Sequencing of contents and learning objects

Résumé 0

"In this article we state a vision of selection and sequencing of learning contents inthe context of curricular design from a constructivist viewpoint. We point out the importanceof having tools and autonomous criteria which lead these processes in the field of web-basedformation from our own bases or from external ones and with preeminence over the ones thatare derived from the configuration of technological tools. We also stand out this importancefrom the need to have standard formats for data exchange.Inasmuch as this overstatement is important, it’s of outmost relevance in the context of elearning,it being for general purposes, for formation, for corporate training or for academicformation. 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 instructionaldesign 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 ofcontents, their basic tenets and the description of the sequencing techniques. In particular, wewill focus on three of them: Content Analysis Technique, Task Analysis Technique andElaboration Theory.Finally, as a conclusion, we will try to enunciate several questions, not developing theanswers, though, in this article: Are the concept of Reusable Learning Object (RLO) and therequirements for interdependence of Learning Objects (LO) compatible?. If they arecompatible, what are their requirements?"