One of the paradox of multimedia and online learning is the lack of reusability.
Incompatible programming languages, lack of universally used standards, and specialized instructional designs have been barriers to reusability in interactive learning. Beyond these causes, often times instructional developers and faculty do not begin the process of brainstorming new projects with reusability in mind.
When approached with a concept idea, one of the first things I consider is whether this is an opportunity to develop a reusable learning object or if it is appropriate to develop a custom solution. Reusability is more than SCORM or choosing a certain software development methodology/language.
In software development, the concept of design patterns refers to common solutions to programming situations. Why reinvent the wheel when the blueprint for a wheel is available. Learning objects are a lot like design patterns and have been used by instructors for centuries. The socratic method is an example of a learning object. In modern times, the socratic method can be facilitated with technology, such as a discussion board, but the design pattern remains the same.
Shinny Disco Ball Syndrome
Some faculty and instructional developers can get enamored by technologies and features available to build into a course or instructional design. Often times the outcome is detrimental to learning, student adoption, and instructor effectiveness.
Instead of focusing on features (the shinny disco ball), good interactive learning should be premised on the learning goal and measurable outcomes. Reusable learning objects are a great starting point when brainstorming a new activity or course. Instead of "we could do this" the conversation could be applying this known and tested learning object to the instructional situation. Developing a new learning objects is always an option and should be informed by the success/failures of previous learning objects developed in-house or by others.
Open Source Learning
The open source movement has radically changed (for the better) software development. An open source approach to online learning development could offer similar benefits and in some ways this is one of the goals of SCORM. While SCORM provides useful standards it does not encourage or facilitate sharing of learning objects, and pedagogy. In our copyright society, the open source movement has yet to really take hold in the online learning community. Beyond copyright, major corporations (book publishers) have financial incentives to restrict such development efforts.
In teaching, the open source sharing of information has existed for a long time. Faculty in-service days, mentorship, and other methods have been used to help new (and old) instructors improve upon their instruction methods. While the technologies and desires exist for the same to occur in higher education and interactive learning, my experience has been a dearth of such exchanges except for those active in academic conferences and publishing. Often times, this is tenure track faculty rather than the instructional designers who play a major role in innovation and development.
Next post will focus on best practices for the design and implementation of reusable learning objects.
