A learning object of the type "introduction" contains information that leads the way to a fundamental. A learning object of the type "invitation" is a request to the learner to perform a meta-cognitive activity for instance by using a tool. A learning object of the type "fundamental" conveys the central pieces of information about a domain that the learner should learn in an instructional process. Using a learning object of the type "interaction", the user can freely explore aspects of a concept without a specified goal, or with a goal but no predefined solution path. Learning objects of the type "example" positively illustrate the fundamental or parts of a fundamental. A learning object of the type "conclusion" sums up the main points of a fundamental. A learning object of the type "definition" states the meaning of a word, phrase, or symbol. Often, it describes a set of conditions or circumstances that an entity must fulfill in order to count as an instance of a class. A learning object of the type "theorem" describes an idea that has been demonstrated as true. In mathematics, it describes a statement which can be proven true on the basis of explicit assumptions. The root node of the ontology. A learning object of the type "evidence" provides supporting claims made for a law or one of its subclasses. A learning object of the type "procedure" consists of a specified sequence of steps or formal instructions to achieve an end. It can be as formal as an algorithm. A learning object of the type "RealWorldProblem" describes a situation from the learner's daily private or professional life that involves open questions or problems. A learning object of the type "policy" describes a fixed or predetermined policy or mode of action. One principal actor can employ it as an informal direction for tasks, or a guideline. A learning object of the type "law" describes a general principle between phenomena or expressions that has been proven to hold, or is based on consistent experience. A learning object of the type "demonstration" consists of a situation in which is shown that a specific law holds, e.g., experiments in physics or chemistry. A learning object of the type "CounterExample" is an instructional object that is not an example of a fundamental but is often mistakingly thought of as one. A learning object of the type "proof" is strict evidence consisting of a test or a formal derivation of a law. A learning object of the type "process" provides information on a flow of events that describes how something works and can involve several actors. A learning object of the type "LawOfNature" describes a scientific generalization based on observation. A learning object of the type "fact" provides information based on real occurrences; it describes an event or something that holds without being a general rule. A learning object of the type "auxiliary" provides information about fundamentals that is not necessary for understanding the domain, but supports the instructional process. A learning object of the type "remark" provides additional, not mandatory information about an aspect of a fundamental. It can contain interesting side information, or details on how the fundamental is related to other fundamentals. A learning object of the type "interactivity" offers some kind of interactive aspect. It is more general than an exercise as it not necessarily has a defined goal that the learner has to achieve. It is designed to develop or train a skill or ability related to a fundamental. Learning objects of the type "illustration" illustrate a concept or parts of a concept. A learning object of the type "explanation" provides additional information about a fundamental. It elaborates on some aspect or points out important properties. A learning object of the type "exercise" is an interactive element that requires the learner's feedback. The feedback can be evaluated (either automatically or manually) and an success ratio can be assigned to it. The fundamental the auxiliary provides information on. The fundamentals this fundamental specialises. The described resource requires the referenced resource to support its function, delivery, or coherence of content. The fundamentals this fundamental generalises. The auxiliaries for the fundamental. Predominant mode of learning supported by this learning object. mixed expository active Corresponds to the personal interests or major field of study (university setting) of the learner. law chemistry physics mathematics engineering economics biology How hard it is to work with or through this learning object for the typical intended target audience. veryEasy easy medium veryDifficult difficult Describes the educational context of the intended target audience of a resource. primaryEducation secondaryEducation universityFirstCycle universitySecondYear universityFourthYear technicalSchoolSecondYear technicalSchoolFourthYear continousFormation other vocationalTraining professionalFormation technicalSchoolThirdYear technicalSchoolFirstYear technicalSchoolSecondCycle technicalSchoolFirstCycle universityThirdYear universityFirstYear universitySecondCycle higherEducation The principal representation type of the element. verbal visual symbolic numeric The described resource is required by the referenced resource, either physically or logically. neutral concrete abstract The measure of reference to real world entities. An unambiguous reference to the resource within a given context. The different levels of skills trained. complex simpleConceptual multiStep elementary Approximate or typical time it takes to work with the resource. The trained competency (according to the OECD PISA classification). think argue communicate tools language represent solve model