Abstract
Variously described as learning, educational, or knowledge objects, reusable curriculum components are said to hold out the promise of easy and low-cost multimedia course creation. These objects can include interactive simulations, multimedia materials, and also Web documents or sites. What is most important in each case is that they can be used and reused by educators across a variety of teaching and learning settings. Using the term “educational objects” to refer generically to these reusable resources, this paper explores the idea of the “object” that underlies the substantial promise associated with them. It undertakes a critical examination of the various definitions and descriptions of educational objects provided in the literature of educational technology and computer science. It concludes by suggesting a new understanding of educational objects that emphasizes community and educational practice rather than technology and software design.
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