support defined learning objectives. Educational materials often lose longevity when the educational environment changes without reflecting the material’s capacity to support learning. This work demonstrates how different integration approaches affect the usable lifetime of 163 learning objects built from licensed streaming video collections, considering sustainability constraints under a short-term project setting.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages17

Reading Time43 min

AccessFree to download

Abstract

Introduction

Approach to sustaining streaming media materials

Constraints and impacts on transferability

Canadian Journal of Learning and Technology Volume 32( 1 ) Winter / hiver 2006 Considerations for producing re usable and sustainable educational streaming materials Gayle Calverley Authors Gayle Calverley, Resources and Technology Advisor, Distributed Learning, University of Manchester. Correspondence concerning this article can be sent by e mail to: [g.j.calverley@manchester.ac.uk](g.j.calverley@manchester.ac.uk) Abstract Abstract: Useful lifetime of educational materials should be defined by their continuing ability to help meet defined learning objectives . More often lifetime is compromised by changes in the educational environment that do not specifically relate to the capacity of the material to assist learning. Approaches for integration of materials into the learning environment can be designed to maximise useful lifetime of materials against potential barriers created by, for example, instances of technological change . In this study, the impact of different approaches is demonstrated by examining the development of 163 learning objects, based on several licensed collections of streaming video procured for cross sector educational use by the UK Lifesign project. Constraints relating to sustainability work within the limitations of a short term project environment are specifically considered. Ré sumé : Le cycle de vie utile du maté riel didactique devrait être défin i parson ha bileté continue à ré pond re aux objectifs d’apprentissage établis . Lap lupart du temps, le cycle de vie est compromis par des changementsapporté s à l’envi ronnement éducationnel qui ne s ’appliquent pas particulièrement à la capacit é du maté riel à contribuer à l’apprentissage . On peut concevoir des méthodes d’inté gration du maté riel dans le milieu d’apprentissage pour profiter au maximum du cycle de vie du maté rie l en se fondant sur des obstacles possibles créés par des occasions de changement technologique par exemple . Dans cette étude, on démontre les ré percussions des différentes méthodes en examinant l’élaboration de 163 objets d’apprentissage en fonction de plusieurs collections autoris é es des é quences vidéo acquises aux fins de l’utilisation éducative intersectorielle par le projet UK Lifesign. On tient tout particulièrement compte des contraintes relatives au travail à effectuer pour assurer la viabilit é à l’inté rieur des limites d’un projet d’envi ronnement à court terme . Introduction Interesting and engaging educational resources that are effective for learners require considerable thought and meticulous planning to achieve; good applicable materials become used over and over again. Yet, it is harder than ever to ensure continued access to good materials, especially when these are delivered in electronic form. Short term projects seeking long term adoption of their educational materials must address transferability and preservation issues that relate to their educational content, in addition to the technical format of their original production. ( Littlejohn, 2003; Phillips, 1997) . It is possible for materials that meet transfer criteria in one of these areas to demonstrate other types of barriers to their transfer between educational or technical contexts . Considering sufficient transfer aspects for successful long term adoption is important, in particular for reaching audiences that are reluctant to adopt transient material, irrespective of quality ( Calverley & Shephard, 2003; Warburton, 2000) . Without a minimum level of stability, material produced, or made available, quite simply will not be used. It is also more valuable for resources and materials developed for learning to degrade through changes in educational requirements, rather than being driven by technological developments . This approach allows stronger focus on the requirement to support the act of learning itself rather than enhancement of support structures to improve the learning environment. Phillips (1997) remarked on this a

FAQs

Why is defining the useful lifetime of educational materials important?

Useful lifetime should be defined by the material’s continued ability to meet established learning objectives. Longevity is often reduced when educational environment changes occur without aligning to the material’s learning-support capacity.

What does the study examine to demonstrate different integration approaches?

The study examines the development of 163 learning objects based on licensed collections of streaming video used for cross-sector educational purposes.

How does the paper address sustainability within a short-term project environment?

It specifically considers constraints related to sustainability while building and evaluating learning objects, focusing on decisions that help maintain continued use beyond the supported project period.

Oct 15, 2026

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