Home > Repositories
B[LO]G Contact Us Site Map
Welcome to the Repositories page. Here you will find links to some key learning object repositories.
Some central themes to explore might be:




Centralized versus decentralized approach: How many repositories should there be (i.e., one big one for all; or
many smaller ones linked together somehow)?
Critical mass: How many objects should there be to make it worthwhile (i.e., searchers have enough choice to
find what they want)?
eCommerce: Can private, for-profit repositories coexist with public, not-for-profit repositories?
Sustainability: Is the learning object community as it exists now sustainable?
We invite you to ponder these questions, then join us in the "Discussion" area to explore ideas/solutions together.
Merlot
Merlot: Multimedia Educational Resource for Learning and Online
Teaching
Merlot is arguably the most widely known of the Learning Object Repositories
and references approximately 10,000 "Learning Objects" in a wide array of
disciplines. Merlot was founded in 1997 within the California State University
System, and has grown into a collaborative consortium of higher education
institutions. It should more aptly be called a "referratory" as it doesn't actually
house the objects: It houses the metadata and provides links to the home
locations of the objects. Of significance is the peer review system developed
by Merlot to evaluate the quality of the objects contained within. Members
contribute objects to Merlot (anyone may join Merlot and there is no cost or
obligation to do so); anyone may view and use the objects (provided the
criteria for use is met by the creator of the object).
CAREO
CAREO: Campus Alberta Repository of Educational Objects
CAREO is Canada's most well known repository, referencing approximately
3,600 objects in a wide array of disciplines. CAREO is a product of a
consortium of partners including Merlot, the CanCore Protocol (Canadian Core
Learning Resource Metadata Protocol), and others. CAREO is both a
repository and a referratory, linking to and housing learning objects. Anyone
may view the objects contained within CAREO although members enjoy a
greater variety of services. Membership is free and open to anyone.
CLOE
CLOE: Cooperative Learning Object Exchange
CLOE was founded at the University of Waterloo and currently consists of 17
university partners in Ontario. Of significance is that CLOE attempts to foster a
collaborative model for the development, use, and reuse of learning objects.
Fundamental to this is the creation of a virtual market economy whereby virtual
credits are awarded for objects that are used and reused the most.
Membership in CLOE is closed. You must register to use the services of
CLOE.
Others
The Academic ADL Co-Lab in Wisconsin has complied a list of active
repositories.
The Centre for International Education at the University of Wisconsin has
compiled a list of general, discipline specific, and commercial repositories.
The goal of EduSource is to create an infrastructure (tools, systems,
protocols, practice) to link repositories across Canada. The government of
Canada funds EduSource federally
The University of Texas at San Antonio has compiled a list of learning object
repositories complete with quick reference information; for example: the
educational level each repository is geared towards, founding organization,
country of origin, current status, and access policy.
© 2003 MDDE663: Learning Objects Group
Home > Tools
B[LO]G Contact Us Site Map
Welcome to the Tools page.
This page summarizes some of the tools that can be used to evaluate, create and modify learning objects.
LCMS
Learning Content Management Systems explained.
Learning Object
Evaluation Criteria
Merlot has a set of criteria it uses to evaluate the learning objects it places in
its repository. Kathleen Bennett and Susan E. Metros adapted Merlot's criteria
into a checklist.
Metadata Tool
ALOHA is an example of a metadata tool for learning objects. It is available
through the Learning Commons site at the University of Calgary and has been
designed to accommodate any type of metadata markup.
CETIS List of Tools Comprehensive list of tools on the Centre for Educational Technology
Interoperability Standards (CETIS).
Home > Best Practices
B[LO]G Contact Us Site Map
Welcome to the Best Practices page.
From Letterman to Learning Objects, this page provides some of the Best Practices for Learning Objects in the style of a
"Top 10" list.
10.
Building Learning
Objects
>
Learning Objects Pioneers, Barron T. (2000), Learning Circuits - ASTD's
Online Magazine All About E-Learning
This article describes three organizations that have developed systems and
structures for the development and use of learning objects.
Cisco developed RIO's (Reusable Information Object — an individual
component of a learning objective) and RLO's (Reusable Learning Object —
the sum of RIO's needed to fill those objectives derived from a specific job
task.
Honeywell used Netg to develop, store and reuse NLO's (Netg Learning
Objects). If any Honeywell engineer needs a piece of information, he/she can
navigate the learning repository and obtain the relevant NLO.
American Express is using Mindlever's Kaleidoscope to build a Web-based
corporate learning centre.
Two issues were identified in this article:
1.
2.
9.
Applications of
Learning Objects
Virginia Community College System describes three examples of how one
learning object is used in three separate educational contexts.
The examples demonstrate that a learning object must consist of data relevant



8.
Evaluation of
Learning Objects
Methods of defining objects: the size of chunks of information, and
interoperability across systems from different vendors will become
key issues.
How vendors will allow customers to use their learning objects: Buy or
rent or pay-as-you-use is a relevant issue.
to the purpose and context of the activity
the pedagogy in the information, and
the assignments associated with the learning objects.
Learning objects in distance education: Addressing issues of quality,
learner control and accessibility (Gretchen Lowerison, Genevieve Gallant
and Prof. Gary Boyd)
This paper examines the potential benefits of learning objects with emphasis
on issues that facilitate high quality teaching and learning. A checklist is
presented to guide in the selection of learning objects.
7.
Macromedia's Learning Object Development Center
Developing Learning A set of white papers and sample applications around the development of
Objects
learning objects using Macromedia's suite of products.
6.
Great Idea, but how do I do it? A practical example of learning object
Structured Content creation using SGML/XML (Janet Bartz)
Development Model This paper offers a "how-to" of learning object implementation, for text, based
on the author's four years experience working with Open Learning Agency’s
structured content development model.
>
5.
Metadata
IMS Learning Resource Meta-data Best Practices and Implementation
Guide
The IMS Meta-data Best Practice and Implementation Guide provides general
guidance about how an application may use the Core and Extended meta-data
elements.
4.
Learning Design
IMS Learning Design Best Practice and Implementation Guide
These best practices provide a generic and flexible language designed to
enable many different pedagogies to be expressed. The language was
originally developed at the Open University of the Netherlands (OUNL). It is
supported by a Learning Design Forum.
3.
Faculty
Development
Preparing Teachers To Use Learning Objects by Tuiren A. Bratina, Darrin
Hayes and Steven L. Blumsack (2002), The Technology Source (ISSN 15320030)
An article in the peer-reviewed bimonthly periodical published by the Michigan
Virtual University that provides some strategies intended for post-secondary
educators.
2.
K-12 Development
Expert Practice and the Development of Learning Objects: Essential
Resources for Online and Distributed Education
Increasingly teachers who work in K-12 online learning environments or in
distributed learning centers are curriculum generalists. These generalists are
typically hired for their skills in social interaction, online facilitation, or
counseling rather than a specific subject area specialization. As these
generalists work with their students, gaps tend to appear between the
knowledge of both the students and teachers and their understanding of key
concepts within academic curriculum. This presentation from Best Practices in
e-Learning Web site at the University of Calgary proposes an intervention
strategy built on the theory of expert practice and the development of learning
objects.
1.
Community of
Practice
Learning Objects Virtual Community of Practice
The National Learning Infrastructure Initiative (NLII) has designed and
implemented four Virtual Communities of Practice pilots (October 2002 through
December 2003), including the Learning Objects Virtual Community of
Practice. The NLII Learning Objects Virtual Community of Practice strives to
create a collaborative environment that supports and extends investigation by
the greater academic and business community into issues about and attributes
of learning objects and the broader management of knowledge. Application
and policy issues, as well as evolving definitional issues of this topic, are
examples of discussion areas. This community has defined an initial
community purpose to investigate the status of learning object theory and
practice.
© 2003 MDDE663: Learning Objects Group