a tour of learning technology standards robby robson, chair, ieee learning technology standards...

A TOUR OF LEARNING A TOUR OF LEARNING TECHNOLOGY STANDARDSTECHNOLOGY STANDARDS

Robby Robson, Robby Robson, Chair, IEEE Learning Technology Standards CommitteeChair, IEEE Learning Technology Standards Committee

The slides in this work are each separately licensed under a Creative Commons Attribution-NoDerivs 2.5 License

17-10-0617-10-06 A Tour of Learning Technology StandardsA Tour of Learning Technology Standards 22This slide is licensed under a Creative Commons Attribution-NoDerivs 2.5 License. Some rights reserved.

OutlineOutline1.1. Standards in generalStandards in general

2.2. Learning technology standardsLearning technology standards

3.3. Some technical detailsSome technical details

4.4. What’s nextWhat’s next

5.5. Open discussionOpen discussion


No results found


Standards Can …Standards Can …

1.1. Specify the form and function of Specify the form and function of technologytechnology

2.2. Determine how information is exchangedDetermine how information is exchanged

3.3. Require procedures to be followedRequire procedures to be followed

4.4. Define acceptable outcomesDefine acceptable outcomes


Standards Can…Standards Can…

1.1. Specify the form and function of Specify the form and function of technologytechnology

2.2. Determine how information is exchangedDetermine how information is exchanged

3.3. Require procedures to be followedRequire procedures to be followed

4.4. Define acceptable outcomesDefine acceptable outcomes

Learning technology standards define technological infrastructure


Effective Standards Operate Effective Standards Operate InvisiblyInvisibly


This ….

Screen

shot from

Dream

weaver™

8 De

sign V

iew


And not necessarily this …. Screen

shot from

Dream

weaver™

8 Co

de View


We converse today about the We converse today about the details so that we may not details so that we may not

converse about them converse about them tomorrow and the day after.tomorrow and the day after.


Why Bother With Standards?Why Bother With Standards?INNOVATIONINNOVATION

Standards Standards define and catalyze new define and catalyze new technologytechnology

Standards Standards enable new solutionsenable new solutionsStandards Standards solve existing problemssolve existing problems


Why Bother With Standards?Why Bother With Standards?HELP THE HELP THE CONSUMERCONSUMER

Standards Standards prevent lock-inprevent lock-inStandards Standards accelerateaccelerate commoditizationcommoditizationStandards Standards increase reliabilityincrease reliabilityStandards Standards enable competitionenable competition


Why Bother With Standards?Why Bother With Standards?BUILD BUILD

MARKETSMARKETS

Standards can Standards can lower design, development lower design, development and production costsand production costs

Standards help Standards help modularize supply chainsmodularize supply chains Standards Standards buildbuild consumerconsumer confidenceconfidence Standardization Standardization distributes effortdistributes effort


When Does Standardization Occur?When Does Standardization Occur?INOVATIONINOVATION HELP THE HELP THE

CONSUMERCONSUMERBUILD BUILD

MARKETSMARKETS

Market moves from underserved to overserved*

* Clayton M Christensen & Michael E Raynor, (2003). The Innovator’s Solution: Creating and Sustaining Successful Growth, Harvard Business School Press, Cambridge, Mass.

Need arises in an influential community


“Education” is an influential community

(But not the only one)


What is the state of Learning What is the state of Learning Technology Standards?Technology Standards?

INOVATIONINOVATION HELP THE HELP THE CONSUMERCONSUMER

BUILD BUILD MARKETSMARKETS

MOSTLY HERE SOME HERE STARTING HERE


We will now talk about We will now talk about standards organizations and standards organizations and

standardsstandards


But must remember …


Nothing is a standard until it is acknowledged and adopted by the community it serves.


History of Relevant History of Relevant Standards OrganizationsStandards Organizations

DLF(1995)

SIF

ARIADNE

AICC(1988)

ADLIMS

IEEELTSC

JTC1SC36

EdNA(1994)

ALIC

OKI

OASIS

CEN/ISSSWS-LT

W3C(1994)

ebXML

EICA

CanCore

DublinCore

(1995)

SISO(1994)

MERLOT

HR-XMLCONSOR-

TIUM

1996 1997 1998 1999 2000 2001

Bu

t few n

ew o

nes sin

ce B

ut few

new

on

es since

20012001

AEN


Learning technology standardization Learning technology standardization efforts have been efforts have been

Driven byDriven by Young companies* Young companies* A few key consumer groups A few key consumer groups

Focused on Focused on Search & DiscoverySearch & Discovery Learning ContentLearning Content Learning Delivery Systems (e.g. LMS)Learning Delivery Systems (e.g. LMS)

Specialized to Learning Specialized to Learning Relatively little adoption of other standardsRelatively little adoption of other standards

*including new divisions within large software vendors


Leading to a diverse portfolio of Leading to a diverse portfolio of organizations and standardsorganizations and standards

……


The Players The Players ADLADL (Advanced Distributed Learning initiative)(Advanced Distributed Learning initiative) AICCAICC (Aviation Industry CBT Committee)(Aviation Industry CBT Committee) CENCEN (CEN / ISSS Technical Committee on Learning (CEN / ISSS Technical Committee on Learning

Technology)Technology) HR-XMLHR-XML (The HR-XML Consortium)(The HR-XML Consortium) IMSIMS (IMS Global Learning Consortium – a (IMS Global Learning Consortium – a

consortium representing Higher Education)consortium representing Higher Education) LTSCLTSC (IEEE Learning Technology Standards (IEEE Learning Technology Standards

Committee – an accredited standards body)Committee – an accredited standards body) SC36SC36 (ISO/IEC JTC1 SC36 – Standards for (ISO/IEC JTC1 SC36 – Standards for

Learning, Education and Training)Learning, Education and Training) WSILWSIL (Web Services in Learning, a vendor effort)(Web Services in Learning, a vendor effort)


MetadataMetadataSearch & DiscoverySearch & Discovery

SCORM (and AICC equivalents)SCORM (and AICC equivalents)Content / LMS interoperabilityContent / LMS interoperabilityMade up from IMS & IEEE standardsMade up from IMS & IEEE standards

Question & Test InteroperabilityQuestion & Test InteroperabilityXML representation of Quizzes and test banksXML representation of Quizzes and test banks

Mature Standards with wide AdoptionMature Standards with wide Adoption


Standards & Specifications with Standards & Specifications with Less Adoption*Less Adoption*

IMS EnterpriseIMS Enterprise Interface between an LMS and Interface between an LMS and

SISSIS OKI Service Interface OKI Service Interface

DefinitionsDefinitions Used in Higher EducationUsed in Higher Education

Learning Technology Learning Technology Systems ArchitectureSystems Architecture IEEE standard used by some IEEE standard used by some

U.S. Defense contractorsU.S. Defense contractors Learner Information PackageLearner Information Package

Education & Training RecordsEducation & Training Records IMS e-portfolioIMS e-portfolio

IMS Learning DesignIMS Learning Design High level instructional High level instructional

designdesign IEEE Digital Rights IEEE Digital Rights

Expression Languages Expression Languages Recommended practice Recommended practice

for education and trainingfor education and training IMS RepositoryIMS Repository

Really more of an Really more of an architecture reference architecture reference modelmodel

IMS Sharable State IMS Sharable State PersistencePersistence Integration of LMS / SIMIntegration of LMS / SIM

* Based on observation, not hard data


New Consumer-driven EffortsNew Consumer-driven Efforts FrameworksFrameworks

Not “standards” but frames for conversations about Not “standards” but frames for conversations about standardsstandards

Quality StandardsQuality Standards Address the development of digital learning contentAddress the development of digital learning content

CORDRACORDRA Content Object Repository Discovery Resolution Content Object Repository Discovery Resolution

ArchitectureArchitecture Just an architecture and recommended practiceJust an architecture and recommended practice

SCORM / SIM InteroperabilitySCORM / SIM Interoperability Driven by military simulation communityDriven by military simulation community


New Provider-driven EffortsNew Provider-driven Efforts

CompetenciesCompetenciesDefining and modeling learning objectives, Defining and modeling learning objectives,

skills, knowledge, ability, tasksskills, knowledge, ability, tasksWeb Services in LearningWeb Services in Learning

Handling LMS / Content Server architectureHandling LMS / Content Server architectureHandling “catalog update”Handling “catalog update”

IMS Common CartridgeIMS Common CartridgeExchange of courses for academic LMSExchange of courses for academic LMS


And Some Other Work And Some Other Work

Search / Query / Harvesting standardsSearch / Query / Harvesting standardsSeveral of these, many from other Several of these, many from other

communitiescommunitiesEfforts updating standards by updating Efforts updating standards by updating

view pointsview pointsResearch Aggregation Model (ontology)Research Aggregation Model (ontology)Content packaging Content packaging UML version / some UML version / some

updatesupdatesLOM / Dublin Core Abstract ModelLOM / Dublin Core Abstract Model


Do I need to Do I need to pay attention to pay attention to

all that?all that?

(Probably Not)


What does a What does a ConsumerConsumer need to know? need to know?

What problems are being addressed ?What problems are being addressed ?What problems have been solved?What problems have been solved?How to ask the right questionsHow to ask the right questions

Hint: “Do you conform to X?” is not the right Hint: “Do you conform to X?” is not the right questionquestion


Problems Being AddressedProblems Being Addressed

Separating content from delivery systems Separating content from delivery systems Making it easier (or possible) to find the Making it easier (or possible) to find the

right stuffright stuffPREVENTING LOCK-INPREVENTING LOCK-INGetting learning systems to talk to other Getting learning systems to talk to other

systemssystems


Problems Being Problems Being SolvedSolved Separating content from delivery systems Separating content from delivery systems

This is what IMS Content Packaging, SCORM, IMS This is what IMS Content Packaging, SCORM, IMS Question & Test, and AICC standards do.Question & Test, and AICC standards do.

So far this works well but not perfectly.So far this works well but not perfectly. Applies only to Web-based content and assessmentsApplies only to Web-based content and assessments Content still needs to be tweaked for specific systemsContent still needs to be tweaked for specific systems

Making it easier to find the right stuffMaking it easier to find the right stuff This is what metadata doesThis is what metadata does The biggest problem is the lack of (good) metadataThe biggest problem is the lack of (good) metadata

PREVENTING LOCK-IN (MORE AND MORE)PREVENTING LOCK-IN (MORE AND MORE) Getting learning systems to talk to other systems Getting learning systems to talk to other systems

– not really, not yet.– not really, not yet.


How to get an honest and useful answerHow to get an honest and useful answer

1.1. Don’t ask about standards, ask about Don’t ask about standards, ask about solutions:solutions:

After I have developed 100 one-hour courses in After I have developed 100 one-hour courses in your system, what will be the cost to migrate them your system, what will be the cost to migrate them to a different system? What have you done to make to a different system? What have you done to make this easy for me?this easy for me?

2.2. Don’t ask about conformance – ask for detailsDon’t ask about conformance – ask for details What is the minimum set of tags associated with a What is the minimum set of tags associated with a

title in your catalog? Provide a screenshot of your title in your catalog? Provide a screenshot of your search screen that shows which tags are search screen that shows which tags are searchable. Show / explain how authors generate searchable. Show / explain how authors generate tags in your tools.tags in your tools.


What does a What does a Content DeveloperContent Developer need to know? need to know?

How content interoperability standards How content interoperability standards such as SCORM (and its components) such as SCORM (and its components) work and what they dowork and what they do

Which standards are used by authoring Which standards are used by authoring tools and supported by delivery systemstools and supported by delivery systems


What does a What does a Technology DeveloperTechnology Developer need to know? need to know?

Where standards are along the adoption and Where standards are along the adoption and implementation curveimplementation curve

Details and best practices for standards Details and best practices for standards relevant relevant to the technology being developedto the technology being developed and that are and that are Being used in the marketBeing used in the market

- or- - or- Provide solutions to specific problems (e.g. integrating Provide solutions to specific problems (e.g. integrating

with a SIS)with a SIS)

- or- - or- Confer a competitive advantageConfer a competitive advantage


Example 1Example 1Publishing content as a business …Publishing content as a business … Accepted standards:Accepted standards:

Metadata, DOI, SCORM / AICC, OAI-PMH, SRU/SRW, SQIMetadata, DOI, SCORM / AICC, OAI-PMH, SRU/SRW, SQI Emerging standards:Emerging standards:

CORDRACORDRA Possible relevant standards:Possible relevant standards:

Query standards, Digital Rights Expression Language, Quality Query standards, Digital Rights Expression Language, Quality standardsstandards

Standards that address the functionality of content, e.g. Sharable State Standards that address the functionality of content, e.g. Sharable State Persistence if the content interacts with simulations or games or Persistence if the content interacts with simulations or games or Learning DesignLearning Design

Specifications to watch Specifications to watch IMS Common Cartridge (academic), Web Services in LearningIMS Common Cartridge (academic), Web Services in Learning


Example 2Example 2Building a serious simulation / game …Building a serious simulation / game … Accepted standards:Accepted standards:

Metadata, High Level Architecture, OpenGL (and Simple Metadata, High Level Architecture, OpenGL (and Simple DirectMedia Layer)DirectMedia Layer)

Emerging standards:Emerging standards: Not sureNot sure

Possible relevant learning technology standards:Possible relevant learning technology standards: SCORM, Sharable State Persistence, e-portfolioSCORM, Sharable State Persistence, e-portfolio

Specifications to watch Specifications to watch SIM/SCORM Study GroupSIM/SCORM Study Group

Details on SCORMDetails on SCORM

WHAT IT DOESWHAT IT DOES

HOW IT WORKSHOW IT WORKS

THESE SLIDES HAVE BEEN REPURPOSED FROM A SCORM TUTORIAL GIVEN IN APRIL, 2006.


Some slides in this presentation were produced by and used with permission of the Advanced Distributed Learning initiative (www.adlnet.org).

Others were reused / repurposed from previous workshops and presentations


WHAT IS SCORM?WHAT IS SCORM?

A REFERENCE MODELA REFERENCE MODEL: A set of profiles of standards : A set of profiles of standards and specifications that tells you how to do something and specifications that tells you how to do something usefuluseful

A SOLUTION: A SOLUTION: Solves the problem of separating Web-Solves the problem of separating Web-based training content from delivery systemsbased training content from delivery systems

A STANDARD: A STANDARD: Adopted by most commercial LMS products Adopted by most commercial LMS products Required by government directives (U.S., Korea …)Required by government directives (U.S., Korea …) SCORM 2004, 3SCORM 2004, 3rdrd Edition, is on track to being standardized as Edition, is on track to being standardized as

an ISO technical reportan ISO technical report

SCORM means SCORM 2004 in this presentationSCORM means SCORM 2004 in this presentation


SCORM 1.2 / AICC ADOPTION SCORM 1.2 / AICC ADOPTION COMPILED IN 2004 COMPILED IN 2004

Sources: Various Brandon-HallSources: Various Brandon-Hall Reports Reports (Excepting Last Column) (Excepting Last Column)

1997/8 1997/8 LMSLMS

2000 LMS2000 LMS 2001 2001 LCMSLCMS

2003 2003 LMSLMS

2003 2003 LCMSLCMS

2004 Authoring 2004 Authoring ToolsTools

Current Course Current Course Management SystemsManagement Systems

Number of SystemsNumber of Systems 2727 5656 2929 2323 4343 2323

AICC SupportAICC Support 41%41% 52%52% 83%83% 87%87% 65%65% 26%26%

CertifiedCertified ** ** 7%7% 13%13% 9%9% **

CompliantCompliant ** ** 76%76% 74%74% 56%56% **

Support PlannedSupport Planned ** 23%23% ** 4%4% 0%0% **

No AICC Exists / PlannedNo AICC Exists / Planned 59%59% 25%25% 17%17% 9%9% 35%35% 74%74%

SCORM SupportSCORM Support ** 17%17% 83%83% 87%87% 72%72% 43%43%

1.2 1.2 ** ** ** 83%83% 63%63% 39%39%

OtherOther ** ** ** 4%4% 9%9% 4%4%

Support PlannedSupport Planned ** 2%2% 7%7% 13%13% 5%5% **

No SCORM Exists / PlannedNo SCORM Exists / Planned 100%100% 80%80% 10%10% 0%0% 23%23% 52%52%

IMS MetadataIMS Metadata ** 34%34% ** ** ** 43%43%

IMS Metadata PlannedIMS Metadata Planned ** 25%25% ** ** ** **

IMS Content PackagingIMS Content Packaging ** ** ** ** ** 61%61%

IMS QTIIMS QTI ** ** ** ** ** 22%22%

IMS (not specified)IMS (not specified) ** ** ** ** ** 9%9%


ADL TimelineADL Timeline

Nov. 97, White House Co-sponsors ADL Kick-off Meeting

Jan. 98, Executive Memo citing ADL as a model for federal agencies

Jan. 99, Executive Order 13111 tasking DoD to lead collaborative standards development

Apr. 99, Opened the ADL Co-Lab in Alexandria, VA

1997 1998 1999 2000 2001 2002 2003 2004 2005

Jan. 00, SCORM 1.0 released

May 00, Implementation Plan submitted to Congress

June 00, Plugfest 1

Feb. 04, International Plugfest, Zurich

Jan. 04, SCORM 2004 released

Dec. 04, SCORM 2004 2nd Edition

Feb. 05, Plugfest 9

Jun 01, Executive Order 13218 21st Century Workforce Initiative


A SCORM IS BREWINGA SCORM IS BREWING

1999 2001

DIRECTIVETO CREATESCORM (13111)

2000

SCORM 1.0

- Course Structure Course Structure Format (XML Format (XML Version of AICC Version of AICC Course Structure Course Structure Files)Files)

- Runtime API – Runtime API – developed jointly developed jointly among AICC, among AICC, IEEE, and ADLIEEE, and ADL

- Metadata based on Metadata based on IMS Version 1.0IMS Version 1.0

SCORM 1.1

- ““C” is for C” is for “Content”“Content”

- Metadata Metadata HarmonizedHarmonized

- Bugs FixedBugs Fixed- CMI Data Model CMI Data Model

Pared back Pared back (removed pre-(removed pre-requisites and requisites and completion completion requirements)requirements)

SCORM 1.2

- Added Added Content Content PackagingPackaging

- Deprecated Deprecated Course Course Structure Structure FormatFormat

- Created Test Created Test SuitesSuites

- Bugs FixedBugs Fixed

2002 2003 2004

SCORM 1.3

- Simple Simple SequencingSequencing

- Metadata Metadata HarmonizedHarmonized

- Bugs FixedBugs Fixed- Conformance Conformance

program program getting startedgetting started

SCORM 2004

2005

SCORM 20042ND Edition

SCORM 20043rd Edition


SCORM ASSUMES …SCORM ASSUMES …

A particular content lifecycle (next slide)A particular content lifecycle (next slide)Web-based contentWeb-based contentA single learnerA single learnerA small set of pedagogically relevant data:A small set of pedagogically relevant data:

Time spent with contentTime spent with contentScores on testsScores on testsStatus of objectivesStatus of objectives


SCORM CONTENT SCORM CONTENT LIFECYCLELIFECYCLE

Existing Content

Learning Content Authoring Tools

Learning Content Authoring Tools

Chunk

Create

Repurpose

Assemble &SequenceLearnin

gCatalog

LearningCatalog

LMS

Import

Find

Track

Deliver

Repository


A SET OF BOOKSA SET OF BOOKS


THE SCORM BOOKSTHE SCORM BOOKSContent Aggregation ModelContent Aggregation Model

1.1. Learning Object Metadata (IEEE 1484.12)Learning Object Metadata (IEEE 1484.12)

2.2. Content Packaging (IMS Specification)Content Packaging (IMS Specification)

Describe, export, transport and importDescribe, export, transport and import

Run-Time Environment3. Application Programming Interface

(IEEE 1484.11.2)4. Data Model (IEEE 1484.11.1)Launch, track, communicate learner info

Sequencing & Navigation5. IMS Simple SequencingAdaptive learning, instructional design


Organization

5 5

5

Content Package

All the physicalfiles needed for

this package

Metadata

SCOsManifest(XML document)

Including the structure withsequencing behaviors/rules Content

Package

CD-ROM

<?xml version="1.0" encoding="UTF -8" standalone="no"?>

<metadata> <schema>ADL SCORM</schema> <schemaversion>1.2 </schemaversion><lom xmlns=”http://

www.imsglobal.org/imsd_rootv1p2"> </metadata>

<manifest identifier=”IRS_IFS_COURSE”>

<organizations default=”xp_man0_toc1">

8

Package Interchange Format

SCORM Content Aggregation ModelSCORM Content Aggregation Model


SCORM Runtime EnvironmentSCORM Runtime EnvironmentLearning Management System

(LMS)

LMS Server

Web Browser

SCOAsset

ECMAScriptAPI

Instance

Server Side

Client SideLaunch

API:

Data Model: Data retrieved from and stored in the LMS from the SCO

Data Model:Actual data sentback and forthbetween a SCOand LMS

Communicationwith backendserver is notspecified inSCORM. Asset

AssetAsset

Communications Link between a SCO and LMS


Module 2

Module 1

Course

Lesson 1

Lesson 2

Lesson 1

Lesson 2

Glossary

Part A

Part B

Assessment

Activities are aggregated and Activities are aggregated and organized into a tree.organized into a tree.

A default traversal path can be A default traversal path can be modified by a learning designer.modified by a learning designer.

Traversal is triggered by a Traversal is triggered by a sequencing request.sequencing request.

Request is triggered either by the Request is triggered either by the learner through navigation events or learner through navigation events or by the delivery system.by the delivery system.

Sequencing rules are evaluated at Sequencing rules are evaluated at runtime and can be conditional.runtime and can be conditional.

Activities are delivered one at a time.Activities are delivered one at a time.

Actual content resides in leaves of Actual content resides in leaves of the treethe tree

Sequencing & NavigationSequencing & Navigation


Module 3

Lesson 1

Lesson 2

Assessment

Test Item 1

Test Item 2

Remediation Using ObjectivesRemediation Using Objectives

Rule: Set Satisfaction Status for Obj_1

Rule: Skip Lesson 1 if Obj_1 is Satisfied


Rule: Set Satisfaction Status for Obj_2

Objectives

Obj_1

Obj_2

Rule: Exit if Obj_1 AND Obj_2 are Satisfied. Else, Continue.


Objectives

Obj_1

Obj_2


Module 3

Lesson 1

Lesson 2

Assessment

Test Item 1

Test Item 2Learner Passes Test Item 2

Learner experiences Lessons 1 and 2 then takes Assessment

Learner Fails Test Item 1


Objectives

Obj_1

Obj_2


Module 3

Lesson 1

Lesson 2

Assessment

Test Item 1

Test Item 2

Learner Failed Test Item 1

Learner Passed Test Item 2

Assessment sets Satisfaction Status for Obj_1 and Obj_2



Module 3

Lesson 1

Lesson 2

Assessment

Test Item 1

Test Item 2

Learner Failed Test Item 1

Learner Passed Test Item 2

Rule: Exit if Obj_1 AND Obj_2 are Satisfied. Else, Continue



Objectives

Obj_1

Obj_2


Example: Web-based Content Created in a Example: Web-based Content Created in a SCORM Authoring ToolSCORM Authoring Tool


Type of content package to export

Export destination

Content exported to a SCORM packageContent exported to a SCORM package


Exported Content as a SCORM PackageExported Content as a SCORM Package


Sign on to LMS and Import ContentSign on to LMS and Import Content


Launch Content : Student Name Comes from LMSLaunch Content : Student Name Comes from LMS


Status, Score, Accesses, Time – Sent to LMSStatus, Score, Accesses, Time – Sent to LMS

XML SCORM StudioXML SCORM Studio

Joint ADL Co-Lab 2006 PrototypeJoint ADL Co-Lab 2006 Prototype

Prototype available on Source Forge on Prototype available on Source Forge on Halloween, 2006Halloween, 2006

LIVE DEMOLIVE DEMO


WEB 2.0:IT’S NOT

YOUR TEACHER’S WEB ANY

MORE

BUT, LIKE ALL STANDARDS,

SCORM IS OLD SCHOOL


SO … WHAT’S NEXT?SO … WHAT’S NEXT?


TRENDS & ISSUESTRENDS & ISSUES

Underlying TopologyUnderlying Topology Client / Server replaced by a distributed model with Client / Server replaced by a distributed model with

multiple content serversmultiple content servers

Underlying PhilosophyUnderlying Philosophy Provider broadcast replaced by user collageProvider broadcast replaced by user collage Mass production replaced by mass customizationMass production replaced by mass customization

Learning TechnologyLearning Technology ““Learning Management Systems” replaced by Learning Management Systems” replaced by

personalized learning environmentspersonalized learning environments Passive learning replaced by interactive controlPassive learning replaced by interactive control


In general … In general …

Learning is becoming more embeddedLearning is becoming more embeddedLearning technology is becoming less Learning technology is becoming less

distinguishable from other technologydistinguishable from other technologyLearning technology standards are Learning technology standards are

borrowing more from other domainsborrowing more from other domainsThe problem is no longerThe problem is no longer managing managing

learning:learning: The problem is The problem is letting letting learning take place learning take place and managing and managing everything around it.everything around it.


Buzzwords Watch ListBuzzwords Watch List Personal learning environments (CETIS project)Personal learning environments (CETIS project) Web servicesWeb services

Web Web SServices – based on a specific set of standards ervices – based on a specific set of standards that solve enterprise scalabilitythat solve enterprise scalability

Web Web sservices – based on a different collection of ervices – based on a different collection of standards that solve Web 2.0 scalabilitystandards that solve Web 2.0 scalability

““Competencies” – the neglected building block of Competencies” – the neglected building block of learninglearning

Repository standards, because we still need to Repository standards, because we still need to get to “seek, and ye shall find.”get to “seek, and ye shall find.”

QUESTIONS?QUESTIONS?

[email protected]@computer.org

a tour of learning technology standards robby robson, chair, ieee learning technology standards...

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