Creating a reusable learning objects strategy leveraging information and learning

Creating a Reusable
Learning Objects
Strategy
Leveraging Information
and Learning in a
Knowledge Economy
Chuck Barritt
and
F. Lee Alderman Jr.
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About This Book
Why is this topic important?
There is a great deal of confusion over the definition and utility of reusable learning ob-
jects (RLOs). Although the RLO concept is becoming more and more familiar to those of
us in the training and human performance technology fields, the use of the term is fluid.
You have likely noticed that vendors define RLOs to suit their current products and tools,
adding the term learning object to a list of existing features and functions. Likewise, con-
tent vendors may replace common terms like module and lesson with the sexier moniker
reusable learning object, and each company may get on the RLO bandwagon to fulfill an
ill-defined business goal. Add to the morass of definitions and uses of RLOs the concept
of knowledge management and the need for a clear definition, process, and implementa-
tion framework becomes self-evident. This book provides that definition, process, and
framework. It helps you document and create a reusable learning objects strategy.
What can you achieve with this book?
This book first provides a foundation for creating reusable learning objects in your organ-
ization. This book will help you lay out an RLO strategy that covers design, implementa-
tion, delivery, costs, benefits, and pitfalls. You will learn how RLOs can fit into your training
design, development, and delivery process, and which areas in your process will need to be
modified. We will also touch on the need for evaluation and ongoing support of each RLO

database, whether it is stand-alone or it is reused or shared by multiple authors.
How is this book organized?
The basic structure of the book follows the process for establishing a reusable learning ob-
ject system, from designing the original strategy to evaluating the results. Each chapter
will take a portion of that process and break it down while building on the previous chap-
ter. A number of examples are included and build on each other as the book progresses.
Worksheets are provided at the end of several chapters to allow you the opportunity to
capture your own thoughts and needs and lay the groundwork for your own RLO strategy.
At the end of the book, we take out our crystal balls and try to predict future trends
for RLOs, e-learning, and knowledge management, and how the three may be merging into
one field.
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About Pfeiffer
Pfeiffer serves the professional development and hands-on resource needs of
training and human resource practitioners and gives them products to do their
jobs better. We deliver proven ideas and solutions from experts in HR develop-
ment and HR management, and we offer effective and customizable tools to
improve workplace performance. From novice to seasoned professional, Pfeif-
fer is the source you can trust to make yourself and your organization more
successful.
Essential Knowledge Pfeiffer produces insightful, practical, and
comprehensive materials on topics that matter the most to training
and HR professionals. Our Essential Knowledge resources translate the expertise
of seasoned professionals into practical, how-to guidance on critical workplace
issues and problems. These resources are supported by case studies, worksheets,
and job aids and are frequently supplemented with CD-ROMs, Web sites, and
other means of making the content easier to read, understand, and use.
Essential Tools Pfeiffer’s Essential Tools resources save time and
expense by offering proven, ready-to-use materials—including exercises,

activities, games, instruments, and assessments—for use during a training
or team-learning event. These resources are frequently offered in looseleaf or
CD-ROM format to facilitate copying and customization of the material.
Pfeiffer also recognizes the remarkable power of new technologies in ex-
panding the reach and effectiveness of training. While e-hype has often cre-
ated whizbang solutions in search of a problem, we are dedicated to bringing
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Essential resources for training and HR professionals
www.pfeiffer.com
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Creating a Reusable
Learning Objects
Strategy
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Creating a Reusable
Learning Objects
Strategy
Leveraging Information
and Learning in a
Knowledge Economy
Chuck Barritt
and
F. Lee Alderman Jr.
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Copyright © 2004 by John Wiley & Sons, Inc.

Published by Pfeiffer
An Imprint of Wiley.
989 Market Street, San Francisco, CA 94103-1741 www.pfeiffer.com
Except as specifically noted below, no part of this publication may be reproduced, stored in a retrieval sys-
tem, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scan-
ning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act,
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for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River
Street, Hoboken, NJ 07030, 201-748-6011, fax 201-748-6008, or e-mail:
The worksheets from this book are designed for use in a group setting and may be reproduced for
educational/training purposes. The reproducible pages are designated by the appearance of the following
copyright notice at the foot of each page:
duced by permission of Pfeiffer, an Imprint of Wiley. www.pfeiffer.com
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not be available in electronic books.
ISBN: 0-7879-6495-6
Library of Congress Cataloging-in-Publication Data
Barritt, Chuck, 1967–
Creating a reusable learning objects strategy : leveraging information and learning in a knowledge

economy / Chuck Barritt and F. Lee Alderman, Jr.
p.cm.
Includes bibliographical references and index.
ISBN 0–7879–6495–6 (alk. paper)
1. Organizational learning—Management. 2. Knowledge management.
3. Organizational learning—Cost effectiveness. 4. Employees—Training of—Cost effectiveness.
5. Instructional systems—Planning.
I. Alderman, F. Lee, 1961– II. Title.
HD58.82.B37 2004
658.4'038—dc22 2003024332
Acquiring Editor: Matthew Davis
Director of Development: Kathleen Dolan Davies
Developmental Editor: Susan Rachmeler
Production Editor: Nina Kreiden
Editor: Sandra Beris
Manufacturing Supervisor: Bill Matherly
Editorial Assistant: Laura Reizman
Cover Design: Bruce Lundquist
Illustrations: Lotus Art
Printed in the United States of America
FIRST EDITION
Printing 10987654321
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phone 978-750-8400, fax 978-646-8700, or on the web at www.copyright.com. Requests to the Publisher
Creating a Reusable Learning Objects Strategy. Copyright © 2004 by John Wiley

& Sons, Inc. Repro-
317-572-4002, or visit www.pfeiffer.com.
To my mother for her unconditional support; she is missed.
—Chuck

To my wife Sherry for her constant love and support.
—Lee
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Contents
Foreword xv
Acknowledgments xix
Introduction: Getting the Most from This Resource 1
1 Introducing Reusable Learning Objects 5
What Are Learning Objects and Reusable Learning Objects? 6
Why Do I Need a Strategy? 9
Why Focus on Reuse? 10
What Are the Myths? 12
What Are the Benefits? 17
What Are the Delivery Options? 19
Are There Industry Standards? 20
Chapter Review 22
RLOs in Action: How One Company Got Started 22
2 Creating Your Strategy 27
How Will Authors and Learners Use the System? 28
How Will You Break Down Content to Build RLOs? 32
Who Will Create and Own the RLOs? 38
How Will the RLOs Be Delivered? 43
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xii
Will the RLOs Be Static or Dynamic? 44
Will the RLOs Be Customized for Learners? 46
Will You Use Format-Free Objects? 50
Will You Use Templates? 52

What Business Rules Will You Need? 54
How Much Metadata Will You Need? 57
How Will You Evaluate Your Success? 58
What Are Your RLO Tool Options? 59
What System Architecture Will You Need? 61
Chapter Review 61
RLOs in Action: Kicking Off the RLO Strategy Project 62
RLO Strategy Worksheet 68
3 Changing Your Design Process to Accommodate RLOs 73
What Is the Traditional ISD Model? 74
What Is the Impact of Linking and Reuse? 75
How Will RLOs Affect Evaluation? 78
How Will RLOs Affect Analysis? 82
How Will RLOs Affect Design? 86
How Will RLOs Affect Development? 96
How Will RLOs Affect Delivery? 103
What Is the Maintain and Retire Stage? 107
How Will RLOs Affect Learning Activities? 111
Chapter Review 115
RLOs in Action: What Changes Are Needed? 116
Changing Your Design Process Worksheet 121
4 Creating Your Learning Objects 125
How Flexible Is Your RLO Strategy? 126
How Do You Analyze RLO Solutions? 127
How Do You Design RLO Solutions? 134
How Do You Develop RLO Solutions? 144
How Do You Deliver RLOs? 149
How Do You Evaluate RLOs? 154
Contents
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xiii
How Do You Maintain and Retire RLOs? 156
Chapter Review 157
RLOs in Action: Building RLO Prototypes 159
5 Applying Metadata 161
What Are Metadata? 162
How Are They Used? 163
What Are the Standards? 167
How Do You Use the Standards? 169
Where Are Metadata Used? 173
What Tools Will Be Needed to Use Metadata? 176
What Will the Impact Be on Your Process? 177
Is It Worth the Cost? 186
Implementation Case Study 189
Chapter Review 190
RLOs in Action: Setting Up Metadata 191
Applying Metadata Worksheet 194
6 Creating Your Transition Plan 197
Have You Defined Your Hierarchy and Granularity? 198
Do You Have Management Support? 199
Will Your Organization Embrace Change? 200
Do You Currently Use Templates? 203
Have You Updated Your Development Process? 204
Have You Identified Your Authoring Tools? 205
Have You Identified Your Delivery Tools? 206
What Is the Expected Return on Investment? 207
Are You Ready to Implement Your Strategy? 209
Chapter Review 211
RLOs in Action: Adopting the Strategy 212
7 Preparing Your RLO Strategy for the Future 217

Changing Business Demands 218
Critical Mass and Acceptance 219
Contents
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RLO Research 220
Merging of Knowledge and Learning 221
Accepted Industry Standards 222
New RLO-Based Tools 223
New Vendors and Partners 224
Chapter Review 226
RLOs in Action: What Comes Next? 226
Final Thoughts 229
Glossary 231
Web Resources 239
Bibliography 245
About the Authors 261
xiv Contents
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xv
Foreword
O
rganizational training is an expensive endeavor, with over
$50 billion invested by business and industry annually. And
$50 billion is a conservative estimate because it does not include the
most expensive element of any training event—the salaries, time, and
lost opportunity costs of the learners! To realize a return on this in-
vestment, training to improve organizational performance must use
a structured process—commonly called the instructional design
process—to identify best practices and the knowledge and skills that
underpin those best practices. Implementing the instructional design

process adds a lot of time to the production of training events. Com-
mon estimates range anywhere from forty to two hundred hours of
design and development time for every one hour of instructional
time.
If you work in a large organization you have no doubt encountered redundant
efforts by professionals who, unknown to each other, develop training programs
from scratch that use similar content for different, or sometimes even the same,
learners. You may also have experienced situations where individual learners did
not need the entire course. For these people some very specific skills or knowledge
included in the course would have sufficed. Reusable learning objects offer great
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xvi
promise here: for a reduction in development time, because you can “mine” the
work of others, and for a tailored learning experience that gives learners only
the training they need to perform their jobs. The not-so-obvious potential of
reusable learning objects is improved quality and consistency in instructional
programs.
Technology now makes reusable learning objects possible. The challenge,
however, falls to the training profession to adopt an entirely new way of working—
an evolution from an artisanal approach characterized by great flexibility to a more
standardized, assembly-line approach. Although you may have a gut reaction
against the assembly-line idea, do not forget that, from automobiles to computers,
the Industrial Revolution and its underlying processes allowed mass access to mod-
ern consumer goods and a higher standard of living.
As the authors point out in this book, there are many factors to consider as you
define your learning objects strategy. No one solution will fit all organizations.
Much planning and coordination will be required to make reusability work. As the
days of the solo practitioner and small design team independently developing les-
sons and courses wane, a professional practice is emerging that requires greater
discipline and coordination to adhere to standards and to implement policies in

ways that will ensure reusability.
However, no matter how learning objects are defined, granulated, or stored, the
end product must serve fundamental processes of learning. Although we can
develop new technology and new business processes relatively quickly, the evolu-
tionary process that has shaped human cognitive learning moves much more
slowly. As humans we all share memory architectures that are simultaneously very
powerful and quite limited. Any instructional strategy, reusable or not, must take
into consideration the requirements of this architecture, including the need to
focus learner attention, activate prior knowledge, manage cognitive load in work-
ing memory, and prompt processing of new content in ways that lead to transfer-
able knowledge in long-term memory. Thus, although there will be organizational
challenges in new technology, new processes, and new policies to implement
reusability, no less important will be solutions that keep the focus on human learn-
ing and the instructional strategies that support that learning. No amount of
reusability will compensate for an end result that defeats human psychological
learning processes.
Foreword
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Recent research has taught us much about the best instructional methods. Im-
plementing reusable learning object strategies offers us the opportunity to make
instructional products not only more efficient but more effective as well. Success
will depend on the collaboration of a diverse team of experts, including technol-
ogy, knowledge management, domain-content, and instructional psychology
personnel.
This book, one of the first on reusable learning objects, is a great road map for
training professionals setting out on this new journey.
Ruth Colvin Clark
Cortez, Colorado
xviiForeword
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xix
Acknowledgments
T
his project got its start many years ago, when we began to discuss
and refine exactly what reusable learning objects are, how they are
created, and what their benefits are. Over the years, many people have
helped us along the way. From those who participated in our earliest
discussions to those gracious enough to review our first draft, we
learned from them all. We learned from the critics of RLOs as well.
Their wisdom forced us to reevaluate, rethink, and make changes to
our ideas. The end result is better for their suggestions.
Although the list is long, we would specifically like to thank Ruth Clark, Wayne
Hodgins, Wayne Weiseler, Steven Elliot, Wayne Seamans, Le-Anne Sousa, Chris
Sliz, and the members of the RLO and OutStart user groups.
Chuck Barritt would like to acknowledge the RLO team at Cisco Systems, who
actually worked through many of the key implementation issues over the past four
years: Rick Crowley, Matt Tabor, Peg Maddocks, Barbara Termaat, Corliss Lee, Bob
McGough, Christine Yoshida, and Samantha Edwards, to name but a few.
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1
Introduction
Getting the Most from This Resource
C
reating a Reusable Learning Objects Strategy: Leveraging Infor-
mation and Learning in a Knowledge Economy will answer your
questions about what it takes to create and implement a reusable
learning objects strategy for your individual needs or throughout a
global organization. Specifically, you will learn how to:

• Synthesize the various definitions of reusable learning objects (RLOs) to fit your
needs.
• Recognize the current state of reusable learning object utility and how your
usage may differ.
• Create reusable learning objects based on your needs.
• Identify the benefits and challenges of employing reusable learning objects.
• Compare your current development process with one based on reusable learn-
ing objects and the changes you will need to make during the transition.
• Document and capture all the elements that go into a strategy before moving
forward with implementation.
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• Create learning objects in a way that maximizes their reuse while maintaining
their instructional effectiveness.
• Ensure that learning objects are designed for use in multiple learning
approaches with the context needed to enable learning.
This book also addresses three important points that seem to be missing from
much of today’s discussion about reusable learning objects: designing a strategy
for implementing RLOs in an organization, correlating with existing training
design philosophies and their architectures, and using reusable learning objects
beyond directive, page-turning types of computer-based training (CBT) or
electronic learning.
As you read, you may ultimately decide that reusable learning objects are not
right for your organization at this time. This may be because of their cost, the
needed changes in tools and processes, or the overall benefits for your specific
training and knowledge management needs. This book is intended to help you
make an informed decision—whether to go with reusable learning objects or pass
on them.
AUDIENCE
Training, instructional design, and human performance technology professionals
are the primary audience for this book. It is helpful to have a background in basic

instructional systems design (ISD) principles, including the role of learning
objectives, needs assessments, and evaluations in the ISD process. This book
contains implementation-level suggestions geared to those in the training devel-
opment function as well as suggestions for more strategic-level issues that managers
and directors face in training, human resources, and knowledge management areas
of their organizations.
Technical writers, or anyone involved with creating manuals and publications
(either on paper or on-line), are an important secondary audience for this book.
Those working in the information technology field who must implement and
integrate RLO-based tools and solutions will also find this book helpful. Finally,
Introduction2
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