Transformative power of the learning object debate

被引：8

作者：

Bennett, Kathy ^{[1
]}

McGee, Patricia ^{[2
]}

机构：

[1] Univ Tennessee, Knoxville, TN USA

[2] Univ Texas Austin, Austin, TX 78712 USA

来源：

OPEN LEARNING | 2005年 / 20卷 / 01期

关键词：

Distributed learning; Enterprise content management system; Learning/course management system; Learning object;

D O I：

10.1080/0268051042000322078

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This article examines the significance of how learning objects have come to be conceptualized and utilized, particularly in higher education. While many articles critique the term and its origins, an examination of the role metaphor plays in our conceptualization of 'data', 'information' and 'learning objects' helps us move beyond a fixation on the term to its promise and challenges. Although much has been written about how learning objects should be developed, accessed and stored, much less has been written about how they should be designed and used. This quest for understanding of the role learning objects will play in the future of learning leads to new strategies which encompass such issues as a reusability, knowledge management, efficient infrastructure design and innovative course design.

引用

页码：15 / 30

页数：16