Learning Object (LO) is one of the main research topics in the e-learning community in the recent years. In this context, granularity is a key factor for LO reuse. This paper presents a methodology to define the learning objects granularity in the computing area as well as a case study in software testing. We carried out five experiments to evaluate the learning potential from the produced learning objects, as well as to demonstrate the possibility of LO reuse. The results show that LOs promote the understanding and application of the concepts. In addition, the set of LOs identified through the proposed methodology allowed its reuse in different contexts.
A lesson plan is an important methodological component of the learning process. The key purpose of the article is to analyse the current situation and suggest how the information technologies can assist in the development of lesson plans, their accumulation and retrieval, thus ensuring their effective application. The authors disclose the problems of lesson plan creation and their description as well as make comparative analysis of information and lesson plan templates provided at learning objects storages. The authors identified the main components of lesson plans and their description, based on application of learning objects metadata standard model and the principles for improving the model elements as well as on the results of the analysis made, and proposed the templates for creating the technology-based lesson plans and their description. The development of lesson plans and descriptions will allow educators reuse didactic resources (lesson plans) as an effective learning tool. The storage of didactic resources will allow teachers to use the best practices, and the same learning objects in different learning scenarios.
A brief overview of formation method of flexible learning objects is presented in this article. The basis of this method is e-learning material that is structured and separated from display rules. The learning objects that have such e-learning material may be adapted to individual needs and may be used in different learning contexts without changing e-learning material. To change the presentation form of e-learning material of such objects, it is enough to change display rules of this material. However, if the e-learning material must be adapted too, it is much easier to do this as the material is structured and contains less technical information of representation. The adaptation of such learning objects is more effective and needs less work time input, therefore they are called as flexible learning objects.