A Learning Object Life Cycle
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, in Vancouver, Canada ISBN 978-1-880094-57-0 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
By their very nature learning objects require an attention to their conception, development, deployment, use, access, storage, and re-use. They differ from other instructional media in that they are designed for re-use, are interoperable across systems, can be readily maintained, and are accessible, adaptable, durable, extensible, affordable, and manageable. Traditional digital resources have been designed with one target population, one instructional objective, and one learning context in mind and are protected by copyright so that they cannot altered. Learning objects are designed to do just what traditional digital resources cannot. Because of the intentionality of re-use and re-purposing, developers, users, and managers can first enter into a learning object cycle at different points. This paper addresses components of a learning object life cycle and explains implications and strategies that should be addressed at each phase.
McGee, P. & Katz, H. (2005). A Learning Object Life Cycle. In G. Richards (Ed.), Proceedings of E-Learn 2005--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1405-1410). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE).
© 2005 Association for the Advancement of Computing in Education (AACE)