Reference to this article from the International Journal of Instructional Technology and Distance Learning came to my attention from eLearnopedia. The editor of the Journal introduces the article with these words:
"This project assesses feasibility of working with learning objects and implications for course development. It seeks practical answers to context and research questions such as: How do instructors use learning objects? Are there sufficient learning objects available? Can an instructor create an effective post-secondary course by (re)using learning objects? Despite a shortage of available objects, the three study teams, business, nursing, and literature, were enthusiastic about benefits for instructional design, production, implementation, monitoring student progress, and evaluation. They found value in the graphics, interactivity, and feedback data. They also noted ease of keeping content relevant and up to date.This project assesses feasibility of working with learning objects and implications for course development. It seeks practical answers to context and research questions such as: How do instructors use learning objects? Are there sufficient learning objects available? Can an instructor create an effective post-secondary course by (re)using learning objects? Despite a shortage of available objects, the three study teams, business, nursing, and literature, were enthusiastic about benefits for instructional design, production, implementation, monitoring student progress, and evaluation. They found value in the graphics, interactivity, and feedback data. They also noted ease of keeping content relevant and up to date."
More such studies are certainly needed to determine the practical usability of learning objects. Whether instructors will be persuaded that LOs are valuable and whether assembling LOs will ever become a routine part of course development for most instructors are open questions. Also open to question is where learning objects should be located, locally or in distributed repositories? Will instructors be most receptive to LOs nested within courses (the MIT OCW and Sofia Project models) or will instructors be most receptive to collections of LOs in repositories (the MERLOT model)? JH
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Feasibility of Course Development Based on Learning Objects: Research Analysis of Three Case Studies. This paper discusses the feasibility, pedagogy, and cost-effectiveness of searching, retrieving and integrating online learning objects into a post-secondary distance education course. (March 2004) [eLearnopedia]
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