A situated learning perspective on learning object design

Recent work suggests that learning object design can be improved by greater integration of instructional design, learning theory and software development methodologies. Despite this, there is a lack of research in the field that seeks to establish an association between the contextualised nature of learning object design and empirical properties of learner-computer interaction. In addressing this issue, we argue for a situated learning perspective on learning object design. Using the CASE framework as an exemplar of situated learning, we describe an holistic approach to eliciting socio-cultural properties of learning objects.