Learning object

Draft

Definition

• Learning objects are reusable learning objects

• Small (relative to the size of an entire course) instructional components that can be reused a number of times in different learning contexts.

• “digital entities deliverable over the internet” (Wiley, 2000, p.3)

See also: the learning object repository article and the list of learning objects repositories

What is a learning object ?

Size

"The purpose of learning objects and their reality seem to be at odds with one another. On the one hand, the smaller designers create their learning objects, the more reusable those objects will be. On the other hand, the smaller learning objects are, the more likely it is that only humans will be able to assemble them into meaningful instruction. From the traditional instruction point of view, the higher-level reusability of small objects does not scale well to large numbers of students (i.e., it requires teachers or instructional designers to intervene), meaning that the supposed economic advantage of reusable learning objects has evaporated. " ([1])

Teaching materials

Most commonly used learning objects are teaching materials that can be found in teacher-centered repositories. There are several categories, e.g.

• Simple Contents for learners (e.g. Web Pages, Word documents)
• Multimedia presentations and multimedia animations
• Interactive learning software (e.g. interactive multimedia
• Microworlds

E-learning objects

In the world of e-learning, learning objects mostly refer to a set of interactive web pages, in particular standards-based IMS Content Packaging that can be imported into a LMS.

The SCORM 2004 3rd Edition Overview (p 1-6) defines “ilities,” that should caracterize a learning objects "economy":

• Accessibility: The ability to locate and access instructional components from one remote location and deliver them to many other locations.
• Adaptability: The ability to tailor instruction to individual and organizational needs.
• Affordability: The ability to increase efficiency and productivity by reducing the time and costs involved in delivering instruction.
• Durability: The ability to withstand technology evolution and changes without costly redesign, reconfiguration or recoding.
• Interoperability: The ability to take instructional components developed in one location with one set of tools or platform and use them in another location with a different set of tools or platform.
• Reusability: The flexibility to incorporate instructional components in multiple applications and contexts.

See also:

• educational modelling languages e.g. other IMS standards like the IMS Simple Sequencing or IMS Learning Design that deal with the sequencing part of a learning object
• metadata standards to describe objects or its compontents

Constructionist learning objects

The constructionist Oren Zuckerman (2006, in preparation) defines a learning object as {{quotation | specifically designed to promote learning through hands-on interaction. They are popular materials in early childhood education, at school and at home.

See constructionist learning object

Formal definition of learning objects

See educational modeling languages and IMS Content Packaging and the standards article for an overview.

Learning Objects Repositories

In the case of digital learning resources, there are many problems to be overcome before we can expect widespread reuse and sharing. Learning tends to be highly contextual, and context is not as easy to disseminate as data alone. (Learning )

See the learning object repository article and the list of Learning objects repositories

Links

• http://www.reusability.org/read/ (on line book)
• http://ijklo.org/ (This is an open content on-line journal)
• http://learningobjects.org/ (Portal with advice, good links for articles, etc.)

References

• Wiley, David A. (2000). Connecting learning objects to instructional design theory: A definition, a metaphor, and a taxonomy. In D.A. Wiley (Ed.). The Instructional Use of Learning Objects [on-line]. Available: [2].

• Williams, Roy (2003) Context, Content and Commodities: e-Learning Objects, Electronic Journal of e-Learning (EJEL) 2 (2). Abstract (PDF/HTML open access)