Abstract
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 “Reusable learning objects” oriented towards increasing their potential reusability are required to satisfy concerns about their granularity and their independence of concrete contexts of use. Such requirements also entail that the definition of learning object “usability,” and the techniques required to carry out their “usability evaluation” must be substantially different from those commonly used to characterize and evaluate the usability of conventional educational applications. In this article, a specific characterization of the concept of learning object usability is discussed, which places emphasis on “reusability,” the key property of learning objects residing in repositories. The concept of learning object reusability is described as the possibility and adequacy for the object to be usable in prospective educational settings, so that usability and reusability are considered two interrelated – and in many cases conflicting – properties of learning objects. Following the proposed characterization of two characteristics or properties of learning objects, a method to evaluate usability of specific learning objects will be presented.
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 <p><b>Key Terms:</b> Learning objects, reusability, usability evaluation, learning technology standards</p>
Highlights
On the Concepts of Usability and Reusability of Learning ObjectsAbstract “Reusable learning objects” oriented towards increasing their potential reusability are required to satisfy concerns about their granularity and their independence of concrete contexts of use
Growing interest in Web-based learning has accelerated steps towards the standardization of electronic learning contents (Anido et al, 2002)
If we want learning objects to become the central component of a more efficient industry of educational content, existing definitions that focus on reusability must become the key property of learning objects
Summary
Abstract “Reusable learning objects” oriented towards increasing their potential reusability are required to satisfy concerns about their granularity and their independence of concrete contexts of use. Such requirements entail that the definition of learning object “usability,” and the techniques required to carry out their “usability evaluation” must be substantially different from those commonly used to characterize and evaluate the usability of conventional educational applications. A specific characterization of the concept of learning object usability is discussed, which places emphasis on “reusability,” the key property of learning objects residing in repositories. Following the proposed characterization of two characteristics or properties of learning objects, a method to evaluate usability of specific learning objects will be presented
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