United States Distance Learning Association

Table 1.
Goals of Learning Object Design
Goals
Reusability
Interoperability
Durability
Accessibility
Descriptions
Learning content modularized into small units of instruction suitable for assembly and
reassembly into a variety of courses
Instructional units that interoperate with each other regardless of developer or
learning management system
Units of instruction that withstand ever-evolving delivery and presentation
technologies without becoming unusable
Learning content that is available anywhere, anytime—learning content that can be
discovered and reused across networks
Source: Web Based Training Information Center (2007).
support learning” (Wiley, 2000). This definition,
even though it is broad and allows
for almost any item to be classified as a
learning object, does narrow the field
down to digital items only. The digital item
is representative of what is used in the
world of online instruction. In online
instruction the learning object must be digital
to allow for delivery to the student via
technology. A very good analogy and
excellent visual imaginary of what learning
objects are is the LEGO metaphor (Wiley
2000). The LEGO metaphor simply demonstrates
how learning objects can be connected
in various ways to create multiple
learning experiences. A child can build
many different items by using the same
LEGO blocks by connecting them in different
ways and combinations just like an
instructor can build various learning experiences
by connecting learning objects in
different combinations.
Another guiding factor in defining
learning objects is the term “chunk.” Most
learning objects are just small definable
chunks of learning. They can be used as
stand-alones or can be combined with
other chunks to create a lesson or support
a particular learning objective. The chunk
factor could also be visualized as building
blocks. Most of us are probably more familiar
with the building block analogy, but
most experts are now identifying learning
objects as chunks to demonstrate their use
in either linear or nonlinear learning,
whereas the building blocks have always
been associated with being able to build
upon each other. This element is still viable
with learning objects, but the terminology
has changed some.
Learning objects in their simplest form
are quick items of instruction or information.
They are designed to support the
learning objectives of the course or training
module and at times become the primary
means of delivering the lesson. The
whole premise of a learning object is
developed around four basic goals; reusability,
interoperability, durability, and
accessibility (see Table 1).
Imagine purchasing new equipment for
a lab or multimedia equipment for a
school. These four goals would probably
be the same goals used to help make the
decision of purchase. Is the equipment
reusable Is it something that can be used
throughout the entire school How durable
is it Will it be accessible to the majority
These are smart and logical questions
that must be asked before designing and
even using a learning object. Designers
must build learning objects with these four
goals in mind, and users must filter the
objects they will use by gauging them
against these same four goals.
Other items must be looked at as well
when deciding to use and/or build learning
objects. First, why even build a learning
object One of the main reasons always
given is cost. To help limit expenditures,
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