WHY CBLO WAS DISCONTINUED

What Was CBLO?

CBLO, or Component-Based Learning Object, was an instructional design methodology that aimed to create reusable learning objects that could be easily integrated into different learning platforms. These objects were designed to be self-contained and independent, making it convenient for instructors to mix and match them to create customized learning experiences for their students.

CBLO enjoyed a brief period of popularity in the early 2000s, particularly in online and blended learning environments. However, its adoption was hindered by several factors, ultimately leading to its discontinuation. In this article, we will delve into the reasons behind the decline of CBLO and explore alternative instructional design approaches that have gained prominence in recent years.

The Discontinuation of CBLO

The demise of CBLO can be attributed to a combination of factors, including:

• Lack of Interoperability: One of the fundamental challenges with CBLO was the lack of interoperability between different learning platforms. This meant that learning objects created using one platform were often incompatible with others, making it difficult for instructors to seamlessly integrate them into their courses.
• Limited Reusability: While CBLO aimed to promote reusability, in practice, many learning objects turned out to be context-specific and difficult to adapt to different learning scenarios. This limited their reusability and discouraged instructors from investing time and effort in creating them.
• Granularity and Complexity: CBLO's focus on creating small, granular learning objects could lead to increased complexity in managing and organizing them. Instructors found it challenging to navigate through the repository of learning objects and select the ones that best aligned with their teaching objectives.
• Lack of Support: The discontinuation of CBLO was also influenced by the lack of widespread support from educational institutions and technology vendors. As a result, there was limited investment in developing tools and resources to facilitate the creation and integration of CBLOs.

Alternative Instructional Design Approaches

With the decline of CBLO, other instructional design methodologies have emerged as more viable and effective alternatives. These approaches include:

• Learning Design: Learning design focuses on creating a cohesive and engaging learning experience by considering the overall structure, sequencing, and assessment of learning activities. It emphasizes the integration of various learning resources, including videos, simulations, and interactive exercises, to achieve specific learning outcomes.
• Backward Design: Backward design is an instructional design model that starts with the desired learning outcomes and then works backward to identify the appropriate teaching strategies and assessments. This approach ensures that all instructional activities are directly aligned with the intended learning goals.
• Activity Theory: Activity theory is a sociocultural framework that emphasizes the importance of social interaction and collaboration in learning. It views learning as a process of transformation, where learners actively engage with their environment and construct knowledge through their interactions with others and the available resources.

Conclusion

CBLO's discontinuation highlights the challenges associated with creating and managing reusable learning objects. However, the field of instructional design has continued to evolve, and alternative approaches such as learning design, backward design, and activity theory have gained traction.

These methodologies offer a more holistic and effective approach to designing learning experiences that are engaging, aligned with learning outcomes, and adaptable to diverse learning environments.

Frequently Asked Questions

1. What were the key limitations of CBLO?

   • Lack of interoperability between different learning platforms
   • Limited reusability of learning objects
   • Granularity and complexity in managing learning objects
   • Lack of widespread support from educational institutions and technology vendors

2. What are some alternative instructional design approaches that have emerged since the decline of CBLO?

   • Learning design
   • Backward design
   • Activity theory

3. What are the advantages of learning design over CBLO?

   • Focus on creating a cohesive and engaging learning experience
   • Integration of various learning resources
   • Alignment with specific learning outcomes

4. How does backward design differ from CBLO?

   • Backward design starts with the desired learning outcomes and works backward to identify teaching strategies and assessments
   • Ensures alignment between instructional activities and learning goals

5. What is the key emphasis of activity theory in instructional design?

   • Emphasizes the importance of social interaction and collaboration in learning
   • Views learning as a process of transformation through interactions with others and available resources