This article briefly introduces “learning objects” and discusses some of their attributes to understand why they have become very attractive instructional and pedagogical tools. The article also provides explanations about the basic stages of designing a learning object, from a simple idea and pedagogical approach to computer implementation.
What is a learning object?
There are various definitions of learning objects. In simple terms, learning objects (LOs) can be easily compared with the classical resources teachers use while teaching. The new element brought in the context of modern teaching is the computer with its facilities. For example, a world map can stay on a wall and serves the needs of a Geography teacher. A similar map can be brought in the classroom but via a computer. Learners can interact with it via keyboard or mouse, by rotating it, zooming in or out etc. In other words, a learning object enriches a classical teaching resource with computer facilities, enabling a certain degree of interactivity.
We may say then that a learning object (LO) is a digital module built on certain didactical sequences aiming to enable a learner to acquire knowledge and skills on a specific topic or theme. The sequences composing the LO may be also used separately, in certain conditions where specific pedagogical and instructional objectives are set.
A LO can be used for collective learning and teaching in classroom or for individual learning as well. It can be a multimedia or interactive application, an exercise or a simulation. Its role is not to replace books entirely but to make learning more attractive and efficient. For example, a LO can be an alternative lesson to a laboratory experiment which cannot be organised in schools, due to its complexity or high cost.
A LO can be a lesson or part of a lesson serving a school subject or more, while teaching across the curriculum.
How to design a LO
According to experts and researchers the LO design should follow several stages:
1. Choosing and formulating a theme to match the curriculum requirements 2. Designing a scenario and incorporating it into small sequences, bearing in mind that each sequence may be used separately or as part of the whole LO 3. Transposing the theme into an appropriate pedagogical approach
The learning process should be supported by clear instructional and pedagogical objectives and therefore by quantifiable and immediate results, visible during or at the end of the activity. An appropriate pedagogical approach should be based on the following key aspects:
identifying the content and the strategies needed to reach the instructional and pedagogical objectives
targeting a specific age group
taking into account previous knowledge acquisitions of the learner to gradually integrate new information and skills
defining the acquisitions of skill and knowledge and therefore the pedagogical value that a learner is supposed to benefit from, after performing the task(s)
anticipating to what extent the LO will contribute to modify learner behaviour and how these modifications can be measured.
4. Computer implementation
This is a key stage aiming to embed the scenario and its pedagogical approach into a suitable computer application encompassing basic rules of visual communication on a screen.
the theme should be graphically implemented in such a way to appeal to the learner needs and expectations
the LO theme and its implementation on a computer should not be only a spectacular demonstration, but mainly a significant contribution to the learning process, by enabling the learner to interact with the LO content.
5. Testing the LO
A testing phase is necessary to see learner reactions which may often lead to improving both pedagogical approach and computer implementation.
Why use learning objects in teaching and learning?
Latest research recommends introducing learning objects in teaching and learning because they increase learners' interest and motivation, as they imply interactivity based on sound, image and text.
While some researchers argue that a book lacks interactivity, some others state that there is no technology bypassing the teacher. However, is clear that a LO makes learning and teaching more dynamic, intuitive and interactive.
