Learning objects in virtual education: a library science approach

IN THESE OPENING YEARS OF THE NEW CENTURY, TEACHING IN PRACTICALLY ALL DISCIPLINES, AT EVERY LEVEL AND MODALITY HAS BEEN AFFECTED BY PROGRESS MADE IN SCIENTIFIC AND TECHNOLOGICAL RESEARCH. HOWEVER, TECHNOLOGICAL INNOVATION, PRIVATIZATION AND COMMERCIALIZATION OF KNOWLEDGE PLUS A GROWING SOCIAL DEMAND FOR EDUCATIONAL PROPOSALS, HAVE LED UNIVERSITIES TO INCLUDE CURRICULA RELATED WITH THE SUSTAINABLE DEVELOPMENT OF EDUCATIONAL SERVICES. SINCE VIRTUAL EDUCATION USES INFORMATION, KNOWLEDGE AND MEDIA TO PROPITIATE DIDACTIC DIALOG BY MEDIATING THE COMMUNICATION PROCESS BETWEEN THE ACTORS INVOLVED IN VIRTUAL EDUCATION, TODAY THE LEARNING OBJECT IS AN EMERGENT RESEARCH PHENOMENON IN ALL TEACHING, AND AWAITS FURTHER DEVELOPMENT. THEREFORE, THIS RESEARCH-IN-PROCESS-PAPER DEALS WITH LEARNING OBJECTS AND THEIR PERSPECTIVE FOR THE TEACHING OF LIBRARY SCIENCE, AND REFLECTS UPON THE NOTION OF "THE VIRTUAL" IN INFORMATION, AS WELL AS ON THE GENERATION OF CONTENT FOR VIRTUAL EDUCATION, THE EMERGENCE OF LEARNING OBJECTS FOR ON-LINE EDUCATION, LEARNING OBJECTS THEMSELVES, PSYCHO-PEDAGOGY AND EDUCATIONAL STANDARDS.