Learning object; learning unit; technological concept; pedagogical concept; learning objects; instructional design; granularity; sequencing; learning strategy; open learning environment; educational modelling languages

The paper focuses on the basic concepts of a learning unit as a set of learning objects. These concepts define the design of learning and instructions as the process of designing and assembling of learning objects according to certain strategies. The technological and pedagogical approach to learning objects is presented. In order to underline the differences between these approaches to learning objects, some examples of the technological concept are mentioned - the SCORM specification of learning objects, the CISCO systems strategy of reusable learning objects, the CLEO initiative. On the contrary some pedagogical concepts are referred to later. The Component Design Theory, Open Learning Environment approach, Educational Modelling Languages, the Multimedia Operational Objects as concrete examples of the pedagogical approach, are presented. Finally, the existence of pedagogy in learning objects is questioned, which brings us back to the beginning.

The paper focuses on the basic concepts of a learning unit as a set of learning objects. These concepts define the design of learning and instructions as the process of designing and assembling of learning objects according to certain strategies. The technological and pedagogical approach to learning objects is presented. In order to underline the differences between these approaches to learning objects, some examples of the technological concept are mentioned - the SCORM specification of learning objects, the CISCO systems strategy of reusable learning objects, the CLEO initiative. On the contrary some pedagogical concepts are referred to later. The Component Design Theory, Open Learning Environment approach, Educational Modelling Languages, the Multimedia Operational Objects as concrete examples of the pedagogical approach, are presented. Finally, the existence of pedagogy in learning objects is questioned, which brings us back to the beginning.