Much has been written about
learning objects in the literature. A few (e.g., Dave Merrill) have pointed out
that learning objects alone do not constitute instruction. To explain why I
think that Merrill is correct, I offer these remarks. First some definitions
are needed. An educational system, broadly conceived, is intended to develop
responsible, thoughtful and productive members of society (see Dewey’s writings
for more on this). Instruction is that which is intended to support or
facilitate learning. Learning is characterized by stable and persistent changes
in what a person or group of people know or can do.
Some regard anything found on
the Internet as a knowledge object that could support learning. However, there
is misinformation and mistakes in many Internet resources, so the information
found should be confirmed or verified before using it to support learning; when
verified, the information object might be considered a knowledge object.
Learning is a naturally occurring and ongoing process – sometimes intentional
(oriented toward a goal) and sometimes not. Self-directed individuals might
make use of many information and knowledge objects in pursuit of their
interests. Within the context of an educational system (instructional
curriculum learning environment, training program, etc.), learning is typically
associated with a specific goal, in which case a knowledge object can be
considered a learning object. However, many students in an educational system
lack adequate preparation, motivation or self-regulation skills needed to make systematic
progress towards the intended outcomes. That is why formative feedback (timely,
informative, explanatory feedback) is so important. In addition, summative
feedback is typically needed to mark important milestones along the way to
success in and completion of a program or curriculum. Learning objects which
have support for learning in the form of learning guidance, feedback, and
assessment can then be considered instructional objects.
A typical MOOC (massive, open
online course) lacks sufficient support for learning as do many so called
serious games. While there is a place and use for MOOCs and serious games, it
is important to keep in mind the intended learning outcomes, which can and
probably should be negotiated with learners early and often.
