http://www.lsal.cmu.edu/lsal/expertise/
papers/notes/lotec05052003/lotec05052003.html
This paper, from Dan Rehak and others at the renowned Learning Systems Architecture Laboratory at Carnegie Mellon University (which now has a new RSS feed), asks how authors actually create learning objects, and whether the current tools are supporting these actual processes or instead getting in the way. To investigate this they take the sensible step back from the technology and look at a number of low or no tech paper-based techniques for developing learning objects, with the “objective [is] to help create learning, and hide technology and standards” and thus “understand how learning technology standards can be applied in the creation of learning objects and content.”
You can draw your own conclusions – I think the process they outline is a useful one for tool builders to go through if they want to build tools that support the way people actually work. But my cursory reading didn’t reveal any huge lessons learnt from the paper-based modelling and many of the criticisms levelled at the one example tool (ReLoad) they cite could seemingly be levelled at the paper-based model as well (e.g. use of jargon for one). – SWL
Still all focus on the tagging and describing of objects- who is going to sit down first with an instructional idea and fill out descriptive tag sheets? It seems a backwards approach for how people create lessons.
Still looking for things that actually focus on *using* objects.