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Instructional Design, Learning Objects and SCORM revisited
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Instructional Design, Learning Objects and SCORM revisited
Alexander Romiszowski
(Educational Technology 47/4, July-August 2007, pp61-63)
The ID+SCORM conference.
As I write this column, in April of 2007, the third ID+SCORM Symposium has just taken place at Brigham Young University, in Provo Utah. Shortly before the event, I accessed the conference description and call for papers. I was directed to several URLs, including one to the paper, published in this journal, that summarized the principal issues discussed at the first of these conferences, held in 2002 (Bush, M. D. Connecting Instructional Design to International Standards for Content Reusability, Educational Technology, 42(6), 5-13, November-December 2002). I had read the paper at the time of publication, as I had been following, maybe with some skepticism, the growth of interest in the creation of learning object economies and application of standards that might facilitate their reusability. I was also directed to a critique of some of the points raised in Bush’s paper, which I had not read before, that was published by Stephen Downes in 2003, in his Blog. This was interesting, especially for Downes’ claim that “…design and reusability are incompatible….. design requires specificity, and specificity prohibits reusability…. conversely, reusability requires generality, and generality prohibits design.”