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dc.creatorAcker, Stephen R.
dc.creatorPearl, Dennis K.
dc.creatorRissing, Steven W.
dc.date.accessioned2003-07-11T14:02:42Z
dc.date.available2003-07-11T14:02:42Z
dc.date.issued2003-07-11T14:02:42Z
dc.identifier.urihttp://hdl.handle.net/1811/25
dc.description.abstractAre the instructional infrastructure and academic culture of higher education ready to deliver and embrace learning objects? The answer is “yes,” but not at a level that suggests massive institutional transformation-- yet. The promise remains too tenuous, the risk-reward ratio too high, and the sense of urgency too low for the majority of faculty to change their current practices. Nonetheless, learning objects-- right-sized content that may be re-used, re-contextualized, and re-purposed—bring with them small seeds of change that likely will grow vigorously in the future.en
dc.description.sponsorshipOhio Learning Networken
dc.format.extent147968 bytes
dc.format.mimetypeapplication/msword
dc.language.isoen_US
dc.relation.ispartofseriesLearning_Objects;6
dc.subjectlearning objectsen
dc.subjectpublishingen
dc.titleIs the Academy Ready for Learning Objects?en
dc.typePreprinten


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