1. Developing Standards-based
Learning Objects by Using
Design Document
MID 7133
Lecturer : Azmawati Binti Mohd Lazim
: azmawati.mohd.lazim@gmail.com : Azmawati Mohd Lazim
: 21A4FE60 : wawacrv : wawacrv

2. 1. Learning Object Development
2. Exploring Learning Objects
3. Storyboarding for RLOs and RIOs
4. Storyboarding Guidelines & Tips
5. Mini-Project
6. Authoring Tools for Creating Learning
Objects
7. Practical Implementations & Deployment of
Learning Objects
8. Roundup
Contents
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3.  "The Course" vs. "The Learning
Object"
◦ "The course" --The unit of learning best
understood by traditional educators
◦ Internet has emerged as a powerful change
agent for both business and education
◦ Internet has encouraged educators and trainers
to reexamine ways in which they create and
deliver educational materials
◦ Outcome is a shift towards deconstructing the
"course" into small pieces of instruction
 the "Learning Object"
What is a learning object?
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4. Learning Object
Organizational Structure
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5. 5
Design by Azmawati Mohd Lazim for masters of E-Learning Students Class of 2012, Multimedia University, Cyberjaya, Malaysia

6. Learning Object Model
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7. Clearly defined, specific and
measurable learning outcome
(performance objective)
Learning content that prepare
learners to master /gain
competence of the learning
objective stated.
Interactive exercise (s)
that provide learners
a chance to practice the
skill / knowledge learned.
Assessment or test item to
evaluate if learning outcome
is achieved.
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8. What are learning objects?
Smaller units of learning Typically from 2 and 15 minutes of learning
(7+ 2 RIO/ frames)
Self contained Can be used independently of other learning
objects
Reusable Same learning object can be used in
multiple contexts for multiple purposes
Can be aggregated LOs can be grouped into larger collections
of content to create more substantial
learning units (lesson, module, course)
Tagged with metadata All LOs are tagged with metadata that
describes the LO and allows it to be easily
retrieved in a search.
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9. Example of Learning Object
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10. Example of Learning Object
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11. Lo deployed in the LMS
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12. Learning Object Development
Dr David Merrill’s Component Display Theory
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Design by Azmawati Mohd Lazim for masters of E-Learning Students Class of 2012, Multimedia University, Cyberjaya, Malaysia

13. Learning Object Hierarchy
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14. Structure of learning object
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15.  Each RIO has:
◦ Pretest item(s)
◦ Content items
◦ Practice items
◦ Quiz items
RIO Structure
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16. Guidelines on Number of Content Items
RIO Type No. of Content Items Required areas
Introduction
Concept 4 - 10 Definition
Example (at least 1)
Practice Question(s)
Introduction
Fact 4-9 Any combination of:
Facts - Graphic
Facts - List
Facts - Table
Practice Question(s)
Introduction
Procedure 3-6 Any one table:
Procedure Table
Decision Table
Combined Table
Practice Question(s)
Introduction
Process 3-5 Any one table:
Staged Table
Block Table
Cycle Chart
Practice Question(s)
Introduction
Principle 5 - 11 Principle Statement
Guidelines
Example(s) 16
Practice Question(s)

17.  RLO Title:
 RIO Title:
 RIO Objective: After completing this
topic, you will be able to …
 RIO Type: (Concept, Fact, Procedure,
Principle, Process)
RIO Packet Cover Sheet
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18. Process RIO Example - 2
Facts – only list the facts that are needed to
explain the process. Example:
Those involved in QA
The QA process involves the following staff:
• Development team member
• QA Manager
• QA Reviewer
• Performance Solutions Group member
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Design by Azmawati Mohd Lazim for masters of E-Learning Students Class of 2012, Multimedia University, Cyberjaya, Malaysia

19. Pros Cons
Production LOs can be Retooling & retraining
maintained & updated required
costs separately
Flexibility More LOs – more Restricts learner’s scope
flexible for designers
Pedagogy Fits in with ISD Can restrict pedagogical
theories. More approaches. Can’t apply to
discipline for IDs lengthy materials
End-user Lower costs & Significant conversion
increased choice costs
costs
Pros & Cons of LOs
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20.  2 important issues in learning objects:
◦ Interoperability
◦ Reusability
 Single most difficult characteristic is
granularity – no accepted definition –
best one is between 2 and 15 minutes
for learning (topic level)
 Single most important characteristic is
the learning objective in the learning
object itself
Issues with Learning Objects
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21. Anatomy of a Learning Object
 Centred around a learning objective
 Content / information supports the
objective and promotes the
achievement of the learning outcome
 Practice / Feedback ensures mastery
Objective
Practice
Instructional and
Content Feedback
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22.  http://www.kineo.com/demos/mcd_artic_
demo/mcd_demo/player.html
 http://www.kineo.com/case_studies/fit-
for-the-future/main.html
 http://www.kineo.com/demos/nikon_d500
0/main.html
More examples
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