Review by: Ronteltap, Frans (2005-09-21)

Learning technology is emerging from its infancy. So much is evident from a new book published on the occasion of the 10th anniversary of the British Association for Learning Technology (ALT). In ten chapters, a wealth of interesting subjects are discussed from a broad spectrum of perspectives, including a decline in the prevalence of learning contents, the promotion of expertise, the integration of technology into educational practice, and experiences in the Netherlands and Australia. In addition, the current situation regarding scientific research into educational technology also receives the attention it merits.

Everyone is familiar with the feeling that progress is rapid when viewed retrospectively and that surprising advances have been made, especially when one recalls ones’ expectations . That is the spirit in which this book is written, making it no simple task to give a comprehensive summary of it. I have therefore decided to refrain from doing so and concentrate instead on a number of chapters that drew my attention. This is a review of chapter 3, entitled “Learning Objects, Pedagogy and Reuse”

Learning objects
In this chapter Boyle and Cook show that the development of high quality learning resources is a costly affair. A hugely promising aspect of educational technology is that it offers the potential to slash the costs of learning resources development by selecting bits of material that can be used in various contexts. These reusable materials are called “learning objects”. This chapter examines the current situation regarding learning objects and describes a number of perspectives. It could therefore be a valuable source of information to anyone involved in the selection of a “(learning) content management system”, or consortia engaged in the development of learning resources.

At the beginning of their article, Tom Boyle and John Cook note that much progress has been made in developing standards for reusing material. At the same time they also make the observation that there is a lack of clarity in the field about the nature of learning objects and their potential . The search for a universal definition has not been fruitful. More advisable would be to find a model that throws light on learning objects from various perspectives.

Range
An first problem concerns the range of learning objects. One point of view is that the goal should be to develop the smallest possible learning objects, whereby information contained in the learning objects is entirely separate from the educational context. This approach maximises chances of reusability. Others, however, holdthat content and educational context cannot be considered separately. In this view, a learning object is regarded as a learning resource that sets a minimally educational objective. These outlooks are not considered contradictory, but rather as different levels of abstraction, both of which merit inclusion in a model for learning objects.

Reusability
Similar views are also to be found in the various positions held on reusability:

1. No statement is made about the nature of learning resources and reuse. Instead, practical solutions are sought for storage and delivery;
2. Learning objects correspond with information units. With the compilation of a learning resource, they are assigned an educational role;
3. Learning objects have an educational objective. They can be combined in structures of a higher pedagogical order.

The authors argue that if learning objects are to play a role in educational practice, they must line up with contemporary educational theories. They thereby imply their preference for 3) and in the remainder of their text they substantiate their position. They describe two principles for designing the structure of learning objects and show how concepts such as authenticity and scaffolding have been applied to the design of learning objects, illustrating their account by means of a number of practical examples from computer science education. They describe how these learning objects are fitted into an electronic learning environment and sketch a number of possibilities for their use in other contexts. The authors then look at a number of national initiatives (UK) related to learning objects.

Cultural transformation
The chapter closes with the assertion that the promise of reducing costs can only be fulfilled provided a cultural transformation takes place. This would entail turning individual development into joint development. Development and discussions about usability should be anchored in “communities of practice” embracing one or more institutions.

This review is originally published on the SURF E-learning Themesite http://e-learning.surf.nl