The research examines the reuse of learning objects across different contexts like universities, the military, and corporations. It identifies key dimensions for reuse, including cultures within contexts, learning scenarios, incentives for reuse, work processes, and how objects are stored. These dimensions can guide the selection of tools and procedures to support the lifecycle of learning objects for different usage contexts. The results suggest reuse in practice may focus more on local sharing within departments and reusing one's own material rather than wide exchange across contexts.

1. Strategies for Reuse of LearningStrategies for Reuse of Learning
Objects: Context DimensionsObjects: Context Dimensions
Allard Strijker (2005, March 3). I-Class /Allard Strijker (2005, March 3). I-Class /
Prolearn Leuven BelgiumProlearn Leuven Belgium

2. ContextsContexts
• The research describes issues related to theThe research describes issues related to the
reuse of learning objects and thereuse of learning objects and the
implementation of learning technologyimplementation of learning technology
standards for reuse of these learning objectsstandards for reuse of these learning objects
in different contexts and the human andin different contexts and the human and
technical aspects involved:technical aspects involved:
• University,University,
• Military,Military,
• Corporate Learning.Corporate Learning.

3. Learning ObjectsLearning Objects
• Learning objectsLearning objects are defined as digitalare defined as digital
entities, available for use or reuse in differententities, available for use or reuse in different
learning settings.learning settings.
• These objects themselves may or may notThese objects themselves may or may not
have been originally created as learninghave been originally created as learning
objects; it is their use for learning purposesobjects; it is their use for learning purposes
that makes them learning objects.that makes them learning objects.
• Definition used in the research: A learningDefinition used in the research: A learning
object is any digital entity that may be usedobject is any digital entity that may be used
for learning, education, or training.for learning, education, or training.

5. Human aspectsHuman aspects
• Human aspects relate to motivation for reuse,Human aspects relate to motivation for reuse,
organizational incentives, and appliedorganizational incentives, and applied
learning scenarios.learning scenarios.
• RQ1: Human perspective – What humanRQ1: Human perspective – What human
aspects are important to support the differentaspects are important to support the different
stages of the lifecycle of a learning object?stages of the lifecycle of a learning object?
• Human aspects:Human aspects:
– Why takes reuse place,Why takes reuse place,
– Who is involved.Who is involved.

6. Technical AspectsTechnical Aspects
• Technical aspects related to reuse of learning objectsTechnical aspects related to reuse of learning objects
include the development of objects, repositories,include the development of objects, repositories,
services of repositories, and technology to exchangeservices of repositories, and technology to exchange
learning objects.learning objects.
• RQ2: Technical perspective - What tools andRQ2: Technical perspective - What tools and
technologies are important to support thetechnologies are important to support the
• different stages of the lifecycle of a learning object?different stages of the lifecycle of a learning object?
• Technical aspects:Technical aspects:
– What's reused,What's reused,
– How is reuse supported, andHow is reuse supported, and
– Where are learning objects stored.Where are learning objects stored.

7. Overall Research QuestionOverall Research Question
• RQ3. Combining human and technicalRQ3. Combining human and technical
perspectives - What are key dimensionsperspectives - What are key dimensions
to guide the selection of tools,to guide the selection of tools,
technologies, and human procedures totechnologies, and human procedures to
support the different stages of thesupport the different stages of the
lifecycle of a learning object for users inlifecycle of a learning object for users in
different usage contexts, particularlydifferent usage contexts, particularly
university, corporate learning, anduniversity, corporate learning, and
military training?military training?

8. Lifecycle for reuse of learning objectsLifecycle for reuse of learning objects
• Obtaining,Obtaining,
• Labeling,Labeling,
• Offering,Offering,
• Selecting,Selecting,
• Using,Using,
• Retaining.Retaining.
Obtaining
Labeling
Offering
Selecting
Using
Retaining
Editing

9. Dimensions for ReuseDimensions for Reuse
• The research identified dimensionsThe research identified dimensions
related to use of learning technologyrelated to use of learning technology
standards for reuse such as:standards for reuse such as:
– Cultures within the context,Cultures within the context,
– Learning scenarios,Learning scenarios,
– Incentives for reuse,Incentives for reuse,
– Work processes,Work processes,
– How learning objects are stored.How learning objects are stored.

10. Cultures within the context
Competences, responsibility,
professional qualifications, effort,
discipline, obedience, seriousness,
energy, dedication
Progress, future, functionality,
efficiency, optimality, performance,
productivity, professionality,
reliability, far-sightedness, system
To master, to integrate, to organise, to
control, to stabilise, to foresee, to
implement, to detect, to adapt, to
analyse, to measure, to formalise, to
standardise, to solve, to optimise, to
schedule, to sequence, to anticipate.
The Industrial
World
Attractive, appealing, respectfulness
to the customers, open-minded,
obliging, willing to help, thoughtful,
careful, reactive, opportunist
Wealth, money, luxury; business, fair
deals, good deals, bargain; interest,
attentions to others; contract;
competition, rivalry, opportunism,
freedom,
To desire, to possess, to bet, to win
and to loose, to gamble and to play, to
buy, to sell, to negotiate, to deal, to
pay, to rival, to conclude, to
accumulate, to keep one's distance.
The Merchant
World
Concerned with the general will,
altruism, giving collective interest a
higher rank than personnel Interests.
The general will, the common
interest, generosity, self-abnegation,
sacrifice, pride, the group, collective
action, collective entities (ideas,
values, symbols and institutions).
To debate, to voice, to mobilise, to
gather, to adhere, to exclude, to
inform, to codify, to delegate, to
represent and to be represented, to
show solidarity, to share.
The Civic World
Being an actor, contributive,
communicative, participative,
personality, celebrity
Image, reputation, fame, success,
honour, acknowledgement, visibility,
audience, credibility, Identification.
To influence, to convince, to
persuade, to seduce, to promote, to
advertise, to orientate, to catch the
attention, to compare.
The World of
Opinion
Honest, decent, respectful, common
sense, savoir-vivre, repetitive,
reproductive, cautious, reliable
Confidence, responsibility, merit,
respectability, convention, dignity,
tradition, hierarchy, rank; parents,
children, generation; rules and
confidence, principles; harmony; the
"natural"; the duty
To behave, to give, receive and give
back; to respect; to keep the
convenient distance; to be polite (with
both inferiors & superiors); to
interact.
The Domestic World
Spontaneous, passionate, risk taking,
open-minded, independent, intuitive
Singularity, difference, innovation,
originality, irrationality, imaginary,
spirituality, unconscious, chance
To create, to discover, to research, to
share, to imagine, to dream, to
explode, to be amazed, to perceive, to
harness.
The World of
Inspiration
AttitudesValue featuresVerbs

11. Cultures within the context: Attitudes
• The World of Inspiration
– Spontaneous, passionate, risk taking, open-minded, independent, intuitive
• The Domestic World
– Honest, decent, respectful, common sense, savoir-vivre, repetitive, reproductive,
cautious, reliable
• The World of Opinion
– Being an actor, contributive, communicative, participative, personality, celebrity
• The Civic World
– Concerned with the general will, altruism, giving collective interest a higher rank than
personnel Interests.
• The Merchant World
– Attractive, appealing, respectfulness to the customers, open-minded, obliging, willing
to help, thoughtful, careful, reactive, opportunist
• The Industrial World
– Competences, responsibility, professional qualifications, effort, discipline, obedience,
seriousness, energy, dedication

12. Cultures within the context: Value
features
• The World of Inspiration
– Singularity, difference, innovation, originality, irrationality, imaginary, spirituality,
unconscious, chance
• The Domestic World
– Confidence, responsibility, merit, respectability, convention, dignity, tradition,
hierarchy, rank; parents, children, generation; rules and confidence, principles;
harmony; the "natural"; the duty
• The World of Opinion
– Image, reputation, fame, success, honour, acknowledgement, visibility, audience,
credibility, Identification.
• The Civic World
– The general will, the common interest, generosity, self-abnegation, sacrifice, pride, the
group, collective action, collective entities (ideas, values, symbols and institutions).
• The Merchant World
– Wealth, money, luxury; business, fair deals, good deals, bargain; interest, attentions to
others; contract; competition, rivalry, opportunism, freedom,
• The Industrial World
– Progress, future, functionality, efficiency, optimality, performance, productivity,
professionality, reliability, far-sightedness, system

13. Cultures within the context: Verbs
• The World of Inspiration
– To create, to discover, to research, to share, to imagine, to dream, to explode, to be
amazed, to perceive, to harness.
• The Domestic World
– To behave, to give, receive and give back; to respect; to keep the convenient
distance; to be polite (with both inferiors & superiors); to interact.
• The World of Opinion
– To influence, to convince, to persuade, to seduce, to promote, to advertise, to
orientate, to catch the attention, to compare.
• The Civic World
– To debate, to voice, to mobilise, to gather, to adhere, to exclude, to inform, to codify,
to delegate, to represent and to be represented, to show solidarity, to share.
• The Merchant World
– To desire, to possess, to bet, to win and to loose, to gamble and to play, to buy, to
sell, to negotiate, to deal, to pay, to rival, to conclude, to accumulate, to keep one's
distance.
• The Industrial World
– To master, to integrate, to organise, to control, to stabilise, to foresee, to implement, to
detect, to adapt, to analyse, to measure, to formalise, to standardise, to solve, to
optimise, to schedule, to sequence, to anticipate.

14. Learning scenariosLearning scenarios
• AcquisitionAcquisition
– ObjectivesObjectives
– TrainingTraining
– Drill and practiceDrill and practice
– AwarenessAwareness
– KnowingKnowing
– CBTCBT
– AuthoringAuthoring
• ParticipationParticipation
– CollaborationCollaboration
– CommunicationCommunication
– CompetencesCompetences
– LearningLearning
– ApplicationApplication
– SynthesisSynthesis
– AnalysesAnalyses
– ELOELO
– MentoringMentoring

15. Learning objectives (Bloom, 1956)
assess, decide, rank, grade, test, measure,
recommend, convince, select,
judge, explain, discriminate,
support, conclude, compare,
summarize
- compare and discriminate between ideas
- assess value of theories, presentations
- make choices based on reasoned argument
- verify value of evidence
- recognize subjectivity
Evaluation
combine, integrate, modify, rearrange,
substitute, plan, create, design,
invent, what if?, compose,
formulate, prepare, generalize,
rewrite
- use old ideas to create new ones
- generalize from given facts
- relate knowledge from several areas
- predict, draw conclusions
Synthesis
analyze, separate, order, explain,
connect, classify, arrange, divide,
compare, select, explain, infer
- seeing patterns
- organisation of parts
- recognition of hidden meanings
- identification of components
Analysis
apply, demonstrate, calculate, complete,
illustrate, show, solve, examine,
modify, relate, change, classify,
experiment, discover
- use information
- use methods, concepts, theories in new
situations
- solve problems using required skills or
knowledge
Application
summarize, describe, interpret, contrast,
predict, associate, distinguish,
estimate, differentiate, discuss,
extend
- understanding information
- grasp meaning
- translate knowledge into new context
- interpret facts, compare, contrast
- order, group, infer causes
- predict consequences
Comprehension
list, define, tell, describe, identify, show,
label, collect, examine, tabulate,
quote, name, who, when, where,
etc.
- observation and recall of information
- knowledge of dates, events, places
- knowledge of major ideas
- mastery of subject matter
Knowledge
Question CuesSkills Demonstrated
Competence

16. Pedagogies related to organisationalPedagogies related to organisational
settingsetting
Pedagogies related to organizational setting

17. Incentives for reuseIncentives for reuse
• OrganizationalOrganizational
– Knowledge managementKnowledge management
– Human resourceHuman resource
managementmanagement
– Sustainable developmentSustainable development
– Saving moneySaving money
– EfficiencyEfficiency
– Organizational capitalOrganizational capital
• PersonalPersonal
– Helping ColleaguesHelping Colleagues
– Saving timeSaving time
– EfficiencyEfficiency
– Communities of practiceCommunities of practice
– Networks of excelenceNetworks of excelence

18. Work processesWork processes
• Formal workflowFormal workflow
– RolesRoles
– ResponsibilitiesResponsibilities
– VersioningVersioning
– Quality controlQuality control
– ManagementManagement
– OwnershipOwnership
• Personal habitsPersonal habits
– Individual productsIndividual products
– One person all rolesOne person all roles
– Teacher in controlTeacher in control
– CopyrightsCopyrights
– IndependentIndependent

19. How objects are storedHow objects are stored
• RepositoriesRepositories
- Knowledge- Knowledge
managementmanagement
systemssystems
– (Learning) Content(Learning) Content
ManagementManagement
SystemsSystems
– Electronic LearningElectronic Learning
EnvironmentsEnvironments
• LocallyLocally
– Hard disksHard disks
– Personal websitesPersonal websites

20. Context OrientationsContext Orientations
• Personal orientedPersonal oriented
– Personal orientation is related to humanPersonal orientation is related to human
interaction, personal needs, personalinteraction, personal needs, personal
incentives, and personal values.incentives, and personal values.
• Systems orientedSystems oriented
– The Systems orientation focuses onThe Systems orientation focuses on
technical specifications, rules, policy, andtechnical specifications, rules, policy, and
procedures.procedures.

21. Dimensions for ReuseDimensions for Reuse
LocallyRepositoryHow learning
objects are
stored
PersonalFormal
workflow
Work
processes
Personal habitsOrganizationalIncentives for
reuse
ParticipationAcquisitionLearning
scenarios
The world of
inspiration
The Merchant
world
The world of
Opinion
The Civic
world
The
Domestic
world
The industrial
world
Cultures
within the
context
Personal
Oriented
Systems
Oriented

22. DiscussionDiscussion
• Try to map your current context (theTry to map your current context (the
environment you work in) on theenvironment you work in) on the
dimensions.dimensions.
– If the focus is on the left side (Systems),If the focus is on the left side (Systems),
you are in a context that provides differentyou are in a context that provides different
aspects for reuseaspects for reuse
– If the emphasis on the right sideIf the emphasis on the right side
(Personal), the implementation of a reuse(Personal), the implementation of a reuse
strategy in your context is problematicstrategy in your context is problematic

23. ResultsResults
• The results of the research show thatThe results of the research show that
reuse in practice may not so much bereuse in practice may not so much be
focused on a wide exchange of allfocused on a wide exchange of all
available material but rather on localavailable material but rather on local
level sharing within departments andlevel sharing within departments and
even primarily on the reuse of one’seven primarily on the reuse of one’s
own course material.own course material.

24. ContactContact
• http://users.gw.utwente.nlhttp://users.gw.utwente.nl
• A.strijker@utwente.nlA.strijker@utwente.nl