Learning objects: achievements and
challenges
Tom Boyle
CETL for Reusable Learning Objects
London Metropolitan University
Simposio OD@06, Oviedo, 26.09.2006
The term Learning Object has become the Holy Grail of content creation and aggregation in the computer-mediated learning field.
Polsani (2003)
The use of learning objects promises to increase the effectiveness of learning…
Duval et al 2003
Themes of talk
Learning objects: main achievements to date Significant challenges
What do we mean by learning objects? Better models of composition and decomposition Linking learning objects and learning designs
Questions explored within a three dimensional model of the ‘learning object’ space
Work of the CETL for Reusable Learning Objects Conclusions
Learning Object achievements
Major achievements in international specifications and standards– IMS Content Packaging– IEEE LOM– SCORM
Repositories built on these standardsUniversal impact of conceptMany fine examples of learning objects
Packaging and metadata
ManifestMetadata
Organizations
Resources
Physical files/content
IMS Package file
Manifest
Content
‘Objects’ versus ‘learning’
‘Learning objects’ as knowledge objects– packaged
– described
– stored
– retrieved
Based on international specifications and standards
Much less emphasis on ‘learning’ and the design of effective learning objects
CETL for Reusable Learning Objects places a strong emphasis on design for effective learning
CETL for Reusable Learning Objects
Started in April 2005 with £3.3 million funding from HEFCE for the period 2005-2010
Partners: London Metropolitan University, University of Cambridge, University of Nottingham
Design and develop reusable learning objects (RLOs) – with a strong pedagogical focus
Use and evaluate these RLOs with substantial student cohorts
Extensive staff development and dissemination programme
Some questions
What are learning objects?How do ‘bigger’ and ‘smaller’ learning objects fit
together?What is the relationship between learning objects and
learning designs?What is the model for reuse – is it based on content or
content + pedagogical design?
The term ‘learning objects’ has been used with multiple meanings.
We need to clarify the different meanings used and how they might relate to each
other.
Learning objects as granular
"Learning Objects are a new way of thinking about learning content. Traditionally, content comes in a several hour chunk. Learning Objects are much smaller units of learning, typically ranging from 2 minutes to 15 minutes." (Wisconsin Online Resource Center)
"[A Learning Object] is defined as the smallest independent
structural experience that contains an objective, a learning activity and an assessment." (L'Allier 1997)
Learning objects as anything?
“a learning object is defined as any entity that … may be used for learning, education or training.” IEEE LOM
A Learning Object is an independent and self-standing unit of learning content that is predisposed to reuse in multiple instructional contexts. (Polsani 2003)
Mapping the learning object space
Object Pattern
Holo
Base Raw
Packaged
The Learning Object Cube - LOC
Exploring the LOC space
Packaged
Instance Pattern
Base
Holo
Raw
Def: “a learning object as any entity that … may be used in learning” …. IEEE LOM
Learning objects as basic units
Object Pattern
Holo
Base Raw
Packaged
“the smallest independent structural experience”
- the minimum meaningful pedagogical unit
Packaged
Instance Pattern
Base
Holo
Raw
Definitions sound as if they are focused on the bottom left quadrant, but in practice are applied almost all the way along the aggregation
dimension
Complex or higher order learning objects
Aggregation models of composition
Aggregation– aggregation of assets into learning objects– aggregation of smaller ones learning objects to form bigger
ones independent reuse of components
– composition and decomposition ‘Lego’ brick scenario But this has little to do with how learning objects are actually
classified and used There is no adequate pedagogical model. The ‘aggregation
model totally avoids the key issues of the nature of the learning objects (at each) level and how they fit together
Packaged
InstancePattern
Base
Holo
Raw
“A micro-context for learning”
Reusable pedagogical patterns
Extract the reusable learning design – the pedagogical pattern and make it reusable
Generative learning objects (GLOs)
The basis for reuse is the pedagogical pattern rather than ‘content’ of the learning object
A richer basis for reuse and repurposing
This gives a tremendous increase in productivity
Allows local tutors to repurpose learning objects to meet their local needs and preferences
Some examples of learning objects
EASA learning objects
Winner of European Academic Software Award 2004
Engage
students
with familiar
every day
examples
Graphic examples
Active
student
learning
Reference for a book
Acids and Alkalis
Mobile multimedia learning objects
Linking learning objects and learning designs -
Generative learning Objects (GLOs)
GLOs separate design pattern
from
Concrete learning object
How to elucidate and articulate these patterns?
and
How to make the result usable by tutors?
Challenges
GLO Authoring Tool
Conclusions: productive questions
What are base learning objects?
How do we create higher order learning objects from these base objects?
How do we extract and make available reusable learning designs at this level?
How do we involve tutors – as re-users of content? – or (also) as adapters of reusable pedagogical patterns?
RawObject Pattern
Holo
Base
Packaged