Week 10 Learning Objects

Who re-uses learning objects?

Clive Shepherd
September 26, 2008

Reality is somewhat different. I'm doubtful if anyone really got themselves organised enough to have their LCMS configure content automatically to meet the needs of individual students. If they did, then well done to them. And re-using content on a systematic basis across subjects and in different contexts also requires a great deal of organisation, most probably on a centralised basis. As we know, this is not typically how learning and development works. And of course, it is difficult to create good content that is free of context, certainly not content that anyone would want to use. The cases, examples and stories are what brings the subject alive and makes it memorable. You can introduce context into an object-orientated approach without breaking the rules, but only by carefully concentrating the context-specific material in a limited number of objects that can then be swapped out for different audiences. But, looking back over my own use of learning objects in the past ten years, I can see many more pluses than minuses: When you organise your material into really short chunks, you reduce the risk of overloading the learner. You also make it easier for the learner to organise their study and to find material at a later date. As a developer, you spend less time creating complex navigational aids, because this becomes the responsibility of the LCMS/LMS or of the teacher. Organised into objects, it's much easier for your material to be employed in a variety of contexts, not only as a formal piece of self-study, but also perhaps for reference or as a classroom aid. Creating content in small chunks encourages you to use that content in more imaginative ways, perhaps as catalysts for collaborative learning, and not merely as elements of some monolithic and excruciatingly dull self-study programme. And believe it or not, I've also been able to re-use many of the learning objects that I've created, sometimes I'll admit with a few tweaks, but often in their original form. And even if you aren't lucky enough to experience much re-use, thinking in an object-orientated way can't do you any harm and will certainly help you avoid some of the excesses of the past. The following blog can be found at the following location: http://clive-shepherd.blogspot.com/2008/09/who-re-uses-learning-objects.html

Tango's Response to Clive's Blog
I have to say that I agree with Clive's assessment of re-using learning objectives. This allows a few things to be accomplished. First, re-using the learning objects save incredible amounts of space by putting the basic information into one location. Separate locations require the designer to predetermine on what or how students or teachers will use the information. This brings up the next point. This allows teachers to create and use the content in a way that is convenient for them. A couple weeks ago I was taking a Dreamweaver course and the instructor mentioned that individuals will only remain on a webpage 7 seconds when searching for information. I also notice that many of the internet commercials have do not run in the same amount of time as TV commercials. Internet commercials are presented at around 15 to 30 seconds. This is evident for not creating an environment where students are not getting information overload. This method also allows any information to broken up into a variety of chunks versus the information being present in its entirety. This is important when it comes to the attention span of students.

Tango