An in depth learning object analysisTowards learning design connection and a general e-learning ontology

by Marcello Giacomantoniomg@wbt.it Quebec City, Canada, October 15-19, 2007

E-Learn 2007World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education - Quebec City, Canada

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Some unanswered questions

How can we reuse an LO? How do we connect it to an educational project or LD? Is it possible to consider using a part of a particular LO? How do we use the same LD in different contexts or with

different LOs? Can we personalise the content of an LO based on

different “student models” while remaining within the same LD?

How can we develop a catalogue, archive and research service that is both effective and affordable?

What allows us to retrieve whole LOs, or parts if necessary, to reuse in different projects?

How can we annotate LOs with all the essential, permanent information, but also the incidental and temporary information on how to use them in different training contexts?

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The principle of automation of educational processes A characteristic of e-learning in its most exclusive and

irreplaceable form is the ability of an e-learning system to automatically manage whole educational processes (complete courses) without the need for further human input, thanks to the processes’ integrated intelligence that is able to run the path from student registration to the certification of the skills attained

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What in fact is a learning object (LO)?

Let us now try to reformulate the definition of an LO in the light of the automation principle. In this case the definition becomes much more restrictive and focussed.

A learning object is (only): An electronic object able to interact with (and

whose content can be managed by) an automated system

Composed of content objects or narrative nuclei Aggregated around an educational objective Able to aid the acquisition of a specific skill

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The electronic and educational character of the LO

an LO must be an active object able to dialogue with the system at different times and exchange a series of information on its nature, characteristics and usability

being a learning object (and not simply a content object) it must allow for learning and thus fulfil an educational objective

the LO is composed of two sections: the content in its multimedia form and the information on its organisation and characteristics

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The deep structure of an LO

An LO is composed of three hierarchical levels[1]:

Learning object (LO) Content object (CO)

Content fragment (CF)

At any level the object is composed by assets

[1] Here we partly use the ALOCoM model, cit.

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A four level structured LO?LOs are structured in different levels referring to differing

aspects and classification criteria: Level 1: educational. An LO is such when it relates to an

educational objective, i.e. to the opportunity of a student gaining a skill.

Level 2a: semiotic-linguistic. A CO is such when it is a distinct, complete piece of the lesson. One or more COs become an LO when we associate them to an educational objective.

Level 2b: language. A CF is a necessity of the specific language used for the flow of the COs. One or more CFs constitute a CO depending on the rules of the languages used.

Level 3: technology. An asset is an elementary informatics resource that makes up a CF or CO.

… but as level 2a and 2b are of the same nature, we can synthesize as follow..

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Deep structure of a three-level learning object

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The author

Marcello Giacomantonio mg@wbt.it What about Wbt.it:

http://www.wbt.it/index.php?pagina=18 Italian eLearning Journal

http://www.wbt.it/index.php?pagina=9 The book:”Learning object”:

http://www.learningobject.info/