The aim of this paper is to delineate a coherent framework for the authoring of re-purposable learning objects. The approach is orthogonal to the considerable work into learning object metadata and packaging conducted by bodies such as IMS, ADL and the IEEE. The 'learning objects' and standardisation work has been driven largely by adding packaging and metadata to pre-constructed learning artefacts. This work is very valuable. The argument of this paper, however, is that these developments must be supplemented by significant changes in the creation of learning objects. The principal aim of this paper is to delineate authoring principles for reuse and repurposing. The principles are based on a synthesis of ideas from pedagogy and software engineering. These principles are outlined and illustrated from a case study in the area of learning to program in Java.

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The London Pedagogy Planner (LPP) is a prototype for a collaborative online planning and design tool that supports lecturers in developing, analysing and sharing learning designs. The tool is based on a developing model of the components involved in learning design and the critical relationships between them. As a decision tool it makes the pedagogical design explicit as an output from the process, capturing it for testing, redesign, reuse and adaptation by the originator, or by others. The aim is to test the extent to which we can engage lecturers in reflecting on learning design, and make them part of the educational community that discovers how best to use technology-enhanced learning. This paper describes the development of LPP, presents pedagogical benefits of visual representations of learning designs and proposes an analytical approach to learning design based on these visual representations. The analytical approach is illustrated based on an initial evaluation with a small group of lecturers from two partner institutions.