Possibly orginated from the works of Wayne Hodgins in 1994 and later adopted by The Learning Technology Standards Committee.
M.D.Merrill uses the term "knowledge objects" (1991) instead.
General Definition
"Learning objects are defined here as any entity, digital or non-digital, which can be used, re-used or referenced during technology supported leanring. Examples of technology-supported learning include computer-based systems, interactive learning environments, intelligent computer-aided instruction systems, distance learning systems, and collaborative learning environments. Examples of Learning Objects include multimedia content, instructional content, learning objectives, instructional software and software tools, and persons, organisations or events referenced during technology supported learning"
"Learning is any digital resources that can be reused to support learning. It includes anything that can be delivered across the network on demand, be it large or small. Examples of smaller resusabledigitalresources include digital images ro photos, live data feeds, live or pre-recorded video or audio snippets, small bits of text, animations and smaller web-delivered applications, like a Java calculator. Examples of larger reusable digital resources include entire web pages that combine text, images and other media or applications to deliver complete experiences, such as a complete instructional events" (p.2).
- David A. Wiley II, (2001). Utah State University.
"Connecting learning objects to instructional design
theory: A definition, a metaphor and a taxonomy"
Metadata
"Metadata, lietrally data about data, is descriptive information about a resource. Forexample, the card calalog in a public library is a a collection of metadata. Int he case of the card catalog, the metadata are the information stored on the cards about the author, title and publication data of the book or resources (recording, etc) in question. The labels on cans of soup are another example of metadata: they contain a alist of ingredients, the name of the soup, the oroduction facility where the coup was canned, etc.. In both the case of the library book and the can of soup, metadata allow you to locate an item very quickly without investigating all the individual items through which you are searching. Imagine trying to look for chicken soup by openig every can of soup in the store and inspecting their content!" (p4-5).
- David A. Wiley II, (2001). Utah State University.
"Connecting learning objects to instructional design
theory: A definition, a metaphor and a taxonomy"
The LEGO Analogy
Learning Objects and their behaviour have been likened to LEGOs. That is, small pieces of instruction (LEGOs) that can be assembled (stacked together) into some larger instructional structure (eg. a house) and reused in other instructional structure (eg. spaceship). In other words, any LEGO block can combine with any other LEGO block and LEGO blocks can be assembled in any manner you choose.
According to David Wiley, this is a too restrictive and simplistic of what the meaning of learning objects. Not every learning object is compatible or combinable with every other learning object.
The ATOM analogy
An atom is a small "thing" that can be combined and recombined with other atoms to form larger "things". It seems similar to the LEGO analogy but there are differences. Not every atom is combinable with ever other atom. Atoms can only be assembled incertain structures prescribed by their own internal structure.
Learning Object Types
-David A. Wiley (2001) p.9-10
1) Fundamental - eg. a JPEG of a hand playing a chord
