Learning Objects 101: A Primer for Neophytes 

By Glenn Millar

Ask any three trainers what a learning object is, and you're liable to get three different answers. For some, learning objects-small reusable chunks of learning-represent a major paradigm shift away from the traditional unit of learning that has dominated formal education for the last two centuries-the course. In its place, we will erect monolithic databases that can be searched in the blink of an eye to create discrete learning that is highly flexible, individualized, and personally relevant.

For others, learning objects are just a fancy new handle for something that teachers have been doing for years-sharing. The discussion, dare we say debate, has been underway for years and is likely to continue for some time to come.

Why Learning Objects are such a Hot Topic

Learning objects have become a "hot" topic in recent years for two main reasons:

First, many educators see learning objects as a viable alternative to the traditional instructor-led course format. The problem with the "course" is that it is not very flexible and it is difficult to re-purpose. Learning objects stored in a database and properly tagged for easy searches, are designed specifically for flexibility and re-use.

Second, we now have the computing power and network infrastructure that we need to conveniently share and distribute learning objects between public institutions and private corporations.

These two factors combine to create a compelling economic rationale for learning objects. Stephen Downes, a well known proponent of learning objects, describes the economics of learning objects as "relentless." With the advent of the Internet, it simply does not make sense to spend millions of dollars creating the same content and storing it in thousands of databases when one would do. For the full discussion, see Downes' article Learning Objects on Stephen's Web. Also see Warren Longmire's Primer on Learning Objects.

Defining Learning Objects

One of the reasons that learning objects are so difficult to define is that they can be virtually anything. Any stand-alone chunk of information capable of teaching something can be a learning object. Examples include a chapter in a book, a map, a graphic, an interactive application, a video, a wiring diagram, a simulation, and so on. As well as being any thing, a learning object can be any size.

While some organizations, such as CISCO Systems Inc., have precise rules for what constitutes a learning object or an information object, definitions across the field of education as a whole remain quite loose. What might be considered a complete learning object by one educator, might just be a component of a learning object to another. In current practice, a learning object might teach a single idea or it might cluster several concepts to deliver a more substantial chunk of learning.

While there many interpretations, most learning professionals would agree that learning objects have the following characteristics

* Smaller units of learning: Learning objects usually comprise a smaller unit of learning than a course, typically ranging from two to 15 minutes.

* Self contained: Each learning object is self-contained and can be used independently of other learning objects.

* Reusable: Learning objects are reusable. The same learning object can be used in multiple contexts for multiple purposes.

* Can be aggregated: Learning objects can be grouped into larger collections of content to create more substantial units of learning.

* Tagged with metadata: All learning objects are tagged with metadata that describes the learning object and allows it to be easily retrieved in a search.

The development of generally accepted definitions and standards is crucial if we are to build an environment in which learning objects can be freely shared. However, as David Wiley explains in the first chapter of his online book The Instructional Use of Learning Objects, such definitions and standards have been slow to materialize.

One hopeful development in this direction has been development of SCORM which stands for Sharable Content Object Reference Model. Developed by Advanced Distributed Learning (ADL), SCORM is a collection of specifications adapted from multiple sources that enable interoperability, accessibility and reusability of web-based learning content. For more about SCORM, visit the ADL website.

Basic Structure of a Learning Object

The basic structure of a learning object can be divided into two main parts: the learning object itself, and the metatag information or metadata that explains what the learning object is. BCIT's Griff Richards, who is currently managing the POOL project, once used the example of an exhibit in the Royal British Museum of Archaeology to explain how metadata adds value to a learning object.

While touring the museum one day, he saw an exhibit of a piece of granite from an ancient ruin. He knew it was from an ancient ruin because of a small index card placed at the base of the piece of granite. Without that card, the exhibit was just a big rock. It was the index card that gave meaning to the object.

Then the structure of a learning object, shown graphically in the figure, is like the exhibit in the Royal British Museum. The content is like the piece of granite, and the metadata is like the index card. The metadata describes the object and places it in context. To continue the analogy, you could take that piece of granite, ship it to the Royal British Mining museum say, and place a new index card at it base with a description from a mining perspective. You have the same piece of granite, but an entirely different context and a different meaning.

In some development regimes, specific terminology and definitions are used to identify the various elements of a learning object. CISCO Systems Inc., one of the pioneers of Reusable Learning Objects, uses both RLOs and RIOs to describe the components of a learning object.

An RIO is a "reusable information object" and is based on Dr. Ruth Clark's work on information mapping. In the CISCO model, RIOs are identified as one of five distinct content types: concept, fact, process, procedure, or principle. RLOs, reusable learning objects, are created by combining two to seven RIOs with an overview, a summary and an assessment instrument. 

What does the Future Hold?

For learning objects to become more widely used in educational practice, two things must occur:

First, a wide variety of learning objects must become readily available. This has already started to happen in Canada and elsewhere with the development of learning object repositories some of which are featured in this month's edition of SideBars and display a vigorous enthusiasm for catchy acronyms.

* University of Wisconsin Milwaukee Centre for International Education provides short descriptions of reusable learning objects as well as links to several useful resources.

* MERLOT (Multimedia Educational Resource for Learning and Online Teaching) is a free and open resource designed primarily for faculty and students in higher education. With a continually growing collection of online learning materials, peer reviews and assignments, MERLOT helps faculty enhance instruction.

* CAREO (Campus Alberta Repository of Educational Objects)
is a project being undertaken by the the Universities of Alberta, Calgary and Athabasca University in cooperation with BELLE (Broadband Enabled Lifelong Learning Environment), CANARIE (Canadian Network for the Advancement of Research in Industry and Education), and the Campus Alberta initiative.

* POOL (The Portal for Online Objects in Learning) is a consortium of educational, private and public, sector organizations to develop an infrastructure for learning object repositories. Instead of setting up a database of resources as with most repositories do, the POOL project seeks to connect users in an on-line community a la Napster.

The second thing that needs to happen before learning objects can become the norm in educational practice is that educators need to learn more about them. They need to feel comfortable about using them and they need to become adept at searching for them and creating them.

Reprinted from Sidebars, published by the Learning Resources Unit of the British Columbia Institute of Technology