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is a stand-alone unit of learning — a reusable online learning resource ( Morales et al.
2005 ). A set of learning objects make up an e-learning library or repository so that
once posted, other users can reuse the same learning object. The learning objects
may be used as is, or they may be adapted, modifi ed or otherwise changed to better
meet specifi c needs. Users are able to manage and reuse content according to their
needs without interoperability problems. Learning objects are good examples of
reusable knowledge — once they have been created, they then continue along the
KM cycle as they are shared, disseminated, and applied by other users. Examples
of learning objects would include a learning module on a given topic, lecture slides,
a test, a demonstration, or combinations of different content formats, including
multimedia.

Strategic Implications of Knowledge Application

Knowledge application implies that employees in an organization can quickly fi nd
answers to the following types of questions:

• What have we already written or published on this topic?
• Who are the experts in this area and how can I contact them?
• Have any of our partners, contacts, and clients addressed these issues?
• What sources did we use to prepare the publications on this topic?
• What are the best web sites or internal databases to go to for more information?
• How can I add my own experience applying this particular piece of knowledge?
A knowledge repository should be a one-stop shop for knowledge application.
Employees should be able to fi nd out what they need in order to access, understand,
and apply the cumulative experience and expertise of the organization. In this way,
knowledge workers can concentrate on doing their actual work and not lose precious
time trying to fi nd all the bits and pieces of knowledge and know-how that have
already been captured, coded, vetted, and made available to them. Reuse of proven
knowledge can serve to not only increase effi ciency and effectiveness, but can free up
knowledge workers to devote their efforts to innovative and creative knowledge to be
added to corporate memory, as opposed to reinventing what has already been devel-
oped or solved.
In many cases, reusing knowledge is nontrivial. This counterintuitive result is gen-
erally due to two particular problems. In an organization of more than moderate
complexity, locating the knowledge to be reused is diffi cult. Workers may be unaware