Connecting learning objects to instructional design theory
A definition, a metaphor, and a taxonomy
by David A. Wiley
http://www.reusability.org/read/chapters/wiley.doc
in The Instructional Use of Learning Objects, http://www.reusability.org/read/
Quotes
"The problem was that no instructional design information was
included in the metadata specified by the current version of the Learning
Objects Metadata Working Group standard." p.11
"The most difficult problem facing the designers of learning objects is
that of 'granularity' (Wiley, et al., 1999). How big should
a learning object be?" p.12
"Rather than thinking about LEGOs or Lincoln Logs, perhaps our minds should
be pointed toward something like a "learning crystal,"
in which individual learning objects are combined into an instructionally useful,
and to some degree inherent, structure." p.20
"Examples of these five object types are given below,
followed by the taxonomy, which explicates their differences and similarities.
- Fundamental - For example, a JPEG of a hand playing a chord
on a piano keyboard.
- Combined-closed - For example, a video of a hand playing
an arpeggiated chord on a piano keyboard with accompanying audio.
- Combined-open - For example, a web page dynamically combining
the previously mentioned JPEG and QuickTime file together with textual material
"on the fly."
- Generative-presentation - For example, a JAVA applet capable
of graphically generating a set of staff, clef, and notes, and then positioning
them appropriately to present a chord identification problem to a student.
- Generative-instructional - For example, an EXECUTE instructional
transaction shell (Merrill, 1999), which both instructs and provides practice
for any type of procedure, for example, the process of chord root, quality,
and inversion identification." p.21