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Learning Objects & Instructional Design

Learning Objects & Instructional Design

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Published by isaac2008
raditional training is too large, expensive, general, and slow to meet the
needs of many fast-paced corporations. “The new economy thrives on producing
information and passing it at unprecedented rates among partners, employees,
and customers.” (Stacey, 2000, p. 2).
This paper provides a working definition of learning objects as they are
being considered and implemented in corporations to meet performance-based
training and support requirements. This paper also explores some of the
business benefits, and proposes two instructional design methodologies for use
by corporate instructional designers.
raditional training is too large, expensive, general, and slow to meet the
needs of many fast-paced corporations. “The new economy thrives on producing
information and passing it at unprecedented rates among partners, employees,
and customers.” (Stacey, 2000, p. 2).
This paper provides a working definition of learning objects as they are
being considered and implemented in corporations to meet performance-based
training and support requirements. This paper also explores some of the
business benefits, and proposes two instructional design methodologies for use
by corporate instructional designers.

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Published by: isaac2008 on Apr 13, 2008
Copyright:Attribution Non-commercial

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09/27/2012

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Learning Objects and InstructionalDesign
July 2002
 
 
August 2002 Learning Objects & Instructional Design1
Abstract
Traditional training is too large, expensive, general, and slow to meet theneeds of many fast-paced corporations. “The new economy thrives on producinginformation and passing it at unprecedented rates among partners, employees,and customers.” (Stacey, 2000, p. 2) Reusable learning objects (RLOs) areemerging as the “technology of choice in the next generation of instructionaldesign, development, and delivery, due to its potential for reusability,generativity, adaptability, and scalability.” (Wiley, 2000, p. 3) We areapproaching a time when, through the design and deployment of learningobjects, we can: reuse parts of training rather than starting from scratch everytime; cost-effectively and quickly customize learning to meet the needs of theindividual or small group; and, dramatically reduce maintenance costs.This paper provides a working definition of learning objects as they arebeing considered and implemented in corporations to meet performance-basedtraining and support requirements. This paper also explores some of thebusiness benefits, and proposes two instructional design methodologies for useby corporate instructional designers. One methodology relates to creating newinstruction using a learning object approach. The other relates to revisingexisting learning using a learning object approach.
 
 
August 2002 Learning Objects & Instructional Design2
Introduction
 
E-learning, spans the gamut from asynchronous self paced learning,through asynchronous collaboration and synchronous collaborative experiences,to web-based performance support. Generally speaking e-learning can bedefined as “the use of Internet technologies to deliver a broad array of solutionsthat enhance knowledge and performance.” (Rosenberg, 2001, p. 28) and itmakes delivery of focused learning at the job site a reality.Technological advancements, the accessibility of computers, theconnectivity provided by the internet and intranets, and improvements ininstructional design approaches have all come together so that for the first timeperformance can be developed and supported at the desk-top, at a cost thatmost companies can afford. “Technology is an agent of change, and majortechnological innovations can result in entire paradigm shifts…the internet ispoised to bring about a paradigm shift in the way people learn.” (Wiley, 2000, p.2)Reusable learning objects (RLOs) are context independent, transportableand reusable pieces of instruction that are digitally managed and delivered. Assuch, they provide untold opportunities for easy access to tailored learning andare slowly being implemented in some larger corporations. Hodgins (2000, p. 1)states that learning objects:represent a completely new conceptual model for the mass of contentused in the context of learning. They are destined to forever change theshape and form of learning, and in so doing, it is anticipated that they willalso usher in an unprecedented efficiency of learning content design,development, and delivery.For instructional designers this is the good news and the bad news. Manyare being asked to seamlessly, and with no training or preparation, begin

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