Learning Object Reusability: E-Learning Development 8
Cisco Systems’ subsequent white paper on learning objects Enhancing the Learner Experience (2003) described the ideal learning object as containing
a single learning or performance objective that is built from a collection of assets that provide static or interactive content and instructional practice activities.
(p.5)
Similarly, any learning object can be ‘tested’ through assessments that measure the learning or performance objective and are either positioned with the learning object or collected as an assessment object.” (p.5).
Figure 1. Atomic level view of a learning object
Implicit in this description is the notion that learning objects (and their component information objects) are reusable. To be reusable, learning objects must also contain searchable metadata that enables users to find these objects and reuse them.
Ideally, learning objects should include the features described in Table 1:
Table 1 Characteristics of Learning Objects (after Barritt & Alderman, 2004)
| Characteristic | Description |
| They should be objective-based. | They should accomplish a single learning objective by combining a series of elements including content, media, and interactivity. |
| They should be context-free. | Content, media, and interactivity are combined to form a meaningful structure so that the learning object can stand alone from the rest of its associated hierarchy, making it portable, reusable, and relevant as an independent learning experience. |
| They should be interactive. | Although this is not always required, engaging learners, making them active participants in the learning experience, is key to having them meet the learning objective. |
| They should be self-descriptive. | Search data (or metadata) associate with each element and learning object to be used by the system, authors, and learners. |
| They should be self-contained. | Each learning object is capable of either standing alone or standing in unison with other learning objects to create any number of training programs or technical manuals. |
| They should be single-sourced. | A learning object is written so that multiple authors, in multiple learning environments, and in multiple delivery formats ranging from print to e-learning, can use it. This requires writing and reuse guidelines and processes that will be discussed later in this book. |
| They should be format-free. | To be reused in multiple delivery media, learning objects should be created free of look-and-feel formatting. The formatting happens during the delivery of the learning objects to the learner. |
According to Barritt and Alderman (2004) the “promise” (p.5) of learning objects is that they can be leveraged, linked, or copied by multiple e-learning content authors, integrated into a limitless number of training courses and development programs, as well as be available for distribution via a range of media types and delivery channels.
Next time: Course Structure
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References:
Barritt, C., Alderman Jr., F. L. (2004). Creating a Reusable Learning Objects Strategy: Leveraging Information and Learning in a Knowledge Economy. San Francisco, CA: Wiley Books.
Barritt, C., Lewis, D., Wieseler, W. (1999). Cisco Systems Reusable Information Object Strategy. Definition, Creation Overview, and Guidelines Version 3.0. [Internet] Available from: http://www.cisco.com/warp/public/779/ibs/solutions/learning/whitepapers/el_cisco_rio.pdf Accessed 9 January 2010
Cisco Systems Inc (2003). Enhancing the Learner Experience (v1.1) [Internet] Available from: http://www.apan.net/meetings/busan03/materials/ws/education/articles/EnhancingLearnerExp.pdf Accessed 12 January 2010
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January 26 2010 04:00 pm | e-learning
