Learning Object Design
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The impact of objects on instructional design
The use of an object-oriented approach to content amplifies some of the familiar problems associated
with the design of instructional materials. It also presents some new ones. Consider this
checklist of instructional design requirements in light of a new, granular approach to content:
- Achieve consistency in scope, form and quality across objects and authors
- Objects need to be self-contained and instructionally effective
- Not illogical when mixed in different sequences with other objects
- Appealing, interactive and sensitive to different learning styles
- Design standard is realistic for authors to achieve with speed and efficiency
- Design can be employed by available instructors, developers and SMEs
- Results are adaptable to rapid change and easy to update
There is no magic bullet to address of all of these, and other, considerations. Indeed, some apply
today among developers of any form of course materials. But when we consider the challenges of
shifting to a whole new approach to content design, we would appreciate something that addresses a
number of the issues in one swipe.
General guideline for packaging content as learning objects
When it comes to the design of an object of content, consider the following general guidelines:
- Orient the object around an instructional objective.
- Assign an instructional strategy to each objective.
- Use the strategy as a prescription for content development.
- Attach the content and the test questions to the object.
Other guidelines are self-evident. We need to provide authors with training and help to ensure
they can work with the strategies effectively. Each organization needs standard formats for how the
content will appear in training products. Editorial guidelines will be required to help authors use
terms, writing styles and other techniques to ensure that an object will make sense when it appears
in a sequence with other objects.
What are instructional design strategies?
In general, the guidelines are centered on the use of instructional strategies. What are they?
Instructional strategies are methods, or rules that can be applied to the presentation of instruction.
Think of them like a prescription, or a “treatment plan” for getting information across to the
learner. A particularly useful strategy would address some or all of the familiar instructional
design problems. A “best-of-all-possible” strategy would also address the additional issues raised
when we try to compose content as learning objects.
A set of such strategies happens to exist in the form of a method of instructional design called the
Component Display Methodology. Educational Psychologist M.David Merrill, and others developed the
methodology over years of research.
The Component Display Methodology is predicated on three key elements:
- The domain of most content we need to convey falls into types or classifications.
- Each objective will represent one type of content; hence it can be classified.
- Each classification is associated with an instructional strategy that best conveys that type of
content.
This means that every objective will be written to represent a single type of content. Once it is
classified by the type of content it represents, an instructional strategy is applied to prescribe
how the content should be organized to best teach that type of objective. The strategy is comprised
of a series of instructional events, or components.
Content types
The kinds of content and classifications that are attributed to Component Display vary. Example
content classifications include:
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| Fact |
Recall: remember simple, factual inforation. |
| Structure |
Recall: remember the parts of a structure and their functions. |
| Concept |
Use a concept to recognize or classify something. |
| Process |
Use knowledge of a process to pinpoint the cause of a fault,
or predict consequences of a manipulation, in a system. |
| Procedure |
Use a procedure to do something step by step. |
| Rule |
Use a formula, algorithm or operational guidelines to perform
a complex operation. | |
Notice that only two types of content require recall. These are “lower level”
objectives. The rest require the use of a concept, process, procedure or rule to actually do
something. These are higher level, interactive strategies. By using this approach, we can see the
level of objectives we are writing very clearly, and strive to frame them at the higher, more
interactive level.
Each objective (or object) is assigned one of the above classifications. This influences the way
objectives are written in the first place. By causing an objective statement to be framed to
represent only one type of content, the scope of the objective becomes more manageable. It will
also be more consistent with the scope of other objectives because a universal rule is being applied.
Instructional components
Every strategy in the Component Display Methodology is implemented by displaying a set of instructional
components, or events. By displaying the components, the objective is presented in a way that best
teaches that type of content.
Most classifications are presented with the same type of components, but how the components are
developed is different for each strategy.
The components that make up each strategy (with a few exceptions) are:
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This model breaks the content into smaller, “sub-components.” Each component
has certain characteristics, based on the kind of content. Learners can proceed through the
components from left to right. This gives them the main idea, or “generality” first. The other
components help them understand and use the main idea to attain the objective.
Some learners prefer to proceed through the components in a non-linear path. For example, one
learner might want to first view the examples, try the practice, and perhaps see if she can
extrapolate the main idea. This way the content is adaptable to different learning styles.
For example
Let’s say we want to teach someone about how an automobile engine works. We know we’ll break the
content down by “systems.” One system is the cooling system. How do we approach this one?
We want the learner to understand how the cooling system works. We could write an objective as a
FACT, or informational objective to teach all the components, technical specifications and so on.
This would require a lot of recall on the part of the learner. We may need this type of objective,
but first let’s shoot higher, for something more interactive.
So, we’ll write a “PROCESS” objective, which will require the learner to use knowledge of a process
(cooling system process) to identify a fault or predict consequences.
We write this objective: “Given a description of operating conditions and indications of a cooling
system problem, identify the most likely cause of the problem.”
Here is a specification for how the content for this learning object might be developed according to
the Process strategy:
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| Introduction |
Brief statement to introduce the content (one short paragraph).
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| Main Idea |
Drawing or graphic showing flow of water through the components. Describe what is
happening at each component.(One page; illustration with explanation)
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| Explanation |
Explain how each component affects the water temperature. Briefly
describe how the component works (about two pages).
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| Examples |
Explain how the system reacts to a set of conditions. Examples to
cover (1) faulty thermostat, (2) low water, 3) malfunctioning pump.
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| Practice |
Give indications and require diagnosis for range of problems: leaky
hose, thermostat stuck open, thermostat stuck shut.
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| Properties of a learning object
Now let’s look at the properties of a learning object in light of the use of instructional strategies.
The strategy adds more details to the properties of the object. The content block is broken into
components, or events of instruction.
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Assignment of a content type and strategy addresses a number of
issues associated with the use of learning objects. The strategy promotes consistency in size and
scope of the objects because each object will only address one type of content. It also helps to
ensure that the content will be presented with all of the parts necessary to actually teach.
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It also provides a standard prescription that authors can follow to develop this type of content.
Learning objects will be complete, consistent, and instructionally effective. Learners can use the
content according to their individual learning style.
Learn more about Content Management.
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