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
