What are Reusable Learning Objects (RLO)?
The FCCJ’s Learning Innovation and New Media department defines Reusable Learning Objects (RLO) as small chunks of learning content that relate to a course concept and/or objective.
Learning Objects have the following characteristics:
Learner-centered.
Interactive - An active learning experience that appeals to a variety of learning styles (visual, auditory, kinesthetic).
Multi-media interactive features containing two or more of the following: text, graphics, sound, animation, simulation, gaming in which the students receives immediate feedback.
Address a learning outcome and/or course concept.
Small, independent chunks of knowledge or interactions (2 to 15 minutes), stored in a database, that can be presented as units of instruction or information.
Available to many users at the same time in online environment.
Re-usable by instructors and students.
Built-in assessment (optional).
Tagged with metadata so that every learning object is easily found in a search.
Quality Standards for Learning Objects…
Shows a clear purpose immediately relevant to the learner.
Reflects a specified learning preference (visual, auditory or kinesthetic).
Supports the competency at the appropriate level (Bloom).
Helps learners understand the objective/concept being presented.
Is able to be applied to courses in different subject areas.
Is able to be applied to different programs of study.
Can be grouped into larger collections of content, including traditional course
structures.
Requires interaction on the part of the learner with the learning materials, i.e., responding and acting to apply higher-order thinking skills.
Can stand alone, i.e., is not dependent on external sources (textbook chapters, videos).
Contains all information and materials needed by learners to complete the activity, e.g., introduction, conclusion, learning content.
Is easy to use for the learner.
Applies appropriate Seven Principles for Good Practice in Undergraduate Education" (Chickering and Ehrmann).
Applies appropriate Adult Learning Principles (Knowles).
National Learning Infrastructure Initiative:
http://www.educause.edu/nlii/keythemes/LearningObjects.asp
Wisconsin Online Learning Resource Center:
http://www.wisc-online.com/index.htm
Advanced Distributed Learning:
http://www.adlnet.org/index.cfm?fuseaction=ADLTechnologies
http://www.academiccolab.org/resources/learning_objects.html
Wiley, David A. (2002) Learning Object Design and Sequencing Theory:
http://www.reusability.org/read
Institute of Electrical and Electronics Engineers, Inc.:
http://www.ieee.org/portal/index.jsp
American Association of Higher Education: http://www.aahe.org/assessment/principl.htm
Campus Alberta Repository of Educational Objects:
http://www.careo.org/
Southern Regional Education Board
http://www.electroniccampus.org/student/srecinfo/publications/Principles_2000.pdf
Polsani, Pithamber R. (2003) “Use and Abuse of Reusable Learning Objects,”Journal of Digital Information, Volume 3 Issue 4, Article No. 164, 2003-02-19
Dunning, Jeremy, McRobbie, Andrea, Hunt ,Tom, Ingham, Cliff, Vandermolen, Larry, Beyers, Heath, Dietz, Rick, Banik, Stacy, and Ramlo, Cynthia.(2003) TALON learning objects, Indiana University:
http://www.indiana.edu/~scstest/jd/adaplearntech.html
Chickering, Arthur and Stephen C. Ehrmann (1996), "Implementing the Seven Principles: Technology as Lever," AAHE Bulletin, October, pp. 3-6.
http://www.tltgroup.org/programs/seven.html
Bloom, B.S. (Ed.) (1956) Taxonomy of educational objectives: The classification of educational goals: Handbook I, cognitive domain. New York ; Toronto: Longmans, Green.
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