To be published in the Singapore Polytechnic Journal of Teaching Practice, 2007
DEVELOPING A FLEXIBLE LEARNING MODEL
USING LEARNING OBJECTS
… A CASE STUDY AT THE SINGAPORE MARITIME ACADEMY
Kalyan Chatterjea
Singapore Maritime Academy
Abstract
With availability of technologies a student-centred flexible model of education could
promote personalized learning. A case study was conducted at the Singapore Maritime
Academy using computer-mediated learning, where students were encouraged to
develop learning objects as part of their course work. The learning objects were made
using concept mapping tool and were enriched with spatial resources at multiple levels.
The resulting knowledgebase developed through student-centred activities created a
collaborative, enjoyable learning platform for learners and at the same time produced
dynamic searchable digital resources. An on-demand networked formative assessment
system was also provided to scaffold learning. The paper describes the details of this
case study and the feedback received from the first cohort of learners going through this
experiment.
Keywords: Learning objects, resource-based learning, formative online assessment,
CmapTools, concept maps, knowledge sharing, knowledge repositories, computer
supported collaborative learning.
INTRODUCTION
…flexible approaches to teaching and learning refer both to an educational philosophy and a set of
techniques to teaching and learning. The term describes an approach to education that is more a
learner-centred and that increases the learner’s responsibility for his or her own learning. Flexible
approaches increase the degree of student control over when, what, where, how and at what pace
they learn. (Johnston, 2001)
Unlike the conventional classrooms, where teachers act as main players in the teaching
and learning activities of the learners, a flexible model of education promoting
personalized learning can create environments, where learners play the key-role in their
learning. In such models the learners define their own needs and seek for solutions. This
course of defining one’s own needs and the seeking of their solutions leads to
processes, which could precipitate in meaningful learning (Cañas et al. 2003). Recently,
a case study was conducted at the Singapore Maritime Academy (SMA), where such a
model was attempted. The model was based on student activities resulting in
development of reusable learning objects (Hodgins, 2002). Learning objects are small,
self-contained entities, with their own objectives, activities and assessment. The paper
describes the case study and presents arguments that this student-centred approach is
one of the viable models for technical education.
The application domain selected is LNG transportation industry, which uses LNG boil-off
gas to fire propulsion boilers for a steam propulsion plant. Human resource in this sector
To be published in the Singapore Polytechnic Journal of Teaching Practice, 2007
is in short supply as the today’s marine engineers are mainly trained on diesel engines.
Hence, there is an acute need to convert management level diesel engineers with ample
diesel propulsion proficiency to steam propulsion engineers with additional expertise of
LNG gas handling in steam boilers and of operating the steam propulsion plant. The
case study was based on developing a course for imparting this steam engineering
knowledge to engineers proficient in running of diesel propulsion machinery.
The SMA course, titled “Steam Certificate of Competency for LNG Propulsion” is tailored
for the emerging LNG transportation sector, which trains adult learners, who are already
engineers on diesel ships and who will be further trained for certification in handling LNG
carrier in steam propelled vessels burning boil-off gas from the LNG cargo. Using this
course as a case study, the plan was to develop an ergonomic learning environment,
created through computer mediation.
This new learning environment is expected to facilitate:
o
o
o
o
o
Creation of learning objects during course to facilitate personalised learning
Use of advance organisers to enhance assimilation
Automated formative assessment to scaffold learning
Constructivist social learning to promote teamwork
Inquiry-based and exploratory learning to synthesize knowledge
Normally, this course is run for a period of three months. Use of this flexible, computermediated environment is expected to cut down the training time to only four weeks,
which is 1/3rd of the normal duration of such a course. The paper describes the process
of running of the first cohort, which was undertaken during the month of March, 2007 at
the Singapore Polytechnic.
The paper is organised in the four following sections:
o
o
o
o
Section 1 narrates the process of learning objects generation in the context of
constructivist flexible learning (Bannan-Ritland et al., 2000).
Section 2 describes the resource-based learning (Hannafin et al. 2000), which
offers the potential for establishing situational relevance in a flexible
development/delivery environment.
Section 3 relates the techniques used for the development of a network-based
on-line assessment system, which formed an integral part of the course providing
scaffolding for the learners.
Section 4 summarises the feedback from the 1st cohort.
SECTION 1 – LEARNING OBJECTS
Learning objects are fundamental elements of a new conceptual model for content creation
and distribution. They are destined to change the shape and form of learning, ushering in
unprecedented efficiency of content design, development, and delivery. Their most significant
promise is to increase and improve the effectiveness of learning and human performance.
(Hodgins, 2002)
Learning objects (LOs) have been defined in various ways (Bannan-Ritland et al., 2000;
Wiley, 2000; Hodgins, 2002; Lezama, 2006) and is now seen as a topical issue in teaching
and learning. Learning objects provide a development platform, which lends itself to flexible
usage in course building. With the availability of ample digital resources, learners could be
led through constructivist ways to deconstruct knowledge resources and reconstruct the
same to suit their individual learning needs. Although the LOs are developed to meet the
To be published in the Singapore Polytechnic Journal of Teaching Practice, 2007
requirements of a specific course, being self-contained in nature, they are reusable in other
courses if the courses share similar objectives.
In the case study at the Singapore Maritime Academy, LOs were put together by the learners
themselves as Bannan-Ritland (2000) and Gibbons (2002) suggest that if the learner
acquires an author’s role during LO generation, learning will be more significant and the
learning object will turn into a fundamental element of the learning process in virtual
environments.
The basic course structure is shown in the figure 1 below. Knowledge components
(shown as 64% below) are the content knowledge of the steam plant and constituted of
MS Word documents, PDF documents, html files, graphics and videos, while the
proficiency components (shown as 36% below) were mainly delivered using the LNG
Steam Propulsion Plant Simulator, which could simulate various scenarios of a running
plant. The basic thermodynamics (shown below in Figure 1) is a set of help files, which
provides the look-up facility in thermodynamic theory, which may be required for the
engineers from time-to-time to run the plant and understand its behaviour.
Figure 1. Course Structure for the Case Study
The course structure is deconstructed (see Fig. 2) using an advanced learning organiser to
split the task of running of the plant into a combination of smaller tasks. The learning
organiser has the purpose of visualizing the overall sequential tasks at-hand and also
providing interface for accessing resources via this visual organiser. It is expected that as the
learners go through these sequential tasks, they would pick up the essential knowledge and
proficiency required covering the majority of the course structure shown in Figure 1.
The tool used for this development is CmapTools from the Institute for Human and Machine
Cognition and is described elsewhere (Cañas et al., 2003; Novak & Cañas, 2004; Chatterjea,
2006, 2007). The sequential path shown in the Figure 2 has twenty nodes (marked by
numbers nn) and the nodes have direct access to various documents, graphics, media files
To be published in the Singapore Polytechnic Journal of Teaching Practice, 2007
and other similar learning organisers at a lower level (see Figure 3). The learning objects are
made by the learners at this level. As an example, taking the safety devices from Figure 3, a
learner has developed a learning object on protective devices on boiler (see Figure 4) using
a concept map. The actual processes of the development of concept maps are described
elsewhere (Cañas et al., 2003; Novak & Cañas, 2004; Chatterjea, 2006, 2007).
Figure 2 Advance Learning Organiser Provides a Visual Interface for Resource Access
Figure 3 Visual Organiser at a Lower Level for Steam Boiler
To be published in the Singapore Polytechnic Journal of Teaching Practice, 2007
Figure 4 Learning Object - Boiler Protective Devices
The main features of learning objects and their advantages for different groups of users are
shown in Figure 5 (Lezama, 2006). Benefits of reusability of these LOs are already being
realized in SMA as the LOs are being re-used in other courses with similar objectives.
CmapTools has an in-built search engine and scope for meta-tag definitions, so if the LOs
are well-defined with meta-tags, locating the LOs does not pose any problem. Granularity is
expected to increase with each cohort as the learners will progressively develop more LOs at
lower levels. CmapTools lends itself easily for scalability as the LOs could be arranged in
various groups at different levels.
Figure 5 Learning Objects - Main features & Advantages
To be published in the Singapore Polytechnic Journal of Teaching Practice, 2007
The LOs made with CmapTools can be attached with various resources. Resources-based
learning (RBL) is another topical issue in education (Bell & Lefoe, 1998; Hill, & Hannafin,
2001). RBL and its implications in teaching and learning, as implemented in the case study,
are discussed in the next section.
SECTION 2 – RESOURCE-BASED LEARNING
Knowledge and related information has to be structured in a way that it can be accessed
easily. Visualization tools may assist students in visualizing their knowledge, as well as
providing access to knowledge elements and task-relevant knowledge resources. Most
existing tools focus on the visualization of knowledge or information only. It is claimed that
concept mapping may function as a bridging technology. The contribution draws attention
to digital concept maps as cognitive tools which may provide a basis for the development
of synergistic approaches that may help visualizing, accessing, and managing both
subject-matter domain knowledge and information and foster resource-based learning.
(Tergan et al., 2006)
Strategies for flexible learning should include effective organisation and representation
of knowledge. Localisation of knowledge using concept mapping tools can provide
resources for self-regulated resource-based learning (Tergan and Haller, 2003). Concept
mapping tools support situational relevance on spatial representations, which could
breakdown complex learning tasks into manageable learning objects, with their own
resources. Graphical representations in concept maps enhance cognitive process of
managing knowledge and information in resource-based learning and problem solving
environments (Cox, 1999).
In self-regulated learning, availability of increasing volume of digital information many
times leads to cognitive overload. Additionally, conceptual and navigational
disorientation is common among learners while surfing the Internet for making sense in
an un-familiarised domain (Tergan et al., 2006). Concept maps used in the case study
provides localized resources and thus addresses the problem well. Advance learning
organisers based on concept maps (see Figure 2, 3 & 4) provide spatial resources and
thereby support individual knowledge management. An example of resources in the
concept map, generated in the case study is shown in the Figure 6.
Figure 6. Localised Resources for Safety Devices - doc file, ppt file and LO at a Lower Level
To be published in the Singapore Polytechnic Journal of Teaching Practice, 2007
According to Boechler & Dawson (2002), concept maps could become useful in helping
individual in his search for knowledge and knowledge resource. In this sense visual search in
computer-based knowledge maps resembles map-based navigation in hypertext
environments. In addition to visual search most computer-based mapping tools provide
functions for content search, thus providing automatic access to pre-specified knowledge
elements (Tergan, 2003).
Considering that a learning system is not complete without a fitting assessment arrangement,
we spent considerable resources to develop on-demand online assessments for all the LOs,
which were developed during the case study. The next section provides some details of this
assessment system, which was created using ExamView suite from FSCreations, USA.
SECTION 3 – ONLINE ASSESSMENT IN ENHANCING LEARNING
Assessment practices shape, possibly more than any other factor, what is taught and how it is taught
in schools. At the same time, these assessment practices serve as the focus (perhaps the only focus
in this day and age) for a shared societal debate about what we, as a society, think are the core
purposes and values of education. If we wish to create an education system that reflects and
contributes to the development of our changing world, then we need to ask how we might change
assessment practices to achieve this. (Ridgeway et al., 2006)
There is evidence that today’s educational requirements call for higher order thinking.
However, it is also claimed that there is a constant danger that assessment systems are
driven in undesirable ways, where things that are easy to measure are valued more highly
than things that are more important to learn but harder to assess. (Ridgeway et al., 2006)
Computer-mediation can help provide on-demand online tests with immediate feedback. In
the case study for all LOs, there were specific on-demand online tests. The Figure 7 shows
the process of developing an online network-based objective type of question. The software
suite used is called ExamView (http://www.fscreations.com/examview.php), which is suitable for both
non-numeric and numeric online questions. Assessments were arranged in formative mode
with low stakes, which means, the learners were encouraged to attempt these assessment
even when they were unsure of the solutions. The immediate feedback from the server
provided the grade achieved, the right answer and its rationale. Hence, the assessment
system served somewhat like Skinner’s teaching machine, used so successfully in
programmed learning (http://www.coe.uh.edu/courses/cuin6373/idhistory/skinner.html ).
Figure 7 Assessment Development using ExamView Suite
To be published in the Singapore Polytechnic Journal of Teaching Practice, 2007
The association between teaching, learning and assessment is well explained by Robitaille et
al. (1993) distinguish three components of the curriculum: the intended curriculum (set out in
policy statements), the implemented curriculum (which can only be known by studying
classroom practices) and the attained curriculum (which is what students can do at the end
of a course of study). The links between these three aspects of the curriculum are not really
clear. Hence, according to Ridgeway et al. (2006), the assessment system – tests and
scoring guides - provides a far clearer definition of what is to be learned than does any verbal
description (and perhaps provides the only clear definition), and so is a far better basis for
curriculum planning at classroom level than are grand statements of educational ambitions.
Pedagogy
`
Learning
Assessment
Figure 8 Close Association between Learning & Assessment
[ Adapted from Pellegrino, Chudowski, and Glaser, 2001]
The learners were given 10 to 12 online formative assessments per week to self-evaluate
their progress. At the end of the course, there was also an online summative assessment,
which was served to establish the grade of the learner and was also used by Maritime Port
Authority of Singapore to issue the required certification in steam engineering knowledge.
The Figure 9 shows some of the formative assessment on the server and a part of one
assignment.
Figure 9 Formative Assessment and Scores on Server
To be published in the Singapore Polytechnic Journal of Teaching Practice, 2007
As all the details of student performances are recorded, the difficulties in understanding of a
part of the content are immediately highlighted and necessary actions could be taken by the
facilitator. The digital assessment and scores were recorded in the server and creates a
good transparent means of developing student portfolios (ExamView has built-in facility for
generating student progress report). The student portfolios will provide the potential
employers a clear picture of the course coverage and also all stake holders could provide
feedback on coverage, thereby allowing the provision for critical evaluation of course content
and progressive improvement of the course structure.
Learner feedback was also made a part of the server-based process and these are
discussed in the following section.
SECTION 4 – FEEDBACK FROM THE 1ST COHORT
The learner expectations based on his past learning experiences in a learning situation could
pose difficulties in accepting new ways learning (Fidishun, D. 2000). Quoting Fidishun, adults
resent and resist situations in which they feel others are imposing their wills on them. In the
case study, we were dealing with senior engineers, who already had substantial experience
of post-secondary education and therefore had distinct expectations about the way a course
should be delivered and run. So, to sell a totally new way of learning was indeed a challenge
for the course facilitator. Even the classroom arrangement (see Figure 10 below) was very
different from the conventional ways of learning in a classroom.
A traditional classroom arrangement in
SMA showing the transmission mode of
learning.
Learning sessions during the case study, showing
the student-centred classroom arrangement with
ample scope for 1) computer-mediated interaction
with content & 2) team work.
Figure 10 Comparing Classroom Arrangement during the Case Study with the
Conventional Arrangement at SMA
However, the feedback received was generally positive and would encourage us to
pursue this new way of computer-mediated learning for maritime education at the SMA.
The following table summarizes the feedback received from the 10 mature students in
our first cohort.
Feedback to Improve Learning (n=10)
Questions
Feedback
1. List out the useful features of the module.
o Course was information rich
o Use of Internet to study
o Sharing of course material among
participants
o Knowledge-based learning
o Group learning
To be published in the Singapore Polytechnic Journal of Teaching Practice, 2007
o
o
o
o
o
o
o
o
o
o
2. List out the NOT so useful features of the
module.
3. What are the strengths of the module?
o
o
o
o
o
o
o
o
o
4. What are the weaknesses of the module?
o
o
o
o
5. Was the module enjoyable?
o
o
o
o
6. Why choose Singapore?
++
o
o
o
o
o
o
Team work
Hands-on experience on steam
simulator gave us a realistic view of
LNG ship operation
Good coverage
Video of LNG ship
Use of CmapTools suite
Use of ExamView software
Updated information on subjects
Computer-mediated learning drives
our interest to learn more
Assess ourselves everyday with
immediate feedback
Course gave us confidence on
running of LNG ships
Nil
New approach to learning
Time saving
Better in-depth understanding
Direct involvement with
content during course
Computer-based learning
Good coordination of coursecoordinator
Use of CmapTools & ExamView
Exposure to new ways of learning
Ample scope for group discussion
during the course
Learning with a partner
Freedom to research and make
assignments using software
This method of teaching may not be
effective for those who are expecting
to spoon feeding.
Cannot find any flaw in this method
of learning. Given a choice between
traditional learning and this method, I
shall choose the later.
Student without having some
minimum knowledge of computing
will find this course difficult.
No shipboard visit
Module was really interesting
Very interesting and informative
Very friendly and informal
environment
Very enjoyable throughout the
course
All the way yes
Cost effective and I find Singapore to
be a homely environment
Cheaper and yet the course is using
a lot of technology
Faculty is knowledgeable
Singapore is more advanced in
computer usage
I continued from my earlier course in
To be published in the Singapore Polytechnic Journal of Teaching Practice, 2007
Singapore. So it was convenient
7. Any other comments.
o
o
o
o
o
o
o
We should keep in touch, contribute
to the knowledgebase and share the
same
A ship visit to LNG carrier would be
useful.
SMA could arrange for placement to
LNG ships
SIGTTO safety guidelines should be
included
Boiler manufacturing techniques
should be included
High voltage distribution system
found in LNG ship should be
included
One month of course time is too
short
++ These are all international students.
Table I. Feedback to Improve Learning
From above that, it can be said that this new way of learning was quite acceptable to this
mature group of students. However, at the beginning of the module a few of the students
were worried about the adequacy of their computer knowledge. It was also found that
the younger learners were more comfortable in using CmapTools and ExamView
software. Hence, their contributions to the knowledgebase were more than the older
members of the cohort.
CONCLUSION
The paper described a case study undertaken at the SMA to implement a flexiblelearning student-centred methodology of computer-mediated learning. The experience
gained in using a new model of learning based on development of learning objects,
resource-based learning and integrated, on-demand online assessments were also
described . The student feedback was generally positive.
The results obtained from the case study suggest the need for further educational
research to substantiate the claims for using this model as a viable way of learning in
maritime education.
REFERENCES
Bannan-Ritland, B., Dabbagh, N. & Murphy, K. (2000). Learning object systems as constructivist
learning environments: Related assumptions, theories, and applications. In D. A. Wiley (Ed.), The
Instructional Use of Learning Objects: Online Version. Retrieved from:
http://reusability.org/read/chapters/bannan-ritland.doc
Bell, M., & Lefoe, G. (1998). Curriculum Design for Flexible Delivery – Massaging the Model.
Conference organised by Australian Society for Computers in Learning in Tertiary Education.
Retrieved from:
http://www.ascilite.org.au/conferences/wollongong98/asc98-pdf/bell-lefoe0031.pdf
Berge, O. (2006). Reuse of Digital Learning Resources in Collaborative Learning Environments. PhD
Thesis, University of Oslo, Norway. Retrieved from:
http://folk.uio.no/olaberg/PhD-Berge.pdf
To be published in the Singapore Polytechnic Journal of Teaching Practice, 2007
Boechler, P.M., & Dawson, M.R.W. (2002). Effects of navigation tool information on hypertext
navigation behavior: A configurational analysis of page-transition data. Journal of Educational
Multimedia and Hypermedia, 11 (2), 95-115.
Cañas, A. J., Hill, H., Lott, J. (2003). Support for Constructing Knowledge Models in CmapTools
Retrieved from http://cmap.ihmc.us/Publications/WhitePapers/Support for Constructing
Knowledge Models in CmapTools.pdf
Chatterjea, K. (2006). Changing Classrooms into Knowledge Laboratories … A Possible Scenario
Replacing Everyday Lectures? In Journal of Teaching Practice, 2006.
Chatterjea, K. (2007). Constructivism in Curriculum Development - A Case Study at the Singapore
Maritime Academy. Proceedings of the Redesigning Pedagogy: Culture, Knowledge and
Understanding Conference, National Institute of Education, Nanyang Technological University,
Singapore, May 2007.
Cox R. (1999). Representation construction, externalised cognition and individual differences.
Learning and Instruction, 9, 343-363.
Fidishun, D. (2000). Andragogy and Technology: Integrating Adult Learning Theory As We Teach With
Technology. Proceedings of the 2000 Mid-South Instructional Technology Conference, Extending the
Frontiers of Teaching and Learning. Retrieved from:
http://www.mtsu.edu/~itconf/proceed00/fidishun.htm
Gilbert, S. W.(2000). A New Vision Worth Working Toward -- Connected Education and Collaborative
Change. Retrieved from: http://www.tltgroup.org/gilbert/NewVwwt2000--2-14-00.htm
Gibbons, A. S., Nelson, J. & Richards, R. (2002). The nature and origin of instructional
objects. In D. A. Wiley (Ed.), The Instructional Use of Learning Objects. Online Version.
Retrieved from
http://reusability.org/read/chapters/gibbons.doc
Hannafin, M. J., Hill, J. R., McCarthy, J. E. (2000). Designing resource-based learning and
performance support systems. In D. A. Wiley (Ed.), The Instructional Use of Learning Objects: Online
Version. Retrieved from
http://reusability.org/read/chapters/hannafin.doc
Hill, J. R., & Hannafin, M. J. (2001). The resurgence of resource-based learning. Educational
Technology, Research and Development, 49(3), 37-52.
Hodgins, H. W. (2002). The Future of Learning Objects. Proceedings of the 2002 eTEE Conference
11-16 August 2002 Davos, Switzerland. Retieved from:
https://www2.informatik.hu-berlin.de/swt/lehre/Lehr-Repos_06/thema01/The%20Future%20of%20Learning%20Objects.pdf
Johnston, S. (2001). Flexible teaching and learning at the University of Tasmania: Some strategies to
move us forward. University of Tasmania.
Lezama, C. V. Pérez. (2006). A Model For Generating Learning Objects From Digital Libraries,
Interactive and Collaborative Technologies Lab, University of the Américas Puebla, Mexico.
Retrieved from:
http://clavpl03.googlepages.com/ProposalFinal_LearningObjects.doc
Novak, J. D. & A. J. Cañas. (2006). The Theory Underlying Concept maps and How to Construct
Them. Technical Report IHMC CmapTools 2006-01, Florida Institute for Human and Machine
Cognition, 2006. Retrieved from:
http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf
Novak, J. D. & A. J. Cañas. (2004). Building on New Constructivist Ideas and CmapTools to Create a
New Model for Education. Florida Institute for Human and Machine Cognition, 2006. Retrieved from:
http://www.ihmc.us/users/acanas/Publications/NewModelEducation/NewModelforEducation.pdf
To be published in the Singapore Polytechnic Journal of Teaching Practice, 2007
Pellegrino, J. W., Chudowski, N., Glaser, R. (Eds) (2001). Knowing What Students Know. Washington
DC: National Academy of Sciences
Ridgeway, J., McCusker, S. and Pead, D. (2006). Literature Review of E-Assessment in Futurelab
Series Report 10. Retrieved from:
http://www.futurelab.org.uk/download/pdfs/research/lit_reviews/futurelab_review_10.pdf
Robitaille, D. F., Schmidt, W.H., Raizen, S., McKnight, C., Britton, E. and Nicol, C. (1993). Curriculum
frameworks for mathematics and science. TIMSS Monograph No 1. Vancouver: Pacific Educational
Press.
Siemens, G. (2005). Connectivism: Learning as Network-Creation. Retrieved from
http://www.elearnspace.org/Articles/networks.htm
Shepherd, C. (2000) Objects of interest. Retrieved from:
http://www.fastrak-consulting.co.uk/tactix/features/objects/objects.htm
Tergan, S.-O. (2003). Managing knowledge with computer-based mapping tools. In D. Lassner & C.
Mc Naught (Eds.), Proceedings of the ED-Media 2003 World Conference on Educational Multimedia,
Hypermedia & Telecommunication (pp. 2514-2517). Honolulu, HI: University of Honolulu.
Tergan, S. (2005). Digital Concept Maps for Managing Knowledge and Information in Lecture Notes in
Computer Science. SpringerLink.
Tergan, S.-O. & Haller, H. (2003). Organization, representation, and localization of knowledge with
mapping tools. Paper presented at the 10th Biennial Conference of the European Association for
Research on Learning and Instruction. University of Padova, Padova / Italy (August 26-30, 2003).
Retrieved from:
http://heikohaller.de/literatur/Tergan_Haller_2003.pdf
Tergan, S., Keller, T., Gräber, W. & Neumann, A. (2006). Concept Map-based Visualization of
Knowledge and Information in Resource-Based Learning. In C. Crawford et al. (Eds.), Proceedings of
Society for Information Technology and Teacher Education International Conference 2006 (pp. 24252429). Chesapeake, VA: AACE.
Wiley, D. A. (2000). Connecting learning objects to instructional design theory: A definition, a
metaphor, and a taxonomy. In Wiley, David A. (Ed.), The Instructional Use of Learning Objects,
pp. 1–35; online version can be retrieved from:
http://www.elearning-reviews.org/topics/technology/learning-objects/2001-wiley-learning-objects-instructional-design-theory.pdf