e-learning standard surasit vannakrairojn nolp national science and development agency...
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E-learning Standard
Surasit VannakrairojnNOLPNational Science and Development Agency
[email protected] 5 March 2003
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Outline
E-learning Market Trend E-learning Standards Trend ADL : SCORM Specification SCORM: Goal, What does it Standardize? SCORM Run-Time Environment SCORM Content Aggregation Model What’s new in the SCORM Ver. 1.3
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E-learning Market Trends: US
85% growth per year
1.66 3.065.56
10.19
18.65
34.34
0.00
5.00
10.00
15.00
20.00
25.00
30.00
35.00
40.00
2000 2001 2002 2003 2004 2005
Year
Bil
. U
S$
ชุ�ดข้�อมู�ล1
IDC (2000.9)
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E-learning Market Trends: Japan About 1/10 of US market size
0
100
200
300
400
Bil
. Y
en
LifeLong 9.2 21.56
In-House 22.07 102.49
Other Scl 26.41 69.07
Higher Ed. 54.87 110.23
Prim. Ed. 1.25 5.67
2003 2005
ALIC: E-learning White Paper(2000.9)
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E-learning Market Trends: Thailand
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Share of E-learning types
1.1 1.1 1.4 1.5 1.6 1.50.2 0.4
0.91.7
2.7
4.1
0
1
2
3
4
5
6
1997 1998 1999 2000 2001 2002
Year
Bil.
US
$
WBT
Others
Source: IDC. May 1999
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Why Standards?
To enable interoperability on different platform
Protection of investment on content development
Exchange of content locally and globally
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E-learning Standards Trends
Industry moving a set of standards that can open up the e-learning management and distribution environment
A number of organizations working to develop e-learning standardsAirline Industry CBT Committee (AICC)
Focus on standards for airline training e.g. tests, lessons, modules ect. (www.aicc.org)
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E-learning Standards Trends
EDUCAUSE Institutional Management System Project (IMS)
Vendor group working to build standards for e-learning based on work of AICC (www.imsglobal.org)
Advanced Distributed Learning (ADL) US Federal government initiative (www.adl.org) Development of SCORM
Allince of Remote Institutiopnal Authoring and Distribution Network for Europe (ARIADNE)
An industry association focusing on e-learning standards issues (ariadne.unil.ch)
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E-learning Standards Trends
IEEE Learning Technology Standards Committee (IEEE LTSC)
Accredits the standards for the US that emerge from the other groups (ltsc.ieee.org)
ISO/IEC JTC1 SC36 (ITLET) IT for Learning, Education and Training
Advanced Learning Infrastructure Consortium (ALIC) Japanese Consortium for promotion of e-leaning technology
and infrastructure (www.alic.gr.jp) e-Learning Consortium Japan (eLC)
Vendor/User company working to promote e-learning business and technology (www.elc.or.jp)
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Worldwide Network for Learning Technology
SingaporeIMS Asia
PROMETEUS
CEN/ISSS
IMS Australia
ISO/IEC JTC1 SC36
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Standards Evolution
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Provide access to the highest quality education and training, tailored to individual needs, delivered cost effectively, anywhere and anytime. Provide access to the highest quality education and training, tailored to individual needs, delivered cost effectively, anywhere and anytime.
ADL Vision
Web-based Learning
Web-based Learning
EmbeddedTraining
EmbeddedTraining
Digital VideoGaming
Digital VideoGaming
DistributedSimulationDistributedSimulation
Digital LibrariesDigital
LibrariesOfficeOffice
SchoolSchool
HomeHome FieldField
InTransit
InTransit
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ADL Strategy Use network-based technologies
Create platform-independent, reusable content
Promote large-scale cooperation to satisfy common needs
Develop common specifications for interoperability / reuse
Enhance performance with emerging and next-generation
technologies
Provide incentives for organizational and cultural change
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Surprising as it seems, before June 2000 we couldn’t . . .
Move a course from one web-based Learning Management System (LMS server) to another.
Run or reuse course content across different LMS systems (multiple proprietary vendor tools).
Create searchable learning content or media repositories across different LMS environments Servers).
Why We Need Common Specifications
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Communities of Self-interestDeveloped Common ADL Specifications
ADLCo- Lab
ADLCo- Lab
IIndustryServices
Army
Air Force
Marines
Navy
Joint Staff
“SCORM”
Authoring Tool Vendors
Standards Groups
FederalAgencies
Info Tech Companies
Software Vendors
Office of Science and Technology
Dept of Labor Dept of Commerce
President’s Task Force on Training Technology
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SCORM - Definition
Sharable Content Object
Reference Model
A software model that defines the interrelationship of course components, data models, and protocols such that content “objects” are sharable across systems that conform with the same model.
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The SCORM - What Is It?A “Reference Model” that:
Integrates industry specifications from many other organizationsAICC, IMS, IEEE, ARIADNE, etc.
Provides a unified learning content model
Defines a standardized web “run-time” environment
Takes the first step on the path to defining a true learning architecture
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SCORM Evolution
19981998 2000200019991999
ARIANDNEIMSIEEEAICCALICIBMCiscoMicrosoftMacromediaOracleNetGClick2LearnSabaPathloreMindLever(many others)….
ADL SCORM0.7.3
ADL SCORM1.0Content ModelRun-time Environment
Launch,API,Data Model,XML CourseInterchange
Meta Data
ADL SCORM1.1Post Test Phase:Clean, Fix, Trim
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AICC + IEEE + IMS + ADL = SCORMMany, many long technical meetings
IEEE MeetingsLate 1999
Partial list of participants:Microsoft
SunBoeingOracleCiscoIBM
IMS MeetingsEarly 2000
Click2Learn, Avilar, Pathlore, Saba, NETg, SmartForce,
Centra, Thinq, Macromedia, and many more…
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The Goal of SCORM
Learning Content under SCROM must have the following characteristicsAccessibility InteroperabilityReusabilityDurability
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The Goal of SCORM
AccessabilityContent can be identified and located when it
is needed and as it is needed Interoperability
Content will function in multiple applications, environment and software/hardware configurations regardless of the tools and platform used to create.
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The Goal of SCORM
ReusabilityContent is independent of learning context
and can be used for many different learners. Durability
Content does not require modification to operate as software systems are changed or upgraded.
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What does SCORM Standardize?V.1.2 – V.1.3 Packaging Metadata Communication Sequencing
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Packaging
Provide content to move among different system
Based on IMS Global Learning Consortium
Content packaging create a container for shipping learning content from one place to another
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Meta-Data
To share standard information that describe the nature and purpose of the content.
Based on IEEE ltsc –Learning Object Metadata (LOM) Specification
This information can serve many ends, including cataloging, search and discovery, right mgt, checking technical requirement etc.
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Communication
Guidance for launching, communication with and tracking content in a web-base environment
Based on run-time environment functionality defined in AICC’s CMI 001 guideline for interoperability
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Sequencing
Defined a method for representing the intended behavior of an authored learning experience such that any LMS can sequence discrete learning activities in consistent way
Based on the IMS Simple Sequencing Specification
Will appear in V.1.3
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SCORM Organization v.1.2
SCORM
BOOK 2: The SCORMContent Aggregation Model
BOOK 3: The SCORM Run Time Environment
Launch, Communication API (from AICC)
Data Model (from AICC)
BOOK 1: The SCORMOverview
Meta-data Dictionary (from IEEE)
(Meta-data XML Binding and Best Practice (from IMS)
Content Structure (derived from AICC)
Content Packaging (from IMS)
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APIAdapter
SCORMAPI
DeliveryService
TrackingService
SequencingService
ContentManagement
Service
LearnerProfilesService
Testing/Assessment
Service
CourseAdministration
Service
LocalContent
Repository
RemoteContent
Repositories
SCORMContent
Packages
Browser(Presentation)
GeneralizedLearning Management
System Model
Selection
Launch
SCORMTracking
Data
SCORMContent
(SCOs & Assets)
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SCORM Run Time Environment
SCORM
BOOK 2: The SCORMContent Aggregation Model
BOOK 3: The SCORM Run Time Environment
Launch, Communication API (from AICC)
Data Model (from AICC)
BOOK 1: The SCORMOverview
Meta-data Dictionary (from IEEE)
(Meta-data XML Binding and Best Practice (from IMS)
Content Structure (derived from AICC)
Content Packaging (from IMS)
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SCORM Run Time Environment To provide a means for interoperability between
Shareable Content Object-based learning content and Learning Management System (LMS)
To provide a common way to start content, a common way for content to communicate with an LMS and predefined data elements that are exchanged between an LMS and content during its execution
3 aspects are Launch, Application Program Interface (API) and Data Model
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SCORM Run-Time Environment
Learning Management System (LMS)
Server Side
Client Side
Data Model
Actual data sent
back and forth
between SCO
and LMS
API (Communications
Link between SCO
and LMS)
Launch
JavaScriptJavaScript
Browser
SCO
API
Adapter
API
Adapter
LMS
Server
LMS
Server
Asset
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Launching mechanism
Launch only Asset and SCO The LMS uses the URL defined by the
learning resource’s launch location, defined in the content package
The actual launch must be accomplished using the HTTP protocol
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Launching mechanism ASSET
SCORM launch model only requires that LMS launch the asset using the HTTP protocol
There are no need to communicate, using API and data model, back to the LMS
SCO SCORM launch model requires that an LMS only launch one
SCO at a time and that only one SCO is active at a time Only LMS may launch SCO, SCO may not launch other SCOs LMS must launch the SCO in a browser window that is a child
window ao a child frame of the LMS window that exposed the API Adapter as a Document Object Model (DOM) Object.
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Application Program Interface (API)
Fulfills many of the SCORM’s high level requirements for interoperability and reuse
Based directly on the Run-Time Environment functionality defined in AICC’s CMI001 Guidelines for Interoperability v3.4
In its simplest terms, an API is merely a set of predefined functions that the SCO can rely on being available
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API vs. API Adapter API
Set of predefined functions that the SCO can rely on being available
Hides implementation details from the SCO and thus promotes reuse and interoperability
API Adapter Piece of functional software that implements and exposes
the functions of the API How the insides of an API Adapter are implemented should
not matter to content developers provided they use the same public interface (API)
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LMS Requirements for API Adapter
The LMS must launch the SCO in a browser window that is a child window or a child frame of the LMS window that contains the API Adapter
The API Adapter must be provided by the LMS SCORM does not provide restrictions on the
implementation of the API Adapter The API Adapter must be accessible via the
Document Object Model name “API”
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SCOs and the API
SCO requirementsEach SCO must find the LMS Provided API
AdapterEach SCO must call LMSInitialize(“”)Each SCO must call LMSFinish(“”)
All other API Function calls are optional
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API Functions
Execution State Initiates and closes communication with LMS
Data TransferEnables information to be collected and stored
by the LMS State Management
Allows error messages to be viewed when an error has occurred
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Exploring SCORM Version 1.2
SCORM Run-Time Environment API
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API and SCORM
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API Execution State Functions
LMSInitialize() Indicates to the API adapter that the SCO is
going to communicate with the LMSAllows the LMS to handle LMS-specific
initialization issuesRequires this function before calling any other
API functions
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API Execution State Functions
LMSFinish()Must be called by the SCO before it
terminatesSignifies that the SCO can be assured that
any data set using LMSSetValue() calls has been persisted by the LMS
Signifies that the SCO has finished communicating with the LMS
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API Data Transfer Functions
LMSGetValue()Allows the SCO to obtain information from the
LMSUsed to determine:
Values for various categories (groups) and elements in the data model
Version of the data model supported Specific category or element supported Number of items currently in an array or list of elements
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API Data Transfer Functions
LMSSetValue()Allows the SCO to send information to the
LMSUsed to Set the current values for various
categories (groups) and elements in the data model
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API Data Transfer Functions
LMSCommit()Requires that any values not yet persisted by
the LMS be persistedEnsures to the SCO that the data sent, via an
LMSSetValue() call, will be persisted by the LMS upon completion of the LMSCommit()
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API State Management Functions
LMSGetLastError LMSGetErrorString LMSGetDiagnostic
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Data ModelData Model
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Data Model
Provides a common data model to ensure that a defined set of information about SCOs can be tracked by different LMS environments
Derived from the AICC CMI Data Model described in the AICC CMI Guidelines for Interoperability v3.4
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Data Model
core suspend_data launch_data comments
objectives student_data student_preference interactions
Data model is partitioned into eight categories
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Exploring SCORM Version 1.2
SCORM Run-Time Environment Data Model
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Data Model and SCORM
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Data Modelcmi.core Information required to be furnished by all LMS
systems
• cmi.core.student_id• cmi.core.student_name• cmi.core.lesson_location• cmi.core.credit• cmi.core.lesson_status• cmi.core.entry• cmi.core.score.raw• cmi.core.lesson_mode
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Data Model
cmi.suspend_data Unique information generated by the SCO
and stored by the LMS to pass back to the SCO the next time it is attempted or later in the current attempt
Normally used for restart information
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Data Model
cmi.launch_data Unique information needed by the SCO
during launch Provided by the content developer in the
content package (using the ADL Extension adlcp:datafromlms)
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Data Modelcmi.comments Mechanism for collecting and distributing
comments to/from a SCO
• cmi.comments• cmi.comments_from_lms
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Data Modelcmi.objectives Identifies how the student has performed on
learning objectives covered in the SCO
• cmi.objectives.n.id• cmi.objectives.n.score• cmi.objectives.n.status
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Data Modelcmi.student_data Information to support customization of a SCO
based on a student’s performance
• cmi.student_data.mastery_score• cmi.student_data.max_time_allowed• cmi.student_data.time_limit_action
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Data Modelcmi.student_preference Student selected options related to SCO presentation
• cmi.student_preference.audio• cmi.student_preference.language• cmi.student_preference.speed• cmi.student_preference.text
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Data Modelcmi.interactions Information on each interaction measured as
the student experiences the SCO
• cmi.interactions.n.id• cmi.interactions.n.objectives.n.id• cmi.interactions.n.time• cmi.interactions.n.type• cmi.interactions.n.correct_responses.n.pattern• cmi.interactions.n.weighting• cmi.interactions.n.student_response• cmi.interactions.n.result• cmi.interactions.n.latency
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Data Model Two types of data model elements from the LMS
perspective: Mandatory elements which must be supported by the LMS Optional elements which may or may not be supported by the
LMS.
SCOs are not required to make any data model calls Required to make the following calls – LMSInitialize() and
LMSFinish() Getting and setting of data model elements are optional.
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SCORM Run-Time Environment
Hello LMS
Correct!Handshakeestablished
Score kept internally (initially)
LMSInitialize
HelloTrue
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True
SCORM Run-Time Environment
Internally stored score now passed to LMS
Content now “breaks” the “handshake”
My score is 100 percent
Got It Bye
I’m done
LMSSetValue(cmi.core.score.raw, 100)
LMSFinish
True True
LMSInitialize
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4. Launch the SCO
4. Service the API Calls made by the SCOLMSInitialize("")LMSGetValue(element)LMSSetValue(element, value)LMSGetLast Error()LMSGetErrorString(errorCode)LMSGetDiagnostic(errorCode)LMSCommit("")LMSFinish("")
Learning Management System
1. Find the API Adapter Object
2. Call API.LMSInitialize("")
3. SCO Specific Implementation Behavior(All optional)
4. Call API.LMSFinish("")
3c. Call API.LMSGetValue("cmi.core.lesson_mode") conditionalbehavior based on mode
3b. Call API.LMSGetValue("cmi.core.entry")if entry is "resume", get lesson_location,suspend_data and resume at appropriatelocation in SCO
3a. Call API.LMSGetValue("cmi.launch_data")-use if supported by SCO
3e. Call API.LMSSetValue to record anyoptional information as needed. (e.g.scores, status, objectives, interactions, etc.)
3f. call API.LMSCommit("")
Sharable Content Object (SCO)1. Determine SCO to Launch:
• user selected• automatically using adaptive
(prerequisites) • sequential
using information from the Content Structure defined in the Content Package.If no more SCOs to launch, finish or exit
2. Determine and initialize the SCO’s cmi.core.lesson_mode.a. Does the LMS support user selectable mode?b. If cmi.core.lesson_mode is “normal” and cmi.core.credit is “no-credit” change the cmi.core.lesson_mode to “browse”
3. Determine and initialize the SCO’s cmi.core.entry.If cmi.core.lesson_status is “browsed” or “not attempted”set the cmi.core.entry to “ab-initio” else set it to “resume”
5. If there is a mastery score in the content structure for the SCO, the LMScan change the lesson_status to “passed” or “failed”, depending on thevalue of the cmi.core.score.raw value compared to the mastery score. Ifthere is no mastery score defined for the SCO in the content structure,the LMS cannot override the lesson_status set by the SCO. Ifcmi.core.credit is set to “no-credit”, the LMS may not change thelesson_status, unless the SCO’s lesson_mode is “browse” – the LMSmay set the lesson_status to “browsed”.
Launch
API and Datamodel
Lear
ner
Inte
ract
s w
ith S
CO
Run-Time Environment Behavior
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SCORM Content Aggregation Model
SCORM
BOOK 2: The SCORMContent Aggregation Model
BOOK 3: The SCORM Run Time Environment
Launch, Communication API (from AICC)
Data Model (from AICC)
BOOK 1: The SCORMOverview
Meta-data Dictionary (from IEEE)
(Meta-data XML Binding and Best Practice (from IMS)
Content Structure (derived from AICC)
Content Packaging (from IMS)
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SCORM Content Aggregation Model
To provide a common means for composing learning content for discoverable, reusable, shareable and interoperable source
Define how learning content can be identified and describe, aggregated into a course or portion of a course and moved between systems that may include LMS and repositories.
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Content Model Nomenclature defining the content components of a learning
experience
Meta-data A mechanism for describing the components of the content
model
Content Packaging Defines how to represent the intended behavior of a learning
experience Defines how to package learning resources for movement
between different environments
SCORM Content Aggregation Model
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Content Model Components
Asset
Sharable Content Object (SCO)
Content Aggregation
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Asset
Any or all of the above can be combined to form learning content delivered over the Web. As assets, they have no responsibility to communicate directly with the LMS.
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Sharable Content Object (SCO)
One or more assets “glued” together with interactivity and tracking of the learner (e.g., score, completion status) that achieves a learning objective.
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Content Aggregation
A map that can be used to aggregate learning resources into a cohesive unit of instructionCourseChapterModule
Applies structure and associates learning taxonomies
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Content AggregationCourse
Lesson 1
Lesson 2
Part A
Module 1
Glossary
Module 2
Lesson 1
Lesson 2
Assessment
Part B
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Meta-DataMeta-Data
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SCORM Meta-data
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Meta-Data
Data about data Provides a common nomenclature so that learning
content can be described in a common way Can be collected in catalogs, as well as directly
packaged with the learning content it describes Learning content that is described with meta-data
can be systematically searched for and retrieved for use and reuse
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SCORM Meta-Data
Directly references the IEEE LTSC* Learning Object Meta-data (LOM) v6.1 draft standard and the IMS Learning Resource Meta-data v1.2.1 Specifications
SCORM defines which data elements are mandatory for describing: Assets SCOs Content Aggregations.
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Meta-Data: Key Terms
Information Model Essentially the dictionary of meta-data
elements to be used to describe a content model component
XML Data Binding Defines how to encode, or bind, the dictionary
elements (Information Model)Currently only an XML Binding is provided
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SCORM Meta-Data Information Model
Describes the available data elements permitted to build SCORM conformant meta-data records
Broken into nine categories based on definitions found in the IMS Learning Resource Meta-Data Information Model
• General• Lifecycle• Meta-metadata• Technical• Educational
• Rights• Relation• Annotation• Classification
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Exploring SCORM Version 1.2
Meta-Data Information Model
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Meta-data and SCORM
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General
Identifier – RESERVED
Title Catalog Entry
(catalog, entry) Language
Description Keyword Coverage Structure Aggregation Level
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Lifecycle
Version Status Contribute
RoleEntityDate
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Meta-Metadata
Identifier – RESERVED Catalog Entry
Catalog Entry
Contribute Role Entity Date
Meta-data Scheme Language
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Technical
Format Size Location Requirement
TypeNameMinimum VersionMaximum Version
Installation Remarks
Other Platform Requirements
Duration
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Educational
Interactivity Type Learning Resource
Type Interactivity Level Semantic Density Intended End User
Role
Context Typical Age Range Difficulty Typical Learning
Time Description Language
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Rights
Cost Copyright and Other Restrictions Description
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Relation
Kind Resource
Identifier – RESERVEDDescriptionCatalog Entry
Catalog Entry
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Annotation
Person Date Description
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Classification Purpose Taxonpath
SourceTaxon
ID Entry Taxon
Description Keyword
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SCORM Meta-Data XML Binding
Based on the IMS Learning Resource Meta-Data XML v1.2.1 Specification
Defines how to encode, or bind, the “dictionary” elements in XML
XML is only one possible encoding; others may emerge over time, but the information model should persist
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Exploring SCORM Version 1.2
Meta-Data XML Binding
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Meta-data XML and SCORM
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SCORM Meta-Data Application Profiles
Provide specific guidance for implementing meta-data in the SCORM environment
Define SCORM mandatory elements and how they are to be encoded to be SCORM conformant
Define meta-data for SCORM Content Model Components Asset SCO Content Aggregation
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Meta-data Profiles and SCORM
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Content Packaging
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Content Packaging
Asset
SCOs
Content Aggregation
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Content Packaging
Directly references the IMS Content Packaging v1.1.2 Specification
Provides a standardized way to represent learning resources (content structure) in the exchange process between systems
Provides a common input/output format that any system can support
SCORM packaging adheres to the IMS Content Packaging Specification but provides additional explicit implementation guidance for packaging assets, SCOs and content aggregations
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Content Packaging Defines a manifest file (packing slip) describing the
package itself which contains: Meta-data about the package An optional organization section that defines Content
Structure and behavior A list of references to resources in the package.
Defines how to create an XML-based manifest Includes directions for packaging the manifest and
learning resources Example: The manifest itself is “zipped” up with the learning
resources for “upload” to a system—LMS or repository
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Components of a Content Package
Content Structure
SCOs & Assets
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Content Package – Meta-Data Component
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Meta-Data Component
Data about data Describes the package as a whole ADL currently does not have a Meta-data Application
Profile for Package Level Meta-data Developers are free to choose from any elements from the
SCORM Meta-data Information Model Meta-data (throughout content package) can be handled
in one of two ways Inline External (to package)
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Content Package – Organizations Component
Content Structure
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Organizations Component
Use to provide the content structure for the learning resources (assets,SCOs)Defines the learning taxonomy (units, blocks,
modules, lessons)ADL does not bind a user to a particular
learning taxonomy Package allows for multiple taxonomies to
be represented
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Content Structure
Provides the content developer with the means to author collections of objects into a cohesive unit of instruction, apply structure and associate specific behaviors that can be uniformly reproduced across LMS environments
Map to be used to sequence/navigate through the learning resources defined in the content package Describes the structure or taxonomy to be applied to the
learning resources for use by the LMS that will launch the resources
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Traditional Content Authoring
CBT authoring tools provided the means to create parts of a course as well as how and when the content would be presented to the learner
Content and content structure were usually developed using the same tools and proprietary data formats
Shift to Internet-based technologies and the notion of reusability continues to change the authoring process
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SCORM Content Authoring
Content Structure tells the LMS in what order to present learning resources (SCOs, assets) to the learner
Authoring process consists of authoring Learning Resources and collections of learning resources, maybe with different tools
Two distinct products of the authoring process: SCOs launched in a browser environment Content Structure information that is taken in by the
LMS and processed during run-time
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Representing Content Structure Content Hierarchy
Defines a tree-based representation that groups content objects in a logical order
Context Specific Meta-data Describes how the Learning Resource is to be
used in a particular collection or aggregation
Sequencing and Navigation Tells the LMS what Learning Resource is to be
presented to the learner and when
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Content Hierarchy Authoring a collection of learning resources into a
logical structure involves organizing the learning resources into a learning taxonomy hierarchy
This hierarchical grouping might be used to represent concepts like Item, Chapter or Topic
The SCORM Version 1.1 terms course and block have been replaced with the IMS term item
A combination of resources is generally categorized as content
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SCORM Content StructureCourse
Lesson 1
Lesson 2
Part A
Module 1
Lesson 3
Module 2
Lesson 1
Lesson 2
Assessment
Part B
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SCORM Content StructureCourse
SCOLesson 1
Lesson 2
Part A
Module 1
Lesson 3
Module 2
Lesson 1
Lesson 2
Assessment
Part B
Resource
Resource
Resource
Resource
Resource
Resource
Resource
SCO
SCO
SCO
SCO
SCO
SCO
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SCORM Content Structure
Organization
SCOItem
Item
Item
Item
Item
Item
Item
Item
Item
Item
Resource
Resource
Resource
Resource
Resource
Resource
Resource
SCO
SCO
SCO
SCO
SCO
SCO
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Context Specific Meta-Data
Meta-data that is specific to a learning strategy Incorporated into the content hierarchy
Content Packaging Specification allows for meta-data to be place with organization and item elements
Context independent meta-data usually refers to immutable, stand-alone meta-data records for digital assets, content objects, or collections of objects
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Content Package – Resources Component
SCOs & Assets
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Resources Component
The collection of learning resources (SCOs, assets) Use to represent the learning resources.
Can be internal or external to the content package Referred to at various points within the
organizations component Meta-data can be used to describe the resources
Context independent meta-data Should be described as stand-alone (not in a context)
resources
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Content Package – Physical File Component
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Content Package – PIF Component
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Content Packaging Information Model
Describes the available data elements permitted in building SCORM conformant packages
Adheres strictly to the IMS Content Packaging Information Model but extends it to include elements that were formerly defined in the SCORM 1.1 Content Structure Information Model
SCORM conformant packages must adhere to the usage of these extensions as they are defined in the SCORM
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Exploring SCORM Version 1.2
SCORM Content Package Information Model
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Content Package and SCORM
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Content Packaging XML Binding
XML binding for the SCORM Content Packaging Information Model
Directly references the IMS Content Packaging v1.1.2 Specification
Guided by specific rules XML binding will adhere to the XML 1.0 specification XML binding must maintain the definitional structure
of the SCORM Content Packaging Information Model
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Exploring SCORM Version 1.2
SCORM Content Packaging XML Binding
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Content Packaging XML and SCORM
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So I Want To Use SCORM For All My Content, Right?
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Not Exactly
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When do you need SCORM?You do want to be SCORM (1.2) conforming if:1. You want to design learning content that tracks learner performance
and progress and adapts accordingly2. You plan to use an LMS to deliver and manage learning content3. You are designing content that might be reused in other learning
contexts4. You want to create a library of learning objects
You probably don't need to be SCORM conforming if:1. The content is short lived and won't be reused2. You never plan to use an LMS to deliver and track content3. You do not have content that has complex behaviors such as
remediation4. You want only simple, static, hyperlinked content as reference material
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SCORM is necessary, but not sufficient ...SCORM is necessary, but not sufficient ...
How the SCORM Fits
TechnicalSpecification
TechnicalSpecification
Instructional Capability, Modeling & Simulation, Intelligent Tutoring, Economic Models, Policy, R&D, etc.
Instructional Capability, Modeling & Simulation, Intelligent Tutoring, Economic Models, Policy, R&D, etc.
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What’s new in the SCORMTM Version 1.3?
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SCORM Version 1.3 SCORM Content Aggregation Model
Content ModelMeta-dataContent PackagingSequencing - new
SCORM Run-Time EnvironmentData Model
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Content Model
Asset Sharable Content
Object (SCO) Sharable Content
Asset (SCA) - new Sharable Content Asset (SCA)
AssetJavaScriptFunctions
AssetHTML
Fragment
AssetJPEGImage
Asset XMLFragment
Sharable Content Object (SCO)
AssetJavaScriptFunctions
AssetHTML
Fragment
AssetJPEGImage
Asset XMLFragment
LMS
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Sequencing Overview
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Background
Plugfest 4 and Plugfest 5 – Validated that SCORM 1.2 was being adopted and that “it worked” Content developers demonstrated use of Content
Packaging, Run-Time Environment and Meta-data conformance
The obvious missing piece was the ability to create robust sequencing behaviors in an interoperable fashion
The “86 MB SCO” was still prevalent
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Background (cont.)
Plugfest 6 – Introduced and demonstrated sequencing based on the IMS Simple Sequencing Specification (public draft version 0.7.5)
Since Plugfest 6, the IMS Simple Sequencing Specification has been significantly updated.
The final specification is currently in vote(more information at: http://www.imsglobal.org/ )
The voting period ends January 15th 2003
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Sequencing Timeline (tentative)
11/1/2002 3/14/2003
11/1/2002 - 1/15/2003IMS SS Voting Period
1/15/2003IMS SS Voting Period Ends
SCORM V1.3 Release1/15/2003 - 1/31/2003Preparation of Final IMS SS Spec
1/31/2003IMS Public Release
of Final Spec
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What Is Sequencing?
Predictable, consistent ordering and delivery of learning activities, in an instructionally meaningful manner, regardless of delivery environment Designers/authors specify sequencing behaviors at
design/authoring time. Activities are sequenced at time of delivery depending
on specified behaviors and the learner’s actions. Sequencing behaviors are external from the content to
enable greater degree of granularity and reuse
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Problems that the IMS Sequencing Specification is Trying to Solve
Code for sequencing is embedded with code inside learning resources
Sequencing behavior is inconsistent in different delivery systems
Models of sequencing are proprietary or idiosyncratic
Models of sequencing behaviors and activities are poorly defined
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Activity B
Goto C
SCORM 1.2 Sequencing
Activity A
If status == “satisfied”Then goto CElse goto B
Activity C
If status == “not satisfied”Then goto AElse goto…
Conditional branching logic is built into the Resource Can’t easily reuse Resources, because of ‘hard wired’ dependencies
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SCORM 1.3 SequencingActivity A
If status == “satisfied”Then goto CElse goto B
Activity B
Goto C
Activity C
If status == “not satisfied”Then goto AElse goto…
Activity A
Activity B
Activity C
If status == “satisfied”
If status != “satisfied”
Goto C
If status == “not satisfied”
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IMS Sequencing Working Group Accomplishments Developed a taxonomy for sequencing of
learning activities. Defined the scope of the version 1.0
specification. Collected & analyzed use cases to derive
requirements. Developed draft sequencing spec - currently
working toward public draft.
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Sequencing Specification Scope Focus on simplistic approach for sequencing version 1.0 Specify sequencing behavioral model Define information model for sequencing extensions to IMS
content packaging v1.1.2 Define tracking information models as needed to enable
sequencing Encompass complex content (SCOs) as well as simple content
(learning resources that do not communicate at runtime) Specify navigation events that trigger sequencing requests Does not address specifics of user interface navigation controls Does not address look & feel (skins) issues
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Use Cases
Boeing - Fuel Valve Maintenance NETg - Precision Learning Click2Learn - Soft Skills Course (Blended
Content & Services) GIUNTI - Preservation of Paintings on Wood WebCT NYU Online CISCO – ILG
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Sequenced Learning Activities Found in Use Cases
Learning Activities Offline Activities
Description/instructions provided online Student works offline Online student submission Offline marking by instructor
Assessments Pre/Post assessment Quiz Final Examination
Remediation based on performance of an activity or assessment results Selection of Whole or partial learning activity
Ancillary Resources (e.g. Reference, FAQ, Glossary, IETM ) Expert Consultation Review /Preview of Activities Feedback summary Progress indication
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Use Case Requirements Sequencing Structures
User selection (Ad-hoc) Linear Parallel
Navigation Go to next Go to previous User select next User select from TOC Re-start an activity concurrent activity
Activity Navigation States User Selectable/Not Selectable Visible/Not Visible
Content Stage
chat glossary help Table of Contents
AncillaryStage
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IMS Sequencing Specification Components Sequencing model
Behavior model Information models
Sequencing information model Tracking model
XML binding Extensions to the IMS content packaging spec
V1.1.2 Best practice implementation guide
Guidance for tool developers Guidance for content creators
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Content Package Structure
Item
Item
Item
Item
Item
Sequencing
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Sequencing Information Model Control - describes where navigation events can originate from
Flow, Choice, Mixed, Auto Traversal
Sequential, Any, Concurrent PreviousAllowed – is backward traversal permitted (true/false) Selection - how the set of sequenced items for the current
aggregation are selected and ordered. Pre-Condition (condition, action)
E.g. if max attempts exceeded, skip this item Post-Condition (condition, action)
E.g. if failed, retry the item Etc… to be defined.
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Tracking Information Model Tracking information
Activity attempt count Activity duration Activity completion Activity score Activity mastery Referenced learning objective/competency completion
Activity launch limits Time limits for completion Time based availability Maximum attempt limit for completion Prerequisite completion prior to entry
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Sequencing Behavior Model
Sequencing Process
NavigationInterpreter
Upon exit of an item,evaluate pre-conditions and then, evaluate the status of the cluster to determine impact it’s parent
?
Translate navigation eventsinto sequencing requests
Prepare and deliverthe “selected” items’resources
Based on a sequencing request, traverse the organization and evaluate each item’savailability for launch based on:
–Item state/status–Pre-Condition evaluation
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The Missing SCORM piece
SCORM 1.1
Sequencing &Navigation
ImprovedData ModelElements
Advanced,Adaptive
Architecture
SCORM 2.0
SCORM 1.3 (?)
SCORM 1.2(Adds Packaging)Where we are
The missing near-term piece
Where we reallywant to be
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ADL Future Versions of SCORM
ARIADNEIMSIEEEAICC
IBMMicrosoftMacromediaCiscoNetGClick2LearnSabaPathloreCentra,(many others)….
20002000
SCORM 1.0Content Mod.Run-time Env.
SCORM 1.1Clean/Fix
SCORM 1.2AddContentPackagingProfiles &New Meta-data
2002200220012001 20032003
SCORM 3.0ITSSimulationPerf. SuppAdvanced CapabilitiesSCORM 1.3
Sequencing“Ultralite”
SCORM 4.0TBD (NeedResearchNow for This)
SCORM 2.0New Architecture - highly adaptive - new content models - first integration of performance support & simulation
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THANK YOU