Some people believe that open educational resources "fix" many of the problems experienced by those who work with learning objects. Why do you think they would say this? Do you agree? Why or why not?
In this post I wouldn’t talk too much about technical topics, because it’s not my specific field (standards), I’d like to give a small briefing and try to understand what is the best for my work. I’m always ready to accept best solutions that could facilitate the sharing and reusing of OER or LO but, moreover, facilitate the work.
I’d try, at first, to understand what is the difference between “Open Educational Resource” and “Learning Object”.
The most evident difference is about the technical design: LO needs, for its characteristics, of an information support, to be reusable, interoperable ect. The LO structure allows to mark it with metadata, so it can be easily found. Instead, OER doesn’t need a specific sw, it can be posted on the web. It is possible to found them from their tags. - I exclude now the Free Open Source sw; to simplify I’m speaking about reading format. -
By now, I’m wondering if an OER could be a LO and a LO could be an OER. And the answer is: it could be both!
In my experience I tried to build LO ad share them as free. I prefer use eXelearning authoring tool and upload the original file on the LMS for users download. These files can also be added on my blog. If someone somewhere would use, reuse, adapt them, they will be able to do this.
They can be found with internal metadata (Dublin Core) and with tags in the blog. They could also be posted into an OER repository.
I wouldn’t renounce to the traceability, because, to me, is very important knowing what my students do.
I think LOs (think about LEGO’s bricks) help the didactical process because they’re often more pleasant than a text, they’re agile to change and adapt. Also my students prefer build and enrich them with multimedia assets.
I find another difference - LO vs OER :-) - about their didactical use. For example: I prefer LOs for a basic didactical objective. Instead for, personal elaboration or deepening, it’s possible to search different format of resources, more neutral, less differentiated. So LOs are made, in the field of education, exactly for the typical context and, in the sharing situation, many people can also edit and adapt them for their needs.
At the end of this speech I think that I cannot say what is the best, but every time, for every situation, the chances will take place for the one or the other.
For this reason  I don’t agree with who says that one method is absolutely the best. In fact when I teach I generally mix more then a method. The context, the time, the target, and other many variables, show me what is better to do.

Emanuela Zibordi