Edited by David A. Wiley
The Agency for Instructional Technology and The Association for Educational
Communications and Technology’s new book The Instructional Use of Learning Objects presents the cutting edge of modern instructional design theory. Learning objects “...may provide the foundation for an adaptive, generative, scalable learning architecture... [wherein both] teaching and learning as we know them are certain to be revolutionized” (Wiley, p. 20).
What are learning objects?
As used in this invaluable book, “learning objects” describes “any digital resource that can be reused to support learning.”
How are learning objects already being put to use?
Scholars like David Merrill, Michael J. Hannafin, David Wiley, Brenda Bannan-Ritland, and Andrew S. Gibbons present a range of ideas that include constructivist thought, cognitive theory, and a taxonomy of learning objects. Mimi Recker (and others) discuss “collaborative filtering” -- providing context-sensitive discovery and recommendation of appropriate learning objects to the right person at the right time.
The Instructional Use of Learning Objects has 298 pages and is softbound. It is a joint publication of the Agency for Instructional Technology and the Association for Educational Communications and Technology. ©2002 by individual chapter authors.