SEQUENCING OF CONTENTS AND LEARNING OBJECTS

Abstract

In this article we state a vision of selection and sequencing of learning contents in the context of curricular design from a constructivist viewpoint. We point out the importance of having tools and autonomous criteria which lead these processes in the field of web-based formation from our own bases or from external ones and with preeminence over the ones that are derived from the configuration of technological tools. We also stand out this importance from the need to have standard formats for data exchange. Inasmuch as this overstatement is important, it’s of outmost relevance in the context of e-learning, it being for general purposes, for formation, for corporate training or for academic formation. It’s also relevant for ruled formation, as well as informal and unruled formation. We also mark the needs stated by the e-learning industry in relation to the instructional design of learning objects, needs which are both a priority and a challenge. Then, we develop the grounding of the theories that rule the procedures for the selection of contents, their basic tenets and the description of the sequencing techniques. In particular, we will focus on three of them: Content Analysis Technique, Task Analysis Technique and Elaboration Theory. Finally, as a conclusion, we will try to enunciate several questions, not developing the answers, though, in this article: Are the concept of Reusable Learning Object (RLO) and the requirements for interdependence of Learning Objects (LO) compatible?. If they are compatible, what are their requirements?