@INBOOK{MemmelRasJantkeYacci+07,
  chapter = {Approaches to Learning Object Oriented Instructional Design},
  pages = {281--326},
  title = {Learning Objects and Instructional Design},
  publisher = {Informing Science Press},
  year = {2007},
  editor = {Alex Koohang AND Keith Harman},
  author = {Martin Memmel AND Eric Ras AND Klaus P. Jantke AND Michael Yacci},
  address = {Santa Rosa, California},
  note = {ISBN 83-922337-7-8},
  abstract = {The use of learning objects is an emerging concept proven to be valuable
	in the areas of knowl-edge management and e-learning. Learning objects
	are a key technology building a bridge be-tween these two converging
	fields (Ras et al. 2005). In spite of their importance, the design
	of learning objects, conceptually and technically, is often debated
	with little effort to fully describe the learning or educational
	process. A lot of effort has been put in the definition of standards
	by numerous institutions. However, "key issues related to global
	content classification such as a common schema, ontology, granularity,
	taxonomy, and semantics of learning objects which are critical to
	the design and implementation of learning objects remain unsolved"
	(Mohan, Daniel 2004). 
	
	Instructional design deals with setting up spaces in which human learners
	can be directly taught and can guide their own learning experiences.
	It prepares learning paths such that learners with different prerequisites,
	with different needs and desires, in varying moods and under widely
	un-foreseeable circumstances can find their way. Learning objects
	are building blocks for learning spaces; they are constituents of
	individual learning paths. The field of instructional design and
	development provides insights into the design of learning objects
	by enabling learning object de-signers to use existing terminology,
	models, and methods from instructional design.
	
	Learning object oriented instructional design is a challenge that
	has to deal with several issues such as syntax and semantics, granularity,
	and reusability. The concept of dynamic annotation is a step towards
	a resolution of the retrieval and reuse dilemma. Dynamic annotation
	enables the annotation of individual objects in such a way that these
	annotations describe sufficiently well the meaning of a learning
	object. The granularity of learning objects has a crucial impact
	on the ability to adapt, aggregate, and arrange content suiting the
	needs and preferences of the learner. When deciding on which granularity
	to choose, the trade-off between the possible benefits of reuse and
	the expense of cataloging is of crucial importance (Wiley 2000).
	
	The multidimensional learning object architecture is a generic approach
	enabling adaptivity and supporting instructional design. This architecture
	is based on different dimensions of adaptivity. Smallest building
	blocks that are "semantically not dividable" and "uniquely classifiable"
	are the central element of the presented architecture. They can be
	combined to other types of learning objects and allow an instructor
	or a system to choose the variant that suits best the user’s goals,
	needs, and preferences. 
	
	Many learning objects can be considered as components, and in some
	cases as software compo-nents. Hence, approaches from the field of
	Software Engineering have an impact on instructional design. Technologies
	such as design patterns, frameworks, and product lines are integrated
	within a component-based approach for instructional design. Design
	patterns are a good means for making design ideas more explicit and
	hence applicable, developing learning objects for re-use by following
	the component paradigm will increase their reusability, and the separation
	of concerns by applying frameworks and product lines will decrease
	the complexity of instructional design and its embodiment (i.e.,
	reusing concrete learning objects).},
  owner = {memmel}
}