At sep 2009 NELC begin to use the e-learning objects system in the e-course production. The concept of learning object is based on the use of a full interactive environment which makes the learning operation more exiting and effective due to the huge number of multimedia, assessment and other facilities given to the user.
NELC and his partners in the UELC produced more than 577 e-courses and more than 6000  learning objects  which make ease to activate and market the course into other universities and institutes.
NELC is  considered  one of the biggest entity in  the Middle East .  the NELC team has produced more than 75 learning object containing  more than 1000 interactive multimedia slide for  the Egyptian police academy .
What is a learning object?
Technology is an agent of change, and major technological innovations can result in entire paradigm shifts. The computer network known as the Internet is one such innovation. After affecting sweeping changes in the way people communicate and do business, the Internet is poised to bring about a paradigm shift in the way people learn. Consequently, a major change may also be coming in the way educational materials are designed, developed, and delivered to those who wish to learn. An instructional technology called "learning objects" (LTSC, 2000a) currently leads other candidates for the position of technology of choice in the next generation of instructional design, development, and delivery, due to its potential for reusability, generativity, adaptability, and scalability (Hodgins, 2000; Urdan & Weggen, 2000; Gibbons, Nelson, & Richards, 2000).
Learning objects are elements of a new type of computer-based instruction grounded in the object-oriented paradigm of computer science. Object-orientation highly values the creation of components (called "objects") that can be reused (Dahl & Nygaard, 1966) in multiple contexts.
This is the fundamental idea behind learning objects: instructional designers can build small (relative to the size of an entire course) instructional components that can be reused a number of times in different learning contexts. Additionally, learning objects are generally understood to be digital entities deliverable over the Internet, meaning that any number of people can access and use them simultaneously (as opposed to traditional instructional media, such as an overhead or video tape, which can only exist in one place at a time). Moreover, those who incorporate learning objects can collaborate on and benefit immediately from new versions. These are significant differences between learning objects and other instructional media that have existed previously.
Supporting the notion of small, reusable chunks of instructional media, Reigeluth and Nelson (1997) suggest that when teachers first gain access to instructional materials, they often break the materials down into their constituent parts. They then reassemble these parts in ways that support their individual instructional goals. This suggests one reason why reusable instructional components, or learning objects, may provide instructional benefits: if instructors received instructional resources as individual components, this initial step of decomposition could be bypassed, potentially increasing the speed and efficiency of instructional development.

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