Learning objects are defined as digital, reusable pieces of content that can accomplish a learning objective. They are smaller units of learning than traditional content, typically 2-15 minutes. Learning objects are self-contained, reusable in multiple contexts, and can be aggregated into larger collections. They are tagged with metadata to aid searching. While modularization allows for flexible reuse and updating, developing learning objects requires retooling processes and restricting some learner data. However, standards facilitate interoperability and market competition to reduce costs over time.
1. Learning Objects
We define learning objects as digital,
re-usable pieces of content that can be used
to accomplish a learning objective
http://www.learning-objects.net/
A Learning Object “Is defined as the smallest independent
structural experience that contains an objective, a learning
activity and an assessment.” (L’Allier 1997)
http://www.grayharriman.com/learning_objects.htm
2. Learning Object Characteristics
• Learning objects are a new way of thinking about learning content.
Traditionally, content comes in a several hour chunk. Learning ob-
jects are much smaller units of learning, typically ranging from 2
minutes to 15 minutes.
• Are self-contained each learning object can be taken independent-
ly
• Are reusable a single learning object may be used in multiple con-
texts for multiple purposes
• Can be aggregated learning objects can be grouped into larger col-
lections of content, including traditional course structures
• Are tagged with metadata every learning object has descriptive
information allowing it to be easily found by a search
Adapted from the Wisconsin Online Resource Center (WORC):
3. PROS vs CONS
Production Costs
Pro - By properly breaking content into learning objects, different
parts can be maintained and updated separately. If a suitable learning
object can be found, a new one does not need to be created. These are
costs savers.
Con - Changing to a learning object approach from a “self-contained
system” approach involves retooling and retraining costs
4. Flexibility
Pro - As more and more standards-based learning objects become
available, increased choice will translate into more flexibility for de-
signers.
Con - Using standards-based learning objects restricts the scope of
learner information that is accessible by content if total interoperabil-
ity is maintained.*
5. Pedagogy
Pro - Learning objects fit nicely into many ISD theories. Instructional
templates can be created with slots for specific types of learning ob-
jects. Learning objects may encourage designers to operate in more
disciplined ways with a positive effect.
Con - Restrictions on learner information available could restrict peda-
gogical approaches. Approaches using lengthy discursive material may
not benefit from the use of learning objects.
6. End User Cost
Pro - The learning object approach prevents consumers from being
locked in to specific systems. As standards take hold, the market for
content will take on more of the properties of a typical consumer
market with lower costs and increased choice.
Con - The cost of converting existing content to a learning object
approach may be significant.
7. Industry Support
Pro - All leading system vendors and content producers are support-
ing SCORM and other standards that are based on or that comple-
ment a learning object approach.
Con - Realistically, it is twelve to eighteen months between the time
the vendor community adopts an approach and the time products
that implement the approach are available.
http://www.eduworks.com/index.php/Publications/Learning-Object-
Tutorial/Pros-and-Cons.html
8. HTML - The universal support for LOs
Any type of learning resource that can be digitized, processed
and displayed in a browser or LMS
HTML supported Leaning Objects
• Documents/Images
• Podcasts
• Audio/video clips
• Simulations
• Games
• Learning modules
• Assesments
9. Choke Points
Choke points are those concepts or procedures within a subject area
that are known to cause difficulties for learn-
ers. These are frequently the primary objective
for a learning object.
http://lor.gvtc.org/
10. LO Development
• Plan - Identify teams, processes, timetable
• Distill - Organize learning objects around the learning objectives
• Design - Deconstruct courses and design engaging learning objects
and assessment per objective
• Market - Consistent reminders that learning objects are available and
that the benefits of using them to faculty