Learning Objects
This page has been kept for reference.
It will no longer be updated by ICVET.
Reviewed and Updated: January 2008
One very simple way of thinking about how online courses are created is to consider them as being either a single, complete unit or as a compilation of smaller units. In the latter case, the smaller units are often referred to as 'learning objects'.
While this may seem like a simplistic statement it nevertheless is important to realise there is no across the board singular definition of a learning object. This is largely because each industry sector has its own vernacular and orientation. Further, if the definition is too broad then it is of little use for anyone. Take for example the IEEE (Institute of Electrical and Electronics Engineers, Inc.) definition of an LO 'any entity, digital or non-digital which can be used, re-used or referenced during technology supported learning.'
It is more productive then if we simply regard what are commonly considered to be the characteristics of an LO. These are generally summarised as:
Independent - LOs are discrete and coherent chunks of information, activities or assessment, which are self-contained in that they can contain a complete learning sequence, and don't rely on other material in order to make sense.
Shareable/ Reusable - LOs are small standalone, reusable components that can be assembled to provide resources for various learning environments. LOs contain content developed in one context that is transferable to another context. It is this notion of shareability between institutions which is fundamental to leveraging any advantage in using LOs.
Interoperable - Objects must be interoperable, ie content from multiple sources must work with different learning systems. In order to do this they must conform to various standards.
Instructional value - In order to be defined as a Learning Object there must be some intrinsic instructional value. A Learning Object is not just a knowledge or information object. They should result in a complete learning outcome, objective, skill or competency.
Discoverable - Objects must be able to be found. This usually entails tagging them with appropriate descriptive metadata.
While the points above are generally accepted, another two, slightly more contentious should be considered.
Granular - Granular is used to describe the smaller parts of learning material making up an LO. Currently we need to be pragmatic and accept that there will be a range of reuseable content, from a single image file to an entire course.
Context - In order to maximise their reusability, LOs are required to minimise the amount of information specific to a given context. However this is often difficult. Again we need to accept some latitude in that LOs can include context related information either within the object or by some external association to it.
Websites
Resourcing the Curriculum – learning objects
West Australian Department of Education site to support teachers. Has resources and links and is worth a good look.
Learning Objects Quick Guide: Developing concepts and technologies in the VET Sector
Don’t know what a learning object is? Let alone how to use one? This document from the Flexible Learning Framework is the place to go.
EdNA online – Learning Objects
This EdNA theme page aimed at school teachers has a host of links that are freely available learning objects within the EdNA repository.
The Learning Object Repository Network (LORN)
A national repository network providing access to more than 2,500 high quality teaching and learning resources that support flexible delivery in the VET sector.
A Field Guide to Learning Objects
This is an article on Learning Circuits by ASTD & SmartForce (2002) and is an extensive guide on the use of Learning Objects for practitioners designing online learning.
The Instructional Use of Learning Objects
The online version of The Instructional Use of Learning Objects, a new book that tries to go beyond the technological hype and connect learning objects to instruction and learning. You can read the full text of the book here for free. In addition to reading the book, at this website you can participate in discussions of the book's chapters with the authors and others, submit any corrections should you find errors in a chapter, and discuss other issues related to learning objects, instruction, and learning.
University of Wisconsin - Learning Objects: An Introduction
This site introduces learning objects and includes:
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Characterisations of learning objects
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Links to learning objects
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Links to key organisations associated with learning objects
Publications
The end of the course as we know it
In this article, Clive Shepherd suggests that learning objects may be the vehicle through which individualised learning can really be achieved. Shepherd indicates that this would not only be educationally effective but also cost effective. According to Shepherd, 'Learning objects provide a gateway to any learning activity you can conceive, online or not and to all sorts of documents that could conceivably support learning and performance. What makes a learning object different from any old web page, Word document or other digital resource, is that it is provided in the context of a learning objective and a process or method.'
Learning Object Approach is Making Inroads
Tom Barron summarises the findings from a survey conducted by the Learning on Demand program of SRI Consulting Business Intelligence, which researches e-learning trends, in conjunction with Learning Circuits. The survey found substantial interest in learning object methodologies from training professionals and others in a wide range of industries. The graphics in this summary demonstrate the statistics very clearly.
Learning Objects & Standards Resources
Here is one of a range of articles and other resources you will find on the Learnativity.com site. Underlying the material gathered for the site is the notion that individual and organizational effectiveness depends on learning better, faster and smarter. They believe that this is accomplished 'through the consistent application of learning, combined with creativity, flexibility, and paying close attention to the right things'.