LEARNING OBJECTS
Consider, therefore, in more detail the central element the new way to develop the courses is the learning object. Let's analyze what is meant by learning object.
The definition most cited in the literature is that of IEEE, proposed in one of the few standards related to e-learning that have been approved. This is LOM, which is defined a learning object as "any entity, digital or non digital, that can be used for learning, education or training." This definition is too general and has led to more specific definitions provided by other like Wiley (2000): "any digital resource that can be reused to support learning." Wiley also clarifies that is used to describe educational materials designed and created in small units in order to maximize the number of educational situations in which they can use that resource. This idea is directly reflected in the definition provided by Polsani (2003) which defines as "teaching unit of content, self-contained and independent, predisposed for reuse in multiple instructional contexts." Figure 2.4.a.
Diagram of e-learning process using learning objects (Adapted from Eduworks)
actually slightly IEEE currently has redefined the concept of learning object as any digital or other entity that can be used, reused or referenced during learning process supported by technology. Now it gives more importance to technological support, among which the LMS, and also provided as possible examples of multimedia learning objects, instructional content, learning objectives or instructional programs.
The aim is that the courses can be created by aggregation of these learning objects. The set of specifications and standards for e-learnign intended to facilitate all processes related to that can be done efficiently and consistently. For this purpose it is to regulate issues such as the description (using metadata) of learning objects, so that they can be managed, indexed and classified in an efficient manner, or stored in catalogs or databases (which typically are identified by the Anglicism repositories) or a complete course description. The standards therefore primarily facilitate reuse and interoperability, allowing direct exchange of learning objects and complete courses among different e-learning systems. On the other hand, the learning objects do not presuppose any particular educational philosophy, and although they have used mostly following instructional approach, can also be used in systems using other paradigms (eg constructivist). Nor does it imply that can be used only in distance education and to simplify processes and the reuse and integration of content so they can help teachers in other modes of education (eg blended learning or classroom teaching support).
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