e-learning standard surasit vannakrairojn nolp national science and development agency...

E-learning Standard

Surasit VannakrairojnNOLPNational Science and Development Agency

[email protected] 5 March 2003

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

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)

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)

E-learning Market Trends: Thailand

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

Why Standards?

To enable interoperability on different platform

Protection of investment on content development

Exchange of content locally and globally

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)


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)


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)

Worldwide Network for Learning Technology

SingaporeIMS Asia

PROMETEUS

CEN/ISSS

IMS Australia

ISO/IEC JTC1 SC36

Standards Evolution

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

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

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

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

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.

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

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

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…

The Goal of SCORM

Learning Content under SCROM must have the following characteristicsAccessibility InteroperabilityReusabilityDurability

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.

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.

What does SCORM Standardize?V.1.2 – V.1.3 Packaging Metadata Communication Sequencing

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

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.

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

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

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)

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)

SCORM Run Time Environment

SCORM










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

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

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

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.

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

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)

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”

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

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

Exploring SCORM Version 1.2

SCORM Run-Time Environment API

API and SCORM

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

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

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


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


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()

API State Management Functions

LMSGetLastError LMSGetErrorString LMSGetDiagnostic

Data ModelData Model

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

Data Model

core suspend_data launch_data comments

objectives student_data student_preference interactions

Data model is partitioned into eight categories


SCORM Run-Time Environment Data Model

Data Model and SCORM

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

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

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)

Data Modelcmi.comments Mechanism for collecting and distributing

comments to/from a SCO

• cmi.comments• cmi.comments_from_lms

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

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

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

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

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.


Hello LMS

Correct!Handshakeestablished

Score kept internally (initially)

LMSInitialize

HelloTrue

True


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

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

SCORM Content Aggregation Model

SCORM











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.

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


Content Model Components

Asset

Sharable Content Object (SCO)

Content Aggregation

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.


One or more assets “glued” together with interactivity and tracking of the learner (e.g., score, completion status) that achieves a learning objective.

Content Aggregation

A map that can be used to aggregate learning resources into a cohesive unit of instructionCourseChapterModule

Applies structure and associates learning taxonomies

Content AggregationCourse

Lesson 1

Lesson 2

Part A

Module 1

Glossary

Module 2

Lesson 1

Lesson 2

Assessment

Part B

Meta-DataMeta-Data

SCORM Meta-data

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

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.

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

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


Meta-Data Information Model

Meta-data and SCORM

General

Identifier – RESERVED

Title Catalog Entry

(catalog, entry) Language

Description Keyword Coverage Structure Aggregation Level

Lifecycle

Version Status Contribute

RoleEntityDate

Meta-Metadata

Identifier – RESERVED Catalog Entry

Catalog Entry

Contribute Role Entity Date

Meta-data Scheme Language

Technical

Format Size Location Requirement

TypeNameMinimum VersionMaximum Version

Installation Remarks

Other Platform Requirements

Duration

Educational

Interactivity Type Learning Resource

Type Interactivity Level Semantic Density Intended End User

Role

Context Typical Age Range Difficulty Typical Learning

Time Description Language

Rights

Cost Copyright and Other Restrictions Description

Relation

Kind Resource

Identifier – RESERVEDDescriptionCatalog Entry

Catalog Entry

Annotation

Person Date Description

Classification Purpose Taxonpath

SourceTaxon

ID Entry Taxon

Description Keyword

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


Meta-Data XML Binding

Meta-data XML and SCORM

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

Meta-data Profiles and SCORM

Content Packaging

Content Packaging

Asset

SCOs

Content Aggregation

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

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

Components of a Content Package

Content Structure

SCOs & Assets

Content Package – Meta-Data Component

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)

Content Package – Organizations Component

Content Structure

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

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

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

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

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

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

SCORM Content StructureCourse

Lesson 1

Lesson 2

Part A

Module 1

Lesson 3

Module 2

Lesson 1

Lesson 2

Assessment

Part B

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

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

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

Content Package – Resources Component

SCOs & Assets

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

Content Package – Physical File Component

Content Package – PIF Component

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


SCORM Content Package Information Model

Content Package and SCORM

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


SCORM Content Packaging XML Binding

Content Packaging XML and SCORM

So I Want To Use SCORM For All My Content, Right?

Not Exactly

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

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.

What’s new in the SCORMTM Version 1.3?

SCORM Version 1.3 SCORM Content Aggregation Model

Content ModelMeta-dataContent PackagingSequencing - new

SCORM Run-Time EnvironmentData Model

Content Model

Asset Sharable Content

Object (SCO) Sharable Content

Asset (SCA) - new Sharable Content Asset (SCA)

AssetJavaScriptFunctions

AssetHTML

Fragment

AssetJPEGImage

Asset XMLFragment


AssetJavaScriptFunctions

AssetHTML

Fragment

AssetJPEGImage

Asset XMLFragment

LMS

Sequencing Overview

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

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

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

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

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

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

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”

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.

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

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

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

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

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

Content Package Structure

Item

Item

Item

Item

Item

Sequencing

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.

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

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

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

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

THANK YOU

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