Chapter 5

Types of Learning Objects

There are numerous types of learning objects, each serving a specic purpose.
One person who has contributed much to the development of learning objects is
Dr. David A. Wiley of Brigham Young University. Dr. Wiley has created a taxon-
omy (classication system) of learning objects in 2000 called Preliminary
Taxonomy of Learning Object Types (Wiley 2000, p 24). In this taxonomy, he
developed ve types of learning objects listed below with an example of each:
FundamentalA learning object that is at its atomic level. That is, it cannot be
broken down farther. For example: a photograph of a tornado.
Combined-closedA learning object that contains two or more Fundamental
learning objects combined so that the Fundamentals cannot be reused. For example:
a video of a tornado with accompanying audio.
Combined-openA learning object that contains two or more Fundamental
learning objects combined so that reuse of the Fundamentals is allowed. For
example, a web page dynamically combining the previously mentioned image
and video les together with textual material on the y.
Generative-presentationA learning object that possesses the ability to com-
bine or generate and combine fundamental and combined-closed type learning
objects. For example, a multimedia program capable of graphically generating
the previously mentioned image and video les and positioning them to present
a tornado formation scenario to the learner.
Generative-instructionalA learning object that possesses the ability to com-
bine fundamental, combined-closed types, and generative-presentation learning
objects and evaluate learner interactions with those combinations, such as
remember and recite a series of steps that allow a tornado to form. For example,
a website that allows the learner to successively add the steps for tornado forma-
tion in the proper sequence to create a tornado.

Springer International Publishing Switzerland 2016 11

J. Frantiska Jr., Creating Reusable Learning Objects, SpringerBriefs
in Educational Communications and Technology,
DOI 10.1007/978-3-319-32889-8_5
12 5 Types of Learning Objects

LODA Object Types

In 2003, Clive Shepherd, a consultant based in Brighton, UK, and the Chairman of
the eLearning Network developed Learning Object Design Assistant (LODA).
LODA is a job aid that helps instructional designers to create effective, modular
e-learning and performance support materials.
What constitutes a learning object as far as LODA is concerned? LODAs deni-
tion of a learning object is A small, reusable digital component that can be selec-
tively appliedalone or in combinationby computer software, learning facilitators
or learners themselves, to meet individual needs for learning or performance support
(Shepherd 2003, p. 4).
LODA helps the user select from one of 41 different object types. Some of them
are completely self-contained while others are used as components in larger, multi-
object strategies for learning or performance support. They fall into the following
three object categories:

Tutorial Objects

Concise, independent portions of learning that reect a specic type of information,

ability or approach. It may consist of information, drill and practice exercises and
any other components that are required for learning to take place. They include the
following types:
Facts and related informationFactual information that needs to be committed to
memory or that will support other tutorial types such as the names of the planets or
the creation of the U.S. constitution.
Concepts/classesDifferences between specic groups or classes of objects, pro-
cedures, people or thoughts possessing distinctive characteristics. Examples: view-
points in religion; categories of software; the concept of relativity.
StructureThe conguration of an object or set of conditions. Examples: the parts
of an airplane; a corporate organization diagram; an architectural drawing; the por-
tions that constitute a system structural design.
RuleAn instruction that dictates behavior in a particular situation. Examples: do
not bring your dog to the park; use the ofce equipment for business purposes only;
if it starts to bleed, apply a tourniquet.
PrincipleA declaration that is more comprehensive than a rule such as a regula-
tion, concept, quality or belief. Examples: the law of gravity; customers are always
right.
AttitudeAn inherent inclination that tends to make a person react in a specic
way with regards to a particular situation comprised of people, occasions and/or
thoughts. Examples: attitudes about religion, customers, ecology, politics.
LODA Object Types 13

ProcessA series of connected events culminating in an end result. Examples: how

a bill becomes a law in the U.S. government; the human digestive process.
ProcedureA sequence of steps to accomplish a task. Examples: setting up a printer,
handling a situation, troubleshooting, lling out a drivers license application.

Information Objects

Reference materials for performance support or as components in learning strate-

gies requiring multiple learning objects. Examples: procedures; case histories;
introductions and summaries; decision aids. They include the following types:
Facts and background informationImportant facts that need to be remembered or
information to support other tutorial types.
Concepts/classesDistinctions between classes (types) of objects, events, people
or ideas and their unique attributes. Examples: perspectives in politics; types of
computers; the concept of equality; the concept of object-orientation.
StructureThe conguration of an object or environment. Examples: the parts of
an airplane; a corporate organization diagram; the blueprint of a building; the com-
ponents of a software interface.
RuleWhat to do in specic situations, i.e. if then do Examples: never ask
a question unless you know the answer; do not use the ofce phone for personal
calls; teach arithmetic before calculus; if it starts to smoke, send an alarm.
PrincipleA generalized assertion, e.g. a law, theory, value or belief. Examples: the
law of gravity; customers are always right.
AttitudeAn inclination to think, feel or act in a denite way relative to particular
events, people, ideas, etc. Examples: attitudes about the Internet, clients, public
speaking, politics, recycling.
ProcessHow something works. A series of events culminating in an objects func-
tion. Examples: how a DVD player works; the object life cycle; the metamorphosis
of a buttery; the process by which politicians are elected.
ProcedureHow to do something. A sequence of steps required to achieve a specic
goal. Examples: building a website, handling a situation, troubleshooting, lling out
a form.
Decision aidAn instrument to help a person make a decision in a particular set of
circumstances. Examples are videos, charts, online decision support systems. Uses:
landing an aircraft, diagnosing a disease, choosing a suitable cemetery plot.
DenitionA statement of the meaning of a word or phrase.
14 5 Types of Learning Objects

Demonstration/worked exampleAn execution of the steps that comprise a

procedure. Examples: a computer-based demonstration of how to conduct a sales
presentation; a textbook example of how to build a tool shed.
Illustration/story/case historyA means to show how a process, procedure or rules
can be applied in an actual situation. Examples: case law; anecdotes describing situ-
ations that went wrong; a story of how a product can be adapted for specic uses.
PaperReference material that supports any type of learning activity whether it is
in an academic or industrial setting. Examples: an analytical report, a comparison of
competing explanations, a comprehensive plan.
Program introductionAn explanation of the purpose and utility of a learning situ-
ation to provide the learner with motivation and an understanding of what the situ-
ation will comprise.
Program conclusionA summarization given at the end of a learning situation that
serves to integrate the major components of the learning to integrate and encourage
the transfer of knowledge.

Practice Objects

Performance, evaluation and constructivist inquiry-based activities to be employed

in learning strategies. Examples: situations, assessments, simulations. They include
the following types:
Ofine procedural practiceAn activity that provides an opportunity to practice a
procedure that does not require direct contact with the learning object. Examples:
using spell check; rehearsing a play; assembling parts; combining pigments to pro-
duce a paint color.
Case study/scenario/problemAn activity in which the learner is presented with a
specic situation and is required to react to that situation. Examples: a business case
study, a criminal investigation, critiquing a video depiction of a criminal interroga-
tion, a statement of earnings and debts for a corporation.
SimulationA representation of a process that occurs in the real world, in which
the user is able to initiate action or respond to situations or events. Examples: a
ight simulator, war games.
GameAn activity with a goal and associated rules which provides the learner an
opportunity to enhance a skill set through competition with others. Examples: a
board game to teach geology, a video game to teach about fossils, a timed quiz about
earthquakes.
Drill and practiceAn activity that tries to increase ability in a task or skill through
repetition. Examples: learning multiplication tables, cardiopulmonary resuscitation.
LODA Object Types 15

TestAn activity through either questions or practical application that is designed

to assess aptitude of knowledge or skills with regard to specic learning objectives.
Examples: a driving test, a graduate school entrance examination.
Questionnaire/inventoryA set of questions whose analyzed answers provide an
insight into a learners attitudes, personality, inclinations, etc. Examples: a market-
ing survey, an opinion poll.