Learning objects for problem solving

Instructional Engineering For Learning Objects Repositories Networks
Gilbert Paquette

The EML concept challenges the over importance devoted to learning objects seen solely as information packages. As Rob Koper (2001) puts it: “A lot of learning does not come from knowledge resources at all, but stems from the activities of learners solving problems, interacting with real devices, interacting in their social and work situation. A lot of research about learning processes provides evidence for this stance that learning doesn’t come form the provision of knowledge solely, but that it is the activities of the learners into the learning environment which are accountable for the learning.” The emphasis on learning designs is also justified from a reusability perspective. For example, Michael Feldstein (2002) asserts that “content is harder to recycle than design”, that “recycling design can give bigger gains than recycling content” and, on the other hand, that “reusability (of learning objects) breaks some instructional designs”

Retrieved May 31, 2007 from: Paquette, G. Article