function. Moreover, because the properties of sine wave functions remains constant from institution to institution, we can assume that each institution’s description of sine wave functions is more or less the same as other institutions’. What we have, then, are thousands of similar descriptions of sine wave functions…
Now for the premise: the world does not need thousands of similar descriptions of sine wave functions available online. Rather, what the world needs is one, or maybe a dozen at most, descriptions of sine wave functions available online. …
Suppose that just one description of the sine wave function is produced. A high-quality and fully interactive piece of learning material could be produced for, perhaps, $1,000. If 1,000 institutions share this one item, the cost is $1 per institution. But if each of a thousand institutions produces a similar item, then each institution must pay $1,000, with a resulting total expenditure of $1,000,000. For one lesson. In one course.
It sounds irresistible doesn’t it? And yet, despite investment and research, the vision of a large pool of shareable learning objects never materialised. It is briefly worth considering why this was the case, as the reasons will be relevant for later manifestations of open education.
The first reason that learning objects failed to achieve their desired critical mass was what Wiley (2004) termed ‘the reusability paradox’. Wiley contends that context is what makes learning meaningful for people, so the more context a learning object has, the more useful it is for a learner. If we take Downes’s sine wave example, it is not just the sine wave function that is useful, but placing it in context, for example, making linkage with previous
