Learning Object Fundamentals
© Wawasan Open University 2010
OER Capacity Building Workshop by Wawasan Open University is licensed under a Creative Commons Attribution-Share Alike 2.5 Malaysia License.
What are Learning Objects?
• Information units, indexed by metadata that are
available through a computer and can be
assembled together to fulfill a learning objective.
• LO include a learning objective, a unit of
instruction that teaches the objective, a unit of
assessment that measures the objective.
Learning Objects
Learning objects can be “chunks” of content,
they may also be simulations, communication
tools, assessment activities and learning
management tools.
LO can be a combination of text, graphics,
animation, audio, questions and exercises,
articles, case studies, mentored exercises,
discussion boards, role-play simulations,
software simulations, research projects or
performance tests.
Characteristics-Reusable Learning Objects
Learning objects must also have the characteristics of
• portability (work across CMSs/LMS),
• accessibility (delivered to the learner efficiently),
• durability (LO remains stable and reusable even if the
management software or platform changes)
• interoperability (exchanged globally among various
LMS/CMS
or browsers). For this, each object must be tagged with
metadata.
Characteristics of RLOs

They must be non-sequential, coherent and unitary
within a predetermined schema such that a limited
number of metatags can capture the main idea or
essence of the content

Not embedded within a “look” so it can be
repurposed in different visual designs without losing
essential value or meaning of test, data, images
Goals of computerized education
Creating instruction that is:
(a) adaptive to the individual,
(b) generative rather than pre-composed, and
(c) scalable to industrial production levels
without proportional increases in cost.
Adaptivity, Generativity
• adaptivity- Independent instructional objects are
assembled and implemented in response to current
learner states.
Size of RLO and instructional rules for sequencing
and assembling matter
• generativity- Ability to combine any of several
instructional objects with tool and material constructs
on the fly: instructional model suites, instructional
problems and problem sequences,
instructional strategies.
Learning objects
Learning objects are the smallest independent unit that
contain an objective, a learning activity and an
assessment :
• Learning objective
• A unit of instruction that teaches the objective
• A unit of assessment that measures the objective
Barritt C and F L Alderman, 2004. Creating a reusable learning object strategy.
John Wiley & Sons, San Francisco, CA.
Origin of RLOs

Grounded in the object-oriented paradigm from
computer science (Dahl & Nygaard, 1966).

Also related to instructional theories associated
with breaking down content to constituent parts,
then reassembling content to meet learning goals
(e.g. David Merrill, Charles Reigeluth, others).
The purpose of RLOs
• Instructional designers can build small instructional
components that can be reused a number of times in
different learning contexts.
• Learning objects act in two key ways: as resources and as
scaffolding.
Resources: they are designed specifically to enable students easy access to
information in a just-in-time fashion.
Conceptual scaffolding: LO help students to focus on concepts key to their
understanding.
Strategic scaffolding: offering a variety of approaches to the concept to support
the learners in developing a deeper understanding of the object’s content.
Instructional design
•For learning objects to be reusable it is important
that they are structured and follow a systematic
instructional process.
•The process takes into consideration educational
psychology, learner preferences and instruction
taxonomies.
Developing LO
Development of Learning Objects
Taxonomy of Learning Objects
Systematic Instruction design
Taxonomy of instruction and learning
Learning frameworks
Learning and Instruction theories
Instructional design and LO
• The first step - list the goals for instruction.
• The next step - translate goals to an entire
curriculum/course.
• Enumerate learning objectives - considering
socio-cultural aspects, levels of students as
well as the context in which the learning is to be
delivered. Each learning objective could point to an
LO.
Instructional design and LO
• Plan the sequence of instruction using the
taxonomies of learning and instruction.
sequence is the process of lining up individual LO’s,
and combining them in a way that makes sense
• Planning the lesson will lead to the placement of
LO for each of the objectives.
Well defined objectives - easy to define content = LO for that objective
Source material that fulfills the objective = LO
LO can be previewed by peers or other developers. Add to LO
repository
Thank you!