Content sequencing and learning objects

Abstract

This article presents in the first place a standpoint of content sequencing and selecting in curricular design, according to the constructivist view. In open and distance learning supported by networks, due to the urgent need to have data exchange format standards, it is very important to have tools and criteria curricularly based guiding this process instead of those coming from the technological tools used.
This approach is very much needed in e-learning in general, but also in corporate elearning and in e-learning in higher education.
In the second place, this article stresses the need, articulated by the business of elearning, of learning objects instructional design, and considers it as a priority and a challenge.
Thirdly, we review the theories and procedures of content sequencing, their basic assumptions, and the sequencing techniques, in particular Content Analysis Technique,
Task Analysis Technique, and Elaboration Theory.
Finally, as a conclusion, we will address several questions: The reusable learning object concept is it compatible with the interdependence requisites of learning contents? And if so, which are the requisites that the RLOs must meet?