Practical Guidelines for Learning Object Granularity from One Higher Education Setting
Kelvin Thompson, Francisca Yonekura, University of Central Florida, United States
IJELLO Volume 1, Number 1, ISSN 1552-2237 Publisher: Informing Science Institute
In considering the granularity of learning objects, one might be reminded of the cliché of the student who approaches her professor with the question, "How long does my paper have to be?" and the professor's response of, "Long enough to cover the topic and short enough to be concise." While learning object granularity has implications for both reusability and the development, specific decisions related to granularity are governed by the organizational context in which the learning objects are developed. It is a widespread hope that learning objects created in one organ- izational context will be routinely incorporated into different contexts. At present, it is the immediate organizational context of a learning object initiative that holds the most promise for addressing specific granularity issues such as the proportion of content relative to practice and assessment, the specific size limits of content, practice, and assessment, and heuristics for comparing time length of text with time length of various other media types (e.g., video, audio, and interactive media) in the implementation of content, practice, and assessment sections.
Thompson, K. & Yonekura, F. (2005). Practical Guidelines for Learning Object Granularity from One Higher Education Setting. Interdisciplinary Journal of E-Learning and Learning Objects, 1(1), 163-179. Informing Science Institute.
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