ADVANCING TECHNOLOGY IS EXPANDINGthe boundariesof what is possible in education. The increased use of personal computers and Internet connectivity has prompted increasing research and production of computer based learning systems. One of the most important of these trends is the development of relatively small, self-contained, reusable learning objects.

Volcano Learning Object - example of learning object developed to teach elementary students about volcanos.
Traditional instructional content is created with a specific audience and educational circumstance in mind. Reusable learning objects, on the other hand, are instructional software modules created to be used in a variety of educational settings.

Learning objects have a number of key advantages over standard courseware. First, creating small, targeted, modules allows flexibility in constructing courses from a number of smaller objects. Secondly, because each object is smaller, it can be used in a number of different circumstances, and therefore by a greater number of users. Because of this increased audience, designers should be able to invest greater resources in maximizing the effectiveness of each learning object.

Successful design begins with a needs assessment to determine what knowledge or skills are required by the learner. This may include a task analysis to distinguish critical information and learning prerequisites. The designer can then use this information to create individual learner objectives. Often, the designer will design a separate learning object for each discrete objective.

Individual objectives should be classified by learning types such as concept, fact, principle, or procedure. This taxonomy, as defined by Ruth Clark, allows targeting of optimal design strategies to different types of instruction. Individual learning objects can then be grouped together to address specific real life tasks, and a design specification can be created to guide development.

Authors can use almost any development tools that create digital media, including PowerPoint, Photoshop, Dreamweaver, or custom creation tools. Learning objects should normally include content, practice, and assessment sections. In this stage text, graphics, video and other content are built and combined to create the individual learning objects. Alpha and beta tests should also be conducted to ensure that the content created meets the initial needs assessments.

At this point the learning objects have been created and reside in a database, ready for delivery. Learning objects can be included in a number of different formats including, web pages, CD-ROMS, and instructor lead training.

Learners can access lessons anytime and anywhere by using a web browser to request a lesson. The correct learning objects are then chosen and formatted with style sheets before being sent to the user's browser.

If the learner lacks network access, objects can be distributed on CD-ROM. Likewise, instructors can incorporate learning objects into their classroom instruction.

Learning objects can be created with a variety of programs and used in a number of different contexts.

Learning objects should be evaluated after use to ensure that organizational needs are being met. Evaluation should take place on the following four levels, as developed by Kirkpatrick:

Did the learner enjoy the training?
Have learning objectives been met on the completion of training?
Are the learners able to use the training in their jobs?
Is the mission of the organization advanced?

More information about creating learning objects can be found at the following sources:

"reusable learning object strategy" by Cisco Systems
" Learning object design and sequencing theory " by David Wiley PhD
" Instructional Transaction Theory: Instructional Design based on Knowledge Objects" by David Merrill PhD

Rob Roberts, Graduate Student
SDSU Educational Technology