There are as many definitions of learning objects as there are terms for them. The IEEE definition of learning object is extremely broad and does not limit learning objects to digital components only, it is generally understood to be digital components deliverable over the Internet as indicated in Wiley’s definition above (Baldiris, Graf, Fabregat, & Mendez, 2012). The primary idea behind learning objects is that instructional designers can develop small, independent, self-contained digital chunks of content that are reusable in different learning contexts. Larger units of instruction or modules are created as strategically placed reusable learning objects are inserted into the course content and activities are developed around them. Although the learning object itself may not be modifiable, the way it is used is. For instance, a short video clip of B. F Skinner demonstrating the Skinner Box might be used in a Psychology class to explain operant conditioning. That same clip may be used in a foundational education class to talk about Behaviorism, as well as in an Instructional Design and Technology class to mark an early example of technology being used to teach. Each instructor might use it in a different way. Perhaps one uses it to start a classroom discussion; another may use it as part of a timeline, while the third might ask questions about Skinner on a quiz.