Learning Objects and E-Learning: an Informing Science Perspective

Abstract

This papers provides an overview of e-learning from its fundamentals (what is knowledge, what is teaching) through how e-learning is being implemented using campus-wide Learning Content Management Systems (LCMS). While others, such as MacDonald et al. (2005), detail the transformation of education in light of changing technologies, this paper attempts from a variety of perspectives to make sense of the transformation. E-learning can be difficult to understand because different authors use the term differently. Still, beyond these apparent differences lies agreement on basics that this paper explores. E-learning can best be understood in the broader context of using technology to meet society’s needs for learning. It also requires us to understand that adult learners have psychological needs that e-learning must address. The Informing Science framework helps us understand that teaching in higher education involves a cast of roles that might best be performed by different specialists. One of the most important aspects of e-learning are Learning Objects and the various software tools that aid in their development, storage, use in teaching, and administration. This is because elearning is often delivered using specialized software that assists teachers to create their courses, the student to use coursework, and the administrator to make previously developed coursework available for re-use. Learning Objects are the raw material of such systems. E-learning can be delivered by a sole teacher or as part of a campus-wide effort. Campus-wide LCMSs make it possible for technologists, content specialists, instructional specialists, and students to work seamlessly to create and refine e-learning.