| Business Studies |
| Employability |
This RLO asks the student to complete an online questionnaire that asks about their current skill base. The grid is then completed and builds up a profile of an individual’s strengths and weaknesses, which can be printed out as a graph. The final section suggests strategies to develop skills, and gives concrete examples that a potential employer may find useful. |
London Met |
| Imagineering |
This RLO was designed to support an introductory lecture on the subject of Imagineering, a core concept within the curriculum for Events Marketing Management; but could be easily used by anyone who has an interest in marketing theory, or art, design or product design. The interesting aspect of this RLO is the introduction of a ‘boiled sweet’ (use Strawberry & Cream flavour Campino) that students are asked to interact with. The objective of the RLO is to encourage students to view everyday activities in a different way in order to enhance their perception of the value of the activity. In this way, students can gain a greater understanding of how a new economy can be created through an experience. |
London Met |
| Multiple intelligence |
Howard Gardner’s theory of multiple intelligences identifies musical intelligence as being demonstrated by both the ability to create music and the ability to understand music. Four key operatives of musical intelligence have been identified by Gardner: rhythm, timbre, pitch, and melody/harmony. The learning object is designed to focus individually on each of those functions of musical intelligence and the ability to understand music.
|
London Met |
| Stakeholders |
This resource is designed to take students through the process of applying a stakeholder analysis to a case study. It takes the coffee industry as an example. This is an industry in crisis, and the livelihoods of 25 million coffee producers around the world are at stake. The main issue is the price of coffee, which has fallen by almost 50% since 2004. The charity, Oxfam has suggested a coffee rescue plan, and for this to work, they will need to influence the key stakeholders. The student has to identify the correct group of stakeholders, and gets feedback as to how accurate their choice has been. |
London Met
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| French |
| Intermediate French learning activities Multimedia interactive exercises covering topics such as daily routine, work, family and giving instructions. Language exercises include grammar, listening, reading, writing and vocabulary practice. |
| RLO 1 Appearance and personality |
This RLO involves a matching exercise introducing vocabulary to describe appearance and personality. |
London Met |
| RLO 2 Listening - meeting and describing someone |
This RLO contains a video clip and a reading quiz. The objective is understanding cultural differences and French etiquette. |
London Met |
| RLO3 Understanding cultural differences |
This RLO features a listening activity using a video clip. The main objective is understanding descriptions of people. |
London Met |
| RLO 4 Appearance and personality |
This RLO focuses on listening skills, using a video clip. The objective is describing yourself. |
London Met |
| RLO 5 Appearance and personality |
This RLO uses a video clip, and integrates listening (main skill) and reading (sub-skill). Its objective is describing yourself and others. |
London Met |
| RLO 6 Describing and locating places |
This RLO provides practice in reading and listening skills, using an audio clip. The learning objective is describing and locating places. |
London Met |
| RLO 7 Describing the weather |
This RLO uses animation and provides practice in grammar and vocabulary, especially verbs to describe the weather. |
London Met |
| RLO 8 Describing the weather |
This RLO contains a game-based word ordering activity. It integrates reading (main skill) and grammar (sub-skill). |
London Met |
| RLO 9 Understanding instructions |
This RLO is composed of 2 parts. Part 1 provides reading practice, introducing vocabulary to locate places. Part 2 contains a game-based listening activity using animation. |
London Met |
| RLO 10 Millionaire quiz |
This RLO uses a game-based translation activity to practise vocabulary expressing frequency. |
London Met |
RLO 11 Expressions of frequency
|
This RLO uses a game-based translation activity to practise vocabulary expressing frequency, including adverbs such as sometimes, often, rarely, etc. |
London Met |
| RLO 12 Describing household chores |
This RLO provides visual support and focuses on listening skills and vocabulary about household chores. Its main objective is understanding descriptions of household chores. |
London Met |
| RLO 13 Doing household chores |
This 2-part RLO contains a listening activity using an audio and video clip. It introduces idioms relating to household chores. |
London Met |
| RLO 14 Writing household chores |
This RLO focuses on reading skills and vocabulary about household chores, using video clips and follow-up activity. |
London Met |
| RLO 15 Listing household chores |
This RLO involves a game-based listening activity about household chores. It also provides spelling practice. |
London Met |
| RLO 16 Expressing lengths of time |
This RLO contains a game-based reading activity, focusing on prepositions expressing length of time ('depuis', 'dans' and 'pendant'). |
London Met |
| RLO 17 Naming bicycle parts |
This RLO is composed of 2 parts. Part 1 contains a listening comprehension activity and introduces vocabulary relating to bicycle parts. Part 2 provides more listening practice, with the focus on understanding instructions. |
London Met |
| RLO 18 Regional dishes |
This RLO focuses on listening (main skill) and reading (sub-skill). Its main objective is understanding descriptions of regional recipes. |
London Met |
| RLO 19 Talking about regional recipes |
This RLO contains a listening activity using a video clip. It provides practice in grammar and vocabulary, especially adverbs of quantity ('beaucoup de', 'trop de', 'assez de'). |
London Met |
| RLO 20 Following a recipe |
This RLO provides practice in listening comprehension, using a video editing task. Its main learning objective is understanding recipes. |
London Met |
| RLO 21 Saying what has happened |
This RLO involves a matching task, integrating listening (main skill) and vocabulary (sub-skill). Its objective is describing your daily routine and situations in the past. |
London Met |
| RLO 22 Describing accommodation |
This RLO contains a reading comprehension exercise that involves finding equivalent expressions for describing accommodation. |
London Met |
| RLO 23 Listening and describing accommodation |
This RLO contains a listening comprehension exercise on the subject of accommodation. It also introduces grammar points; in particular, expressions of comparison ('plus que', 'aussi que', 'moins que'). |
London Met |
| RLO 24 Describing accommodation |
This RLO contains a 3-part grammar exercise to practise the perfect tense with 'être'. |
London Met |
| RLO 25 Negative interrogation |
This RLO involves a word ordering game that provides practice in the use of the perfect tense in negative questions. |
London Met
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| Health Sciences |
| Clinical Skills |
| Hand Hygiene |
Practical hand hygiene techniques for infection control. |
Nottingham |
| Ethics |
| Informed Consent |
An RLO that explains why consent is required in a treatment setting. It describes levels of consent, the need for informed consent and the history of informed consent. |
Cambridge |
| Should Sarah smack her child? |
This RLO explores the ethical dimension and different views surrounding the use of mild smacking as a means of punishment. Should Sarah smack her child? This RLO introduces you to a range of stakeholders with differing viewpoints and allows you to record your own responses to their opinions. |
Nottingham |
| Why do we need Confidentiality? |
Presents the principles of confidentiality and key concepts of consent, privacy, trust, public interest and disclosure. A generic case conference approach enables users to consider and respond to the potential disclosure of genetic, disease and behavioural information. |
Cambridge
To top ^ |
| Evidence-based Practice |
| Confidence Intervals |
This RLO defines the term 'confidence intervals' and demonstrates how they can be used to determine the significance and range of possible sizes of a treatment effect. |
Nottingham |
| Designing a questionnaire |
This RLO introduces good practice in questionnaire design, step by step. |
Nottingham |
| Determining the importance of clinical trial results |
This RLO demonstrates how to interpret and use clinical trial data (ARR, RRR, NNT, NNH, and confidence intervals) in practice. |
Nottingham |
| Meta-analysis |
This RLO provides an introduction to the basic concepts of meta-analysis, which is an important and valuable tool for summarising data from multiple studies. |
Nottingham |
| Presenting and interpreting Meta-analysis |
How to present and interpret the results of a meta-analysis using forest plots. |
Nottingham |
| Numbers needed to treat, numbers needed to harm |
This RLO considers how to measure and interpret the magnitude of effect in clinical trial results using number needed to treat (NNT) and number needed to harm (NNH). |
Nottingham |
| Positive Predictive Values Negative Predictive Values |
This RLO explains how diagnostic test results are a combination of true and false positive, or true and false negative. |
Nottingham |
| Qualitative and quantitative research |
Outlining the distinction between qualitative and quantitative methods of doing research. |
Nottingham |
| Relative risk reduction and absolute risk reduction |
This RLO considers how to measure and interpret the magnitude of effect in clinical trial results using relative risk reduction (RRR) and absolute risk reduction (ARR). |
Nottingham |
| Search Strategy for randomised control trials |
Introduction to search strategies for locating randomised controlled trials (RCTs) in online databases. |
Nottingham |
| Sensitivity and Specificity |
This RLO explains how diagnostic test accuracy is described by the terms sensitivity and specificity. Sensitivity describes the accuracy of the test in detecting disease. Specificity describes the accuracy of the test in detecting health. |
Nottingham |
| SI Units |
To identify what SI units are, when they are used, and how to calculate unit changes. |
Nottingham |
| Steps in conducting a systematic review |
This RLO describes the various stages in conducting a systematic review and the issues that are encountered at each step. |
Nottingham |
| Surrogate outcomes |
This RLO considers the type of evidence which should be used when making decisions about patient care. |
Nottingham
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| Foundation Sciences |
| Acids, alkalis and bases: Introduction |
Defining and explaining acids, bases, and alkalis, from an ionic standpoint, and introducing the pH scale. |
Nottingham |
| Acids, alkalis and bases: Further application |
Examining the operation and application of acids, bases and alkalis, including neutralisation, acid/base reactions, and salts. |
Nottingham |
| Atomic Bonding |
Examining ionic and covalent between atoms. |
Nottingham |
| Concentration Gradients |
This RLO describes the concept of concentration gradients in biological systems through analogy with gradients found in everyday life, and outlines passive and active transport across cell membranes. |
Nottingham |
| Elements that make up the human body |
Introducing the periodic table of elements, and identifying the major elements involved in the human body and their roles. |
Nottingham |
| Homeostasis |
Introduction to the principles of homeostasis. |
Nottingham |
| Osmosis and Diffusion |
Explaining the difference between the processes of diffusion and osmosis, and introducing the concepts of concentration gradients and tonicity. |
Nottingham |
| Solutions and electrolytes |
Examining the mechanisms of chemical solution and how solvents work, and the roles of ions and electrolytes in chemical activity within the body. |
Nottingham |
| Starling's Forces |
An examination of the roles of hydrostatic and oncotic pressure in movement of fluid and gases across the capillary wall. |
Nottingham |
| Structure of the Atom |
An introduction to basic atomic structure. |
Nottingham
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| Gateways to Health |
| Gateways to Health |
A suite of decision based RLOs that cover health related topics. There are individual RLOs on Arthritis, Bad Back, Bloated, Cholesterol, Crying Baby, Discharge, Drugs, Hot Flushes, Incontinence, Indigestion, Sick Child, Smoker's Cough, Toothache. |
Cambridge
To top ^ |
Genetics |
| ACCE Framework |
This RLO is an introduction to the ACCE framework, a helpful model used in genetic test evaluation. |
Cambridge |
| Basics of DNA |
Animated examples of the techniques developed for detecting, copying, and sequencing DNA. |
Cambridge |
| Clinical Utility |
This learning object covers the topic of clinical utility of genetic information. The object focuses on genetic information associated with colorectal cancer. |
Cambridge |
| Genes, Disease & Health Services |
A multimedia quiz on Genes, Disease and Health Services. |
Cambridge |
| Genetic Variation & Disease Susceptibility |
An Adobe Presenter presentation on Genomics. It looks at how genetic variation can affect susceptibility to diseases. |
Cambridge |
| Genomics - Ethical, Legal & Social Issues |
This object captures a presentation on the ethical, legal and social aspects of genetic testing. |
Cambridge |
| Identifying specific genetic variants related to disease susceptibility |
The RLO looks at linkage and gene-disease association studies to assess their usefulness in explaining why certain people suffer specific diseases and others do not. |
Cambridge |
| Influencing Practice: Genetics in Disease Prevention |
An Adobe Connect application that captures a presentation made on the subject of the use of Genetics in disease prevention. |
Cambridge |
| Moral Theories |
This learning object describes the moral theories that are used to justify or clarify health care professionals' clinical decisions. |
Cambridge |
| Patents |
A learning object that describes how drugs can be patented. The topics covered include: what is necessary for a patent, how to file for a patent and what can and cannot be patented. |
Cambridge |
| Pharmocogenomics |
This RLO introduces Pharmocogenomics - the study of genetic influences on an individual's response to drugs. |
Cambridge |
| Public Health Genetics |
An Adobe Presenter presentation delivered by Ron Zimmern. An overview of Public Health Genetics. |
Cambridge |
| Using Twin & Adoption Studies |
This learning object looks at the use and effectiveness of twin and adoption studies to enrich our understanding of the contribution of genetics and environmental factors in disease causation. |
Cambridge
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| Human Life Sciences |
| The Anatomy of the Liver |
This RLO outlines the anatomy of the liver. |
Nottingham |
| Physiology of the Liver |
This RLO outlines the physiology of the liver. |
Nottingham |
| The Liver and Drug Metabolism |
The role of the liver in the metabolism of drugs. |
Nottingham |
| Cell division |
To identify the importance of cell division and briefly describe mitosis and meiosis. |
Nottingham |
| Glomerular filtration Pressure |
The RLO deals with the opposing forces within the glomerulus and the Bowmans capsule which together create the glomerular filtration pressure. The RLO builds on the Starlings Forces RLO by the same author and is intended to form the basis for a future RLO on glomerular filtration rate. |
Nottingham |
| The Inflammatory Response |
Describes the inflammatory response - a series of local cellular and vascular responses which are triggered when the body is injured or invaded by micro-organisms or antigen. |
Nottingham
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| Pharmacology |
| Calculating Medicines for Children |
This RLO is aimed at providing examples of how to calculate medicines, specifically for children but it relates well to any aspect of calculating medicines. |
Nottingham |
| Drug Receptor Interactions |
Introduction to the interaction of cell receptors with drugs.
|
Nottingham |
| Lock and Key Hypothesis |
Introducing the "lock and key" analogy of drug-receptor interaction, whereby only drugs of a certain molecular shape will 'fit' with a cell membrane receptor.
|
Nottingham |
| Plasma Proteins and Drug distribution |
Examining the role of plasma proteins in the blood in the distribution and elimination of drugs in the body. |
Nottingham
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| Maths |
| Engineering Maths |
| Introduction to matrices |
This animation introduces matrices as a set of numbers on a rectangular grid that can represent, among other things, a vector transformation. A simple matrix is acted on a vector to show the transformation of the unit square into a parallelogram. The determinant is introduced. |
Cambridge |
| Matrix multiplication |
This animation shows how to multiply matrices together. It shows that matrix multiplication is associative but not distributive. |
Cambridge |
| Inverse of 2X2 Matrix |
This animation introduces the identity matrix and the inverse matrix. It explains why it is impossible to find the inverse of a matrix whose determinant is zero. |
Cambridge |
| Introduction to Complex Numbers |
This animation introduces imaginary numbers and complex numbers. |
Cambridge |
| Visualising Complex Numbers |
This animation introduces the real number line, the imaginary number line, complex numbers and the Argand diagram. |
Cambridge |
| Multiplying complex numbers |
This animation shows how to multiply complex numbers, using a simple example. |
Cambridge |
| Adding and subtracting complex numbers |
This animation shows how to add or subtract complex numbers, using a simple example. |
Cambridge |
| Dividing complex numbers |
This animation shows how to divide complex numbers by using the complex conjugate. It uses a simple example. |
Cambridge |
| Multiplying complex numbers in polar form |
This animation shows how to multiply complex numbers by using polar form and the Argand diagram. |
Cambridge |
| The Complex Conjugate |
This animation introduces the complex conjugate. |
Cambridge
To top ^ |
| Essential Maths for Medics, Vets and Biologists |
| Scientific Notation, Powers and Prefixes |
| Writing in Scientific Notation |
Multimedia RLO on writing in Scientific Notation. |
Cambridge |
| Scientific Notation - Add, Subtract, Divide, Multiply |
An RLO that introduces adding, subtracting, multiplying and dividing using Scientific Notation. |
Cambridge |
| Practice Questions - Scientific Notation |
A ten question multiple choice test on Scientific Notation. |
Cambridge |
| Amount and Concentration - Making Dilutions and Solutions |
2A Making Solutions: g/1% w/v
|
An RLO that describes how to make solutions and how to differentiate between amount and concentration. |
Cambridge |
| 2B Making Solutions - Mole & Molar |
An RLO that introduces making solutions with reference to moles and molars. |
Cambridge |
| 2C Making Dilutions |
An RLO that introduces how to calculate and make dilutions. |
Cambridge |
Practice Questions
|
Amount & Concentration - Practice Questions. |
Cambridge |
| Understanding Equations: Using, rearranging and manipulating equations |
3A.1 To add, subtract, multiply and divide fractions using numbers and symbols:
To add, subtract, multiply and divide fractions using numbers and symbols |
An introduction to Fractions. Covers adding, subtracting, dividing and multiplying fractions. |
Cambridge |
| Equations - Reference Materials |
A pdf document that introduces equations. This sheet focuses on manipulating fractions. |
Cambridge |
| Equations - Practice Questions |
A set of practice questions that help you assess your ability. |
Cambridge |
3A.2 To carry out calculations with numbers and symbols using the correct order of operations:
Tutorial |
A learning object that concentrates on your ability to do calculations in the right order. |
Cambridge |
| Practice questions |
A set of practice questions that help you assess your ability. |
Cambridge |
3A.3 To be able to rearrange equations:
Tutorial |
A learning object that covers rearranging equations by: adding to/ subtracting from both sides, multiply/divide both sides, replace a term by another equal term, square/square root both sides, expand out, simplify (factorise) |
Cambridge |
| Practice test |
A 10 question test that assesses your ability to rearrange equations. |
Cambridge |
3B.1 Equations for straight lines:
Tutorial |
An object that shows you how to calculate the equation for a straight line given two points on the line. |
Cambridge |
|
Practice Questions |
A ten question test on getting the straight line for an equation. |
Cambridge |
3B.2 Spectrophotometry:
Tutorial |
A learning object that describes the basic principles of Spectrophotometry. |
Cambridge |
| Reference Material |
A pdf document on Spectrophotometry. |
Cambridge |
3B.3 Calculate Molar Absorbance Coefficient:
Tutorial |
This object helps you to be able to convert units from mM-1 to M-1 |
Cambridge |
| Practice Questions |
This object helps you to be able to convert units from mM-1 to M-1 |
Cambridge |
3B.4 Calculate the concentration of a substance:
Tutorial |
This learning object covers how to determine the concentration of a substance in a mixture. |
Cambridge |
| Practice test |
A 10 question test on calculating the concentration of a substance in a mixture. |
Cambridge |
3C Equations for curves using Michaelis-Menten as a case study:
Tutorial - Deriving the Michaelis-Menten Equation |
An audioviusal presentation on deriving the Michaelis-Menten equation. |
Cambridge |
| Tutorial - Using the Michaelis-Menten equation |
Using the Michaelis-Menten equation. |
Cambridge |
| Lineweaver-Burk Transformation |
An audio visual tutorial on transforming a curve into a straight line. |
Cambridge |
| Practice Questions |
A ten question test on transforming a curve to a straight line. |
Cambridge |
| Logarithms and Exponential Equations |
| 4A-4D Practice Questions |
A test on the basic concepts of logarithms. |
Cambridge |
| 4E-4I Practice Test |
A ten question test on manipulating logs by addition, subtraction, multiplication, division. |
Cambridge |
| 4J-4L Practice Questions |
Ten question test on manipulating logs. |
Cambridge |
| Numeracy |
| Decimals |
A basic introduction to decimals. |
London Met |
| Fractions |
A basic introduction to fractions. |
London Met |
| Percentages |
A basic introduction to percentages. |
London Met |
| Pie Charts |
A basic introduction into the use of pie charts. |
London Met |
| Probability |
A basic introduction to the subject of probability. |
London Met
To top ^ |
| Sports Science |
| Isokinetic dynamometer: angular velocity and degrees |
To conceptualise and model angular velocity measured in degrees. |
London Met |
| Isokinetic dynamometer: angular velocity and radians |
To conceptualise and model angular velocity measured in radians. |
London Met |
| Isokinetic dynamometer: angular velocity and the relationship between degrees and radians |
To conceptualise and model the relationship between angular velocity measured in degrees per second and radians per second. |
London Met |
| Cycle ergometer: revolutions |
To conceptualise and model the distance travelled by a bicycle based on the number of revolutions of the crank arm. |
London Met |
| Cycle ergometer: cadence |
To conceptualise and model the distance travelled by a bicycle based on the gear ratio employed. |
London Met |
| Muscle mechanics: load arm |
To conceptualise and model the mechanical system acting at the elbow joint with reference to the load arm moment. |
London Met |
| Muscle mechanics: effort arm |
Muscle tension and range of movement. To conceptualise and model the mechanical system acting at the elbow joint with reference to the effort arm moment. |
London Met
To top ^ |
| Statistics |
| Descriptive statistics for interval and ratio scale |
Describes the use of measures of central tendency, mean, mode, median and dispersion - range, standard deviation. |
Nottingham |
| Levels of Measurement |
To understand the different levels of measurement including nominal, ration, ordinal and scale measurements and the arithmetic operations that can be performed on them. |
Nottingham, Cambridge |
| Levels of Measurement - what you can and can't do arithmetically |
An explanation of the statistical operations that can be performed on the different levels of measurement. |
Nottingham, Cambridge |
| Probability and inferential statistics |
An introduction to probability and the probability of sample errors affecting research results |
Nottingham, Cambridge |
| Recognising Nominative Categorative data |
Learning Object that introduces Social Science students to recognizing and interpreting data contained in a table. The RLO uses data based on the causes of death of Rock and R&B musicians. |
Cambridge
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| Study Skills |
| Critical thinking |
An RLO that helps students to develop critical thinking skills. |
London Met |
| What is referencing? |
This RLO outlines the importance of referencing and how to refer to the work of others appropriately. Interactive tasks illustrate the range of materials that can be referenced and examples of plagiarism. |
Nottingham |
| Basic referencing using modified Harvard |
Introduction to the modified Harvard style of literature referencing, incorporating an interactive referencing tool for students. |
Nottingham |
| Referencing using modified Harvard |
A web-based desktop tool showing you how to accurately format references for the Modified Harvard system. Select the exact nature of reference type - book, journal, e-journal, website, government publication, and other sources - and the tool will show you examples of correct referencing for that type. |
Nottingham |
| What are journals |
Introduction to academic, professional, general and subject-based journals for nurses. |
Nottingham |
| Using databases to find journal articles |
An introduction to online databases of journals relevant to nurses (e.g. CINAHL, BNI). |
Nottingham |
| How to conduct a literature search |
This resource show you how to conduct a basic literature search including the use of boolean operators - and and or to refine searches. |
Nottingham |
| Educational Journals |
Introduction to academic, professional, education professionals. |
Nottingham |
| Why Critique Research? |
Why published research needs to be appraised by readers. |
Nottingham |
| Referencing books |
An interactive tutorial on how to reference books correctly. It begins with an example, and interactively draws the student through the stages of accessing the relevant information through to how to include the final citation in the bibliography. It concludes with a ‘test your knowledge’ set of activities. |
London Met |
| Referencing journals |
An interactive tutorial on how to reference journal articles correctly. It begins with an example, and interactively draws the student through the stages of accessing the relevant information through to how to include the final citation in the bibliography. It concludes with a ‘test your knowledge’ set of activities. |
London Met |
| Referencing websites |
An interactive tutorial on how to reference websites correctly. It begins with an example, and interactively draws the student through the stages of accessing the relevant information through to how to include the final citation in the bibliography. It concludes with a ‘test your knowledge’ set of activities. |
London Met |
| Reflective writing |
An interactive resource to help students with reflective writing. It includes theory on reflective writing and learning cycles, a quiz on learning styles, and has video clips of students talking about their experiences of completing reflective writing projects. |
London Met
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Reflection in the learning process
The content of the Reflective Writing RLO has been broken down into a series of individual RLOs, each focusing on a small topic. |
| Reflective writing tools |
Useful tools for self help reflection. |
London Met |
| Self evaluation of learning styles |
Quiz and visual aid for assessing your learning style. |
London Met |
| Learning cycles |
Visual aid for mapping your position within a learning cycle. |
London Met |
| Individual reflection in action |
A student talking to a tutor about their experience of reflecting on their own learning. |
London Met |
| Group reflection in action |
A group of students talking to each other about their experience of reflecting on their own learning. |
London Met |
| Approaches to effective learning |
Audio clips describing the key theoretical players in the field of reflective learning. |
London Met
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As an aid to searching we have produced the following list of subject areas in which we have produced RLOs. You can click on a subject area below to search the repository.
