Learning objects: User perspectives on the conditions surrounding their use

Learning object literature has traditionally focussed on developing technical infrastructures which enable reusability, interoperability, and the management of digital rights. The assumption seems to be that once standards are established, learning object systems which facilitate these processes will naturally be embraced by the intended users. The problem is that often the "users" have not been properly defined and have rarely been consulted on their needs and concerns. This paper reports on a study of educational practitioners from three education sectors in Australia to explain the circumstances surrounding their use of learning objects. The findings of this study can provide useful directions for policy makers wishing to develop a sustainable learning object culture. As well, they can assist systems designers in developing user-friendly interfaces for sharing and trading learning objects that reflect the work practices of user groups, particularly practicing teachers.