White paper
Learning Objects
Learning....objects?
In this brand new White Paper, Donald Clark, Epic, looks at the
raging debate between learning object theorists and practitioners.
Comedian Peter Kay describes his dad’s first encounter with
foreign food. ‘Garlic bread, sir?’ said the waiter.
‘Garlic (long pause)...bread?!' replied his dad, who couldn’t
possibly imagine how these two ideas could be even remotely connected.
At the end of the meal he had the same problem with cheesecake,
'Cheese (long pause)...cake?! You’re joking aren’t you?'
Some have a similar problem with learning objects, 'Learning (long
pause)...objects?'. What has learning to do with objects?
Learning objects, as a concept, lie at the heart of the recent
attempts at standards in e-learning. Yet many have serious doubts
as to whether this is a useful way of looking at learning content.
On one side we have learning object evangelists who see repositories
of reusable (recombinable) objects as their holy grail. Others see
learning objects as an oxymoron, decrying the idea as an attempt
to create clip-art learning.
Reusable Learning Objects (RLOs) have turned out to be as rare
as UFOs. Lots written on the subject and often talked about but
rarely sighted. This paper looks at the arguments, myths and asks
some serious questions, such as:
- Why learning objects?
- Idealism versus realism
- Object-ions
- Questions
- Can learning be packaged as objects?
- Myth of atomic learning
- Myth of reusability
- Myth of updatability
- Cognitus interruptus
- Does learning theory support learning objects?
- ‘Learning theory’ and learning objects
- Constructivism and learning objects
- Knowledge objects and learning objects
- Motivation and learning objects
- Memory and learning objects
- Learning objects and types of learning
- Learning objects and instructional theory
- Learn by doing and learning objects
- Conclusion
- Define learning objects?
- Learning objects and learning objectives
- Learning objects and media types
- Learning objects and granularity
- Learning objects and assessment
- Learning objects and accessibility
- An alternative view
- Google learning
- P2P learning
- Open resources
- Identify needs
- Overview
- Run-Time Environment
- Conclusion
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