What are Learning Objects?
According to Barritt (2002), there are many ways to define the size and function of a "Learning object" (LO). An LO can be as large as a course or as small as a specific piece of any content, for example, a definition. In fact, the size and shape of an object is open to the organization to define, as there is no industry or educational standard at this time.
However, for Barrit, an LO is based on a single learning or performance objective that is presented through content, practice, and assessment items. Content, practice items and assessment items are built out of text and media elements. The LOs can be stand alone instructional materials or they can be a series of LOs. These LOs, or building blocks of instruction may function like any other instructional object in that they are available for reuse by the authors or by the instructors and can be delivered to the performers just-in-time.
Here are some articles on LOs and RLOs. I believe that these are used mostly in the business world and higher education training centers.
Hannafin, M. J., Hill, J. R., McCarthy, J. E. (2000). "Designing resource-based learning and performance support systems," in D. A. Wiley, ed., The Instructional Use of Learning Objects. Retrieved August 14, 2006, from:
http://reusability.org/read/chapters/hannafin.doc
Merrill, M. David. (2000) "Components of Instruction: Toward a Theoretical Tool for Instructional Design." Instructional Science. Retrieved August 10, 2006 from:
http://www.id2.usu.edu/Papers/Components.PDF
Merrill, M. David & ID2 Research Team. (1996)."Instructional Transaction Theory: Instructional Design based on Knowledge Objects." Educational Technology, 36(3), 30-37. Retrieved August 5, 2006 from:
http://www.id2.usu.edu/Papers/FridgeKO.PDF
Merrill, M. David. (Undated). "A Knowledge Object and Mental Model Approach to a Physics Lesson." Educational Technology. Retrieved August 1, 2006 from:
http://www.id2.usu.edu/Papers/CatesRevision6.PDF
Merrill, M. David. (1998) "Knowledge Objects." CBT Solutions, March/April 1998. Retrieved July 10, 2006 from:
http://www.id2.usu.edu/Papers/KnowledgeObjects.PDF
Merrill, M. D. (2000). "Knowledge objects and mental models." In D. A. Wiley (Ed.), The Instructional Use of Learning Objects: Online Version. Retrieved July 10, 2006, from: http://reusability.org/read/chapters/merrill.doc
Wiley, D. A. (2000). "Connecting learning objects to instructional design theory: A definition, a metaphor, and a taxonomy," in D. A. Wiley, ed., The Instructional Use of Learning Objects: Online Version. Retrieved July 18, 2006, from:
http://reusability.org/read/chapters/wiley.doc
Wiley, D.A., ed. The Instructional Use of Learning Objects: Online Version. Retrieved July 15, 2006, from:
http://www.reusability.org/read/
Wiley, D.A. Learning Object Design and Sequencing Theory, June 2000. Retrieved July 14, 2006, from:
http://wiley.ed.usu.edu/docs/dissertation.pdf
Wiley, D.A. (2003) "Learning Objects: Difficulties and Opportunities." Retrieved July 10, 2006, from:
http://wiley.ed.usu.edu/docs/lo_do.pdf
2 comments:
Does the author give any examples of what is and what is not an LO... it seems like almost anything can be an LO. Am I misundertsnading?
Yes, so far that is how it is understood in general.In certain contexts like computer sciences, LOs are considered to be a unit of instruction, with practice and assessments components. In other educational settings, it can be any stand-alone digital or non digital object, which is used for learning (Wiley, 2000).
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