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The LTSC defines an object as “any entity, digital or non-digital, which can be used, re-used or referenced during technology supported learning.” The LTSC provides examples of these objects, including “multimedia content, instructional content, learning objectives, instructional software and software tools, and persons, organizations, or events referenced during technology supported learning.” In many cases, the term “object” is defined much more narrowly through reference to object-oriented programming in which the word has its origin.

In a number of earlier papers on the subject, Roschelle et. (1996) argue persuasively for the need to redefine the development of educational software by adopting a “component architecture”: We argue that stand-alone applications are incompatible with typical production, distribution, and usage patterns for educational software.

Introduction Variously described as learning, educational, or knowledge objects, reusable curriculum components are said to hold out the promise of easy and low-cost multimedia course creation.

Definition A broad definition of educational objects is provided by one of the leading education standards bodies, the Learning Technology Standards Committee (LTSC) of the IEEE.

It will serve as the starting point for this discussion.

The scholar most associated with the rules of stratigraphy (or law of superposition) is probably the geologist Charles Lyell.

The basis for stratigraphy seems quite intuitive today, but its applications were no less than earth-shattering to archaeological theory.