LO theory and praxis, current and future trends and issues, and technological challenges and opportunities. This third book in the series now limits the scope of the discussion to LO and instructional design. This book contains two parts. Part I is comprised of seven chapters. Part I builds a case for linkages between LO and instructional design theory. Chapter 1, Chapter 2, and Chapter 4 explore approaches to link LO to paradigms or conceptual frameworks for instructional design. Chapter 3 supplements them by offering a taxonomic perspective on LO link-ages to instructional design. Chapter 5 and Chapter 6 demonstrate the practical implications of Chapters 1 through Chapter 4 by examining LO theory, granularity, and reusability. Chapter 7 rounds out Part I by discussing the role and the importance of collaboration and community building as a means to extend LO design processes and LO reusability. Part II of this book is made up of Chapters 8 through Chapter 14. The focus is upon practical applications of the ideas presented in Part I. Chapter 8 looks at the linkage between LO content and learning activi-ties. Chapter 9 covers the use of storyboarding as a design tool. Chapter 10 complements Chapter 9 by covering LOO (Learning Object Ori-ented) design, thus reversing the question, "How do I create LO based upon predetermined instructional or pedagogical objectives?" to the question, "Given the LO at my disposal in a given system or situation, how can I design instructional content and activities that effectively sue the LO at my disposal?" Chapter 11 and Chapter 12 look at the uses of blended models for LO design and LO standards. Chapter 13 summarizes the discussion up to this point by reinforcing key concepts for applying instructional design when using LO. Chapter 14 is a coda to Part II and indeed to the entire book. Chapter 14 deals with the issue of interoperability. We are provided an excellent caveat or reminder. Sans LO interoperability, the best design becomes limited at best and irrelevant or of no use at worst. So this third book in the series ends with a reminder that LO is a means to an end; a tool to accomplish instructional and pedagogical, and thus ultimately hu-man, objectives.

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