Strategies for Reuse of Learning Objects: Context Dimensions
Allard Strijker, Betty Collis, University of Twente, Netherlands
International Journal on E-Learning Volume 5, Number 1, ISSN 1537-2456 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Based on research in ten projects in a university, corporate learning, and military context, a set of dimensions is found that can help decision makers to develop strategies for reuse (Strijker, 2004). This article describes how these dimensions and their relation with human and technical aspects can be used in a reuse strategy. The dimensions can be used as a starting point to identify various aspects of reuse, but also to predict if a strategy for reuse can be successful in a certain organization. The following five different dimensions are identified: cultures within the context, learning scenarios, incentives for reuse, work processes, and how learning objects are stored. The context for each dimension can be more systems oriented or personal-oriented depending on the situation.
Strijker, A. & Collis, B. (2006). Strategies for Reuse of Learning Objects: Context Dimensions. International Journal on E-Learning, 5(1), 89-94. Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
© 2006 Association for the Advancement of Computing in Education (AACE)
- Distance Education
- Educational Technology
- Human Computer Interaction
- Information Communication Technologies
- Information Sciences
- Instructional Design
- Instructional Materials
- Learning Management Systems
- Learning Objects
- Social Sciences
- System Configurations
ReferencesView References & Citations Map
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.Suggest Corrections to References
Cited ByView References & Citations Map
Juergen Heller, Christina Steiner, Cord Hockemeyer & Dietrich Albert, University of Graz, Austria
International Journal on E-Learning Vol. 5, No. 1 (2006) pp. 75–88
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.