Learning Objects

See also:

• e-Tivities

• Definitions
• Metaphors
• Learning Objects = content + interface + Metadata
  • Content + Interface
  • Metadata for the encoding of learning objects
• Learning Objects repositories
• Learning Objects Syndication
• References and links
• Media assets

(adapted from Robert J. Beck from U. Milwakee)

• Quite small units of learning, typically ranging from 2 minutes to 15 minutes.
• self-contained – each learning object can be taken independently
• reusable – a single learning object may be used in multiple contexts for multiple purposes
• can be aggregated – learning objects can be grouped into larger collections of content, including traditional course structures
• tagged with metadata – every learning object has descriptive information allowing it to be easily found by a search

Reload objectives include the production of a suite of software tools for authoring and delivery of standard-compliant learning objects. Reload has free content packaging software available for download.

The course: The unit of learning best understood by traditional educators The learning object: “Any digital resource that can be used to support learning.” (David A. Wiley, II) Internet has encouraged deconstructing the “course” into small pieces of instruction– the “Learning Object”

In order to be effective and valuable, the individual items in a digital repository must be (from educause 2001):

• Searchable ( Intelligent searching )
• detailed enough meta-tags so you can find what you need
• Interoperable
• able to be utilized by whatever Learning Management System (LMS) you are using
• Accessible
• LOs can be located, readily updated, and integrated with other LOs

Open Ed - Week 11: OERs vs Learning Objects

Excerpt from that page: “What seems “fixed” - or at least seems to work better: In this iteration, OERs expand the notion of reusable educational resources to include adaptation and sharing by the learner. This is accomplished through more liberal licensing (diriviative works / share alike), as well as expanded access outside of traditional proprietary walled gardens. By moving reusable educational resources out of proprietary systems and formats into the realm of the Internet, both producers and users can take advantage of common Internet search and sharing functions, including RSS, which allows learners to pull the content versus having it pushed to them in canned packages of learning content. ”

• Problems and issues
• Different standard & specifications
• Not doing all of it
• Vendor lock-in
• Standards develop and change
• Don't always meet all users' needs.
• Standards do not mean that people will comply to them.
• <Question from public, somebody involved in disability issues. How do you get people comply to standard→ application to make sure they do>
• Must be compatible with existing systems (databank)