Abstract
Department of Informatics, Petroleum-Gas University of PloiestiBd. Bucuresti 39, Ploiesti, Romaniae-mail: mvladoiu@yahoo.comReceived: July 2003Abstract. In this paper, we present a standard definitio n for learning objects, a controversy aroundit, and the resulted working definition, along with features to be held by learning objects, benefits ofthe object-oriented approach for learning, some pros and cons for using learning objects, and finallysome quality standard guidelines for these objects. In addition, we introduce shortly a taxonomy oflearning object types and the metadata standards that can be used for learning objects and the waythey inter-relate. An overview of the content and capabilities of the instructional digital librariesavailable on the web is presented too. We conclude by pointing out some possible solutions formeaningful use of the learning objects that can be found on the web, either by construction of reallyuseful community instructional digital libraries, or by using non-authoritative metadata to find theselearning resources. Involving the conscious user in the process of making sense of the huge quantityof learning resources to be available on the web is, in our view, the only straightforward way tohaving fast access to the most appropriate (instructional) resource that is needed for a particular(educational) aim.Key words: learning objects, instructional digital library, metadata standards, non-authoritativemetadata, scholar communities, community instructional digital libraries.
Highlights
E-learning, learning objects, instructional use of learning objects, instructional digital libraries, metadata, learning communities and much more related terms are very present in the literature and on the websites that have to do with education and instruction nowadays
We have performed an extended search on the web using different search engines and we have discovered that there are two classes of accessible instructional digital libraries: large initiatives that are continuously developing comprehensive Digital Libraries (DLs) for many areas of arts, and sciences, and small specific DLs built as a support for particular purposes
In this paper we presented a perspective on learning objects’ and instructional digital libraries’ world as it can be seen from the points of view a user, an instructional designer and an educator
Summary
E-learning, learning objects, instructional use of learning objects, instructional digital libraries, metadata, learning communities and much more related terms are very present in the literature and on the websites that have to do with education and instruction nowadays. Only by storing the learning objects, along with all the other elements related to instruction, into open instructional digital library which can be integrated in more general digital libraries, can provide for the availability and re-use of the instructional components to all interested instructional agents (human, software). This way, these instructional elements can be accessible to anyone, anywhere, anytime, and with significant cost-savings.
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