Creating Reusable Learning Objects

1. Front Matter

   Pages i-xii

   PDF

2. Background and Significance

   • Joseph J. Frantiska Jr.

   Pages 1-2

3. The Reusability Paradox

   • Joseph J. Frantiska Jr.

   Pages 3-4

4. Learning Object Design Standards

   • Joseph J. Frantiska Jr.

   Pages 5-7

5. A Plethora of Definitions

   • Joseph J. Frantiska Jr.

   Pages 9-10

6. Types of Learning Objects

   • Joseph J. Frantiska Jr.

   Pages 11-15

7. Technical Standards and Specifications

   • Joseph J. Frantiska Jr.

   Pages 17-17

8. Interchangeability

   • Joseph J. Frantiska Jr.

   Pages 19-22

9. Evaluation and Selection

   • Joseph J. Frantiska Jr.

   Pages 23-25

10. The Gestation of Learning Objects

    • Joseph J. Frantiska Jr.

    Pages 27-29

11. A Structured Approach

    • Joseph J. Frantiska Jr.

    Pages 31-35

12. An Illustrative Example

    • Joseph J. Frantiska Jr.

    Pages 37-44

13. The Object Oriented Programming Perspective

    • Joseph J. Frantiska Jr.

    Pages 45-58

14. Summary/Conclusion

    • Joseph J. Frantiska Jr.

    Pages 59-59

15. Back Matter

    Pages 61-64

    PDF

This brief examines and explores the reuse of learning objects to enhance students' learning experiences. The author details the difficulties of reusing learning objects, or the Reusability Paradox, and how to create more flexible learning objects. The brief also proposes a methodology to minimize limitations and therefore maximize a learning object's utility across a number of fields.

• Learning objects
• Educational technology
• Reusability and education
• Learning object design
• Loda object types
• Flexible learning objects
• Reusability paradox in education
• learning and instruction

• Contributing Faculty Member, Walden University, Minneapolis, USA

  Joseph Frantiska, Jr., Ed.D.

Joseph J. Frantiska Jr. is a contributing faculty member at Walden University. He has undergraduate degrees in mathematics, business, software engineering and artificial intelligence along with graduate degrees in computer science and business administration. He possesses a doctorate in education from the University of Massachusetts at Amherst. Prior to entering the field of instructional technology, he spent over 25 years in industry as a systems and software engineer with experience in all aspects of the software and system development lifecycles generating more than 20 technical publications. He has taught at the college level for over twenty five years in both educational technology and computer science in both online and face-to-face environments. 

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