The term ―Learning Object‖ is widely defined; there are many definitions. Each institute or organisation defines it according to its own methodology. Sosteric and Hesemeier [183] defined a Learning Object as ―a digital file used in educational settings to support instruction‖. The Learning Technology Standards Committee (LTSC) of the IEEE (Institute of Electrical and Electronics Engineers) defines it as:
"Any entity, digital or non-digital, that can be used, re-used or referenced during technology-supported learning. Examples of technology-supported learning applications include computer-based training systems, interactive learning environments, intelligent computer-aided instruction systems, distance learning systems, web-based learning systems and collaborative learning environments”[184]
Each Learning Object can be used and assessed independently. Each one can be used as a part of a complex learning system. A learning path can be composed by arranging Learning Objects together. An instructor can customise a learning path by collecting new Learning Objects, deleting unnecessary objects, and rearranging the sequence of the presentation.
2.5.1 The reason for Learning Objects
Any component that can be used to build a lesson is a Learning Object. Multimedia types can be Learning Objects, for example: text, graphics, animation, and audio, or they can be used to build various learning situations, such as questions, examples, seminars, discussions, workshops, exercises, and role play [185].
The idea of Learning Objects is to break down the lesson content into small chunks. Each one is independent and has its own duration of time, and can be used with other
chunks to build a learning system [186]. Learning Objects are self-contented, reusable, distinct pieces of material that satisfy a specific objective. They are an application of object-oriented basics that are used and re-used in different parts of technology all over the world, like Lego bricks, video presentations, stories, case studies, and many learning assessments. These re-usable objects can fit into many programmes [186, 187].
Learning Objects are used because of the following:
Learning content is developed and deployed quickly and efficiently.
It is easy to port Learning Objects between learning content management systems.
The cost of development and delivery is reduced. Maintenance is easier.
Why use Learning Objects?
Bradley and Boyle [187] mentioned several reasons behind using Learning Objects: No need to design new objects
Improving the tools already available
Availability of materials with less thinking and effort Increasing the value of the re-used objects
Another reason for upgrading to Learning Objects is the usage of Rapid Application Design/Development (RAD) [188]. It is a process that permits software developers to develop and improve any piece of content more quickly, efficiently and of advanced quality. The main idea here is to re-use software components within another software application. The designer can choose and apply a group of pre-prepared and defined subroutines and use them in another program, called a template, in any programming
object-oriented based language. The major reason, however, for upgrading remains clear: it is to lower the expense.
2.5.2 Criteria of Learning Objects:
Studies [185, 189] have discussed the main features of Learning Objects: The material should be flexible to be used in multiple contexts.
It should be easy to manage (searching, updating, filtered and selected). It should be customisable.
The organisation should be allowed to set the specifications according to its needs.
Searching for Learning Objects is an essential issue. Many websites are meant to be for that purpose, and one of these search engines is the Campus Alberta Repository of Educational Objects CAREO [190] which has opened an ongoing research project for periodically updated and tested materials. Another guiding engine or library that gives a wide range of varieties is the Wisconsin Online Resource Centre,[191] which is a digital web-based resource that supplies most learners and developers with ―Learning Objects‖.
MERLOT is a project which contains sources and learning materials [192]. It is also an educational community. This community has contributed to the ―growing up‖ of this project; many of the members make their professional materials available for MERLOT users.
These systems should be interoperable with other systems, as required by the Institute of Electrical and Electronics Engineers Learning Object Metadata standard (IEEE LOM) and the IMS Learning Design specifications (IMS LD) [193]. The ability to interact with different architectures as well as meta–data records should be possible. This allows re-using of Learning Objects as a template or plug-in component of another application.
Learning Object standards vary from learners to administrators and developers. As well as the financial affairs, each has their own vision [186, 194].
For learners: Courses must cope with every individual preference, presented in easily managed chunks and available at any time at one click.
For Administrators: Courses must fit all the learners‘ different motivations; variety lies in linking learning resources, and components of the course should be re-usable so that they can be applied in various fields other than the chosen one.
For developers: Objects created must be designed, used and re-used from various tools and can be employed on many platforms as in open standards. From the financial point of view, it saves a lot of money, depending on the study for the designing and developing of such ideas.
For Teacher: Teachers play the role of facilitator; they will switch from transmitters of knowledge to facilitators of learning so that learners can learn themselves [121, 195, 196].
2.5.3 Taxonomy of Learning Objects
According to Richey [197], the progress in models and items provides identification, description, relation and connection between variables used in creating Learning Objects. Object classification must be related to the instructional design, as both serve and are related to each other [186, 194] .
Wiley [186] listed five main types of Learning Objects:
Fundamental – a single resource unlinked to any other instructional theories. It is usually used in visual presentations.
Combined-closed – a small digital link designed by the Learning Object developers and creators to serve a certain purpose at design time. They are not cannot be decomposed to be used in any other application. These are most often fitted in video clip shows, as these involve sound, animation, and images, that are meant to show a certain idea but cannot be separated from each other.
Combined-open – a larger number of object learning items already made and put together at a requested time. They are reusable and can be combined and re-combined to serve in any other application, as in image, text, clips. They can be combined together to form a certain media file.
Generative-presentation – a combination of Learning Objects - whether to access the network or to generate Learning Objects - and link them to other applications to be used over and over. They can interact with several objects in the same context.
Generative-instructional – this is a combination between the fundamental, combined- closed, and generative–presentations. There are three types: the major difference here is that the learner can interact with such types to create and test in run time. This type has high reusability within the same program or with other software.
2.5.4 Connecting Learning Object to instructional design theory
Linking instructional theories to Learning Objects enhances the learning process [186]. Wiley [186] presented three major parts in enhancing such issues: an instructional design theory, a Learning Object taxonomy, and prescriptive linking material. These three relate the instructional theory to the Learning Object through Learning Object classification; these three in addition to the quality put Learning Objects to fit certain types of learning.
Before linking these three items, organisations and institutions faced a difficult obstacle, which was creating their own Learning Objects to be applied in their instructional design theory. After discovering prescriptive linking material, it becomes easy to link the required type of Learning Object through the taxonomy to the instructional design. It became clear that these links facilitate the development of Learning Object, as well as the instructional design when developing the current system.
The components or (Learning Objects) for this system were developed especially for this system; they were stored as links. The types of Learning Object used in the current system are Fundamental and Combined-closed. They are not to be used by other systems, and can be reached by putting the links together to compose a lesson, making
them combined closed. Some multimedia types were used such as sound files, pictures, texts which can be considered as Fundamental.
2.5.5 Learning Object Repositories
The centre of a Learning Object repository is the main database, containing hundreds of thousands of Learning Objects [194]. Such databases may be available online for any user; it can contain documents, media, websites, applications, and other knowledge resources [186]. These databases are saved and protected by legislation, policy, events, manuals and tables into a database. Access to these databases is restricted to end users only.