I. Introduction
In recent year there has been an increased on the role of e-Learning, and on the effectiveness and efficiency of various instructional design strategies. Some of the most important breakthrough in this regard has come from the reusable object-based learning approach, which is to decompose existing course material into so-called “Learning Objects” [1]. This idea has gained such broad acceptance due to the potential of learning objects for reusability, interoperability, extensibility and scalability [2], [3]. The IEEE has formed the Learning Technology Standards Committee to pursue the creation of common standards for the description, interchange, and management of learning objects. Traditionally, content comes in a several hours chunk called a course. Learning objects are self-contained, modular piece of course material appropriately annotated with metadata. They may be combined to form larger educational interactions. The goal is to develop an open architecture for online learning that will allow teaching to be centered on the needs and interests of the learner and allow for greater customizability and flexibility of the learning environment. In this context, MOOCs are simply a well-structured, expert-driven option for openly accessible learning opportunities [4].