Is There a Learning Orientation in Learning Objects?
David Jonassen, University of Missouri, United States ; Daniel Churchill, National Institute of Education-Nanyang Technological University, Singapore
International Journal on E-Learning Volume 3, Number 2, ISSN 1537-2456 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Based on contemporary theories of learning, this article takes a critical view of the concept of learning objects. Learning objects decompose content into granular pieces of information that can be stored, retrieved, and reused in instruction. Current conceptualizations of learning objects support traditional, objectivist forms of instruction. While there are no implicit restraints on the concept of learning objects in terms of their complexity, interactivity, and cognitive functionality, the current industry standards cannot describe the rich interactions necessary for meaningful learning, such as problem solving. Also, the metadata used to describe them provides very little useful information for the instructional designer deciding how to use learning objects. We argue for richer, multidimensional conceptions of learning objects, including information objects, conversation objects, learning objects, thinking objects, knowledge objects, and activity objects. Additionally far richer metadata are needed to describe learning functions, purpose, and outcomes.
Jonassen, D. & Churchill, D. (2004). Is There a Learning Orientation in Learning Objects?. International Journal on E-Learning, 3(2), 32-41. Norfolk, VA: Association for the Advancement of Computing in Education (AACE).
© 2004 Association for the Advancement of Computing in Education (AACE)
Cited ByView References & Citations Map
Validation of a Learning Object Review Instrument: Relationship between Ratings of Learning Objects and Actual Learning Outcomes
Interdisciplinary Journal of E-Learning and Learning Objects Vol. 4, No. 1 (Jan 01, 2008) pp. 291–302
Selcuk Karaman & Engin Kursun, Ataturk University, Turkey; Turkan Karakus, Middle east Technical University, Turkey
Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 398–405
Anne-Marie Vercoustre, INRIA, France; Alistair McLean, CSIRO- ICT Centre, Australia
International Journal on E-Learning Vol. 4, No. 1 (2005) pp. 57–68
Patricia McGee, The University of Texas at San Antonio, United States; Heather Katz, Intelligent Decision Systems, Inc., US, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2005 (October 2005) pp. 1405–1410
Jennifer Jones, Consultant, Australia; Carmel McNaught, The Chinese University of Hong Kong, Hong Kong
EdMedia + Innovate Learning 2005 (Jun 27, 2005) pp. 3580–3585
Heather A. Katz, Intelligent Decision Systems, Inc. (IDSI), United States
EdMedia + Innovate Learning 2004 (2004) pp. 287–292
Heather Katz, Stephen Worsham, Susan Coleman, Marci Murawski & Chris Robbins, Intelligent Decision Systems, Incorporated, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2004 (2004) pp. 2483–2490
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.