Learning objects
differ from conventional learning materials in that they use a variety of media
sources including text, graphics, audio, and video (Muirhead and Haughey,
2005). Learning objects are essentially the digital resources (e.g., audio,
photos, graphics, animations, video, Word/PDF documents, HTML pages, Java
applets, and interactive exercises) that are designed to generate and support
learning activities and enrich learners’ experiences (Richards, et al., 2002).
Within the last five
years, institutions and academics have developed approaches to facilitate
access to a wide range of learning objects to support teaching across the
curriculum. Suthers (2000) believes that this interest is motivated in large
part by the desire to be able to find and reuse the work of others.
Institutions (such as Institute of Electrical and
Electronics Engineers or IEEE)
have developed standards for learning object packaging.
Although learning
objects could be reused in many instructional contexts, much of this investment
is used for specific audiences and remains unknown beyond the immediate
developers and consumers (Richards, et al., 2002). Wiley (2002) indicates that learning objects
are generally deliverable over the Internet, meaning that teachers can access
and use them anywhere and
simultaneously (as opposed to traditional media, such as maps or videotapes,
which can only exist in one place at a time). Moreover, teachers
can collaborate on and benefit immediately from new versions. LORs provide
faculty, teachers, curriculum developers, and students with easy access to a
large storehouse of learning objects that can be shared and used within and
across universities and schools (SREB, 2005).
According to JORUM
(2004), it could be argued that a repository, at its core, is only a database
of objects, with import and export interfaces. However, there is a distinction
to be made in LORs between the database (that holds the metadata and objects)
and the tools that are used to interact with this database (by searching,
downloading, importing, etc.). A review of
existing learning object repositories reveals that a repository is essentially
a file storage system that has a form of control over the quality of the files
(learning objects) to classify and store them using metadata, a searchable
database to categorise and locate learning objects, an easy-to-use mechanism
for uploading, updating, retrieving, and exchanging learning objects and an
appropriate technical infrastructure, including software (e.g., database, and
security system) and hardware (e.g., server and telecommunication
capabilities).