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Reusable Learning Objects
The idea behind Learning Objects originates from Object Oriented Programming
in computing. In Object Oriented Programming objects are created to represent
real world entities such as products and customers. These objects encapsulate
information about the object and the operations that may be performed
with it.
The key benefit is that objects can be re-used in different applications.
Rather than every programmer developing their own customer objects, a
few programmers develop very good ones and these are plugged into future
applications involving customers.
Definition
Learning Objects are blocks of learning which may include both explanations
and assessment of how well the explanation has been understood. Learning
Objects generally come with a description of what they are intended to
teach. They may then be adopted, and possibly adapted by instructors,
thus obviating the need to continually re-invent wheels by creating yet
another version of material that already exists many times over.
Learning Objects are not a new idea - the textbook is an excellent example.
However, computer technology now makes it possible both to share and locate
resources easily anywhere in the world.
Stephen Downes makes a compelling case for the economic benefits of
this approach in his essay Learning
Objects (2000).
Concerns
There are concerns about the use of Learning Objects. There is a risk
that learning quality may be compromised by using generic rather than
purpose-built instructional materials. This highlights the need for the
appropriate selection of Learning Objects, their adaptation where necessary,
and quality learner support systems.
Some instructors feel it is faster to create their own learning resources
rather than locating and evaluating existing material. This concern is
likely to be addressed as the approach becomes more common and searchable
repositories become larger and more widely available. Standardized mechanisms
for describing Learning Objects, include instructor reviews, will also
increase the level of adoption.
Improperly used, Learning Objects can appear to present knowledge as
consisting of distinct, unrelated chunks rather than an interlinked whole.
This may be avoided by appropriate contextualization and support, ie ensuring
learners know WHY they are studying a particular topic
and HOW it fits into the bigger picture.
See also
The
Instructional Use of Learning Objects an online book that
tries to go beyond the technological hype and connect learning objects
to instruction and learning.
Collections of "Learning Objects"
MERLOT - Multimedia
Educational Resource for Learning and Online Teaching a free
and open resource designed primarily for faculty and students of higher
education. Links to online learning materials are collected along with
annotations such as peer reviews and assignments.
MIT OpenCourseWare online publication of MIT course materials.
Interoperability
A closely related topic is that of interoperability. For some years a
number of bodies such as Advanced Distributed Learning, the IEEE and IMS
have been working to develop standards for digital learning content and
computerized learning delivery systems. The idea behind these standards
is that any conformant learning content will be capable of being delivered
through any conformant platform, much as Sony and Maxell CD-ROMs may be
used in Dell and Toshiba computers.
The compliance with standards has two advantages for institutions. Firstly,
it maximizes the range of external materials which may be brought in and
delivered through the particular platforms in use. Secondly, it provides
the largest possible potential market for internally created resources.
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