期刊名称：Issues in Informing Science and Information Technology
印刷版ISSN：1547-5840
电子版ISSN：1547-5867
出版年度：2007
卷号：4
页码：545-560
出版社：Informing Science Institute
摘要：Learning objects-driven approaches for the development of instructional content have been
widely used to structure entire courses and repositories for distinct learning contexts. Nonetheless,
their use is still done in a static, non-adaptive manner, since students are presented to prebuilt
compilations of learning object having few or none relationship with its learning current
conditions, history or personal learning style, which together compose the student momentum.
This work presents an analysis of current instructional design and multiple intelligences theories
in order to create learning objects that provide adaptive learning methods according to different
students¡¯ characteristics. Using technologies that allow such dynamic approaches, it was created ¨C
as a proof of concept ¨C a learning object about the Pythagorean Theorem.
