Guenter Hilmer - Phd Thesis - Glamorgan Dspace - University of ...

2.8 Knowledge and learning objects 2 LITERATURE REVIEW
sification metadata. This approach improved results in two of the case studies
presented in the article. Additionally, a problem with metadata that could be over-
looked lies in the detailed work that has to be put into the design of the metadata.
The instructional use of learning objects is an important research field in e-learning
as stated by Wiley et al. [130]. Two major issues regarding learning objects are
discussed from an instructional design point of view by Wiley [131]. With re-
gards to combination or sequencing, to use an instructional designer’s term, the
standards discussion has largely ignored instructional design issues, even though
promises of automatically composed lessons are frequently made. With regards to
granularity, the big question is the appropriate size or scope of a learning object.
This is an issue which does not have a clear answer [131].
The main point is that instructional design theory must be incorporated in learning
objects implementations that aspire to facilitate learning.
However, Friesen addresses problems associated with learning objects [126]. For
Friesen, learning objects is a vague, overly broad term which holds little meaning
and has little resonance for teacher practitioners who are pressured to promote and
incorporate such objects into their classrooms.
Friesen is sceptical of the way in which e-learning standardisation is portrayed
as supporting “multiple forms and practices of learning” and questions how such
standardisation can capture the wide spectrum of pedagogical approaches. Refer-
ring to a specific example, the author is critical of the SCORM [125] programme
which, Friesen claims, oversimplifies the teaching and learning processes it at-
tempts to systematise.
Friesen does not suggest more profitable terms that could replace learning objects.
He concludes by challenging developers and designers of e-learning technologies
and infrastructures to recognise and choose relevant (and probably differing) ped-
agogical positions, but he offers no specific advice about how such objectives can
actually be achieved. Therefore, it was desided for this project to concentrate on
the separatione of educational and technical content.
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