ABSTRACT
Following the 1999 Bologna Process, countries belonging to the European Union had to adapt their teaching and learning strategies in higher education to certain parameters. The aim was to reach common academic degree and quality assurance standards in European countries by 2010, when students should enjoy a more autonomous learning process and teachers would be asked to avoid teacher-centered lectures. In exchange, they would be expected to design new digital learning methods in order to improve their teaching quality (Drennan & Beck, 2001; Felder & Brent, 1999). In one decade, university teachers found themselves forced to become both developers and users of their own educative material even if they lacked the theoretical and technological knowledge to build Learning Objects (hereafter LOs). Quite unfortunately, this is still the problem in some Spanish Universities and Schools (Uceda & Barro, 2010).
