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Learning Content Standards Demos, Details, and De-mystification Robby Robson, Eduworks Chair, IEEE Learning Technology Standards Committee firstname.lastname@example.org Presented at Techlearn 2001 Copyright Notice - © 2001, Eduworks Corporation. Site visitors may view a single copy of this presentation for personal use. Reproduction or reuse of all or part of this presentation without permission is prohibited.
© 2001 Eduworks Presentation Outline What’s the problem? –Making good learning content –Finding the right learning content –Delivering learning content –Deriving value from learning content What’s the solution? –Shareable Content Objects & Templates –Metadata –Packaging & Runtime Communication –Tracking But how does it work? –The steps of the process –The specs involved Show me! –This is what it looks like –Try it yourself – Learning Object Trick or Treat Q&A Learner Learning Technology Business Instructor Or Trainer Learning Technology Designer Learning Content Designer
© 2001 Eduworks Assumptions and Acronyms Focus on SCORM Focus is on learning content. SCORM = Shareable Content Object Reference Model. SCO = shareable content object. ADL = Advanced Distributed Learning initiative IEEE = Institute of Electrical and Electronic Engineers. LOM = Learning Object Metadata AICC = Aviation Industry CBT Committee IMS = IMS (not an acronym) LMS = Learning Management System LCMS = Learning Content Management System
© 2001 Eduworks The Problems Standards Address Making Good Learning Content –Pedagogically Effective –Easy to make –Easy to use –Worthwhile to sell –Need good tools Learner Instructor Or Trainer Learning Technology Business Learning Technology Designer Learning Content Designer
© 2001 Eduworks The Problems Standards Address Learning Technology Business Learning Technology Designer Learner Instructor Or Trainer Learning Content Designer Finding the Right Learning Content –Educationally appropriate –Technologically compatible –Legally available –Plays well with others –Need good labels
© 2001 Eduworks The Problems Standards Address Instructor Or Trainer Learning Content Designer Learner Learning Technology Business Learning Technology Designer Delivering the Right Learning Content –Available in L(C)MS –Gets to the learner –Works when it gets there
© 2001 Eduworks The Problems Standards Address Instructor Or Trainer Learning Technology Designer Learning Content Designer Learner Learning Technology Business Deriving Value from Learning Content –Learning and/or increasing performance –Receiving certification –Making money –Recording results
© 2001 Eduworks Solutions Based on Standards Making Good Learning Content –Shareable Content Objects (SCOs) Chunks of learning content Reusable Can be assembled into larger learning units Standardized communication with LMS –Templates Faster and more effective development Separate: Presentation Content Sequencing Communication
© 2001 Eduworks Solutions Based on Standards Finding the Right Learning Content –Learning Object Metadata Author, Title etc Technical requirements Classification schemes Educational intent Rights management –Federated searching Submit same search to multiple repositories Search over communities of practice One resource can have many metadata records LOM and “Dublin Core” are compatible All content standards include places for learning object metadata
© 2001 Eduworks Solutions Based on Standards Delivering the Right Learning Content –Content Aggregation Pack content for transport Instruct LMS how to sequence learning objects Include metadata –“Runtime Communication” LMS and content talk Content initiates talks Talks restricted to small set of topics (Who are you, what did you do, how long did it take) Sequencing ultra- light: “Let the learner decide” or “in the order I sent you the SCOs.” Anything more complex is really more complex.
© 2001 Eduworks Solutions Based on Standards Deriving Value from Learning Content –Tracking Communicate assessment results Link to learner profile and certifications Item analysis on assessments –Creating a market Standardization increases size of market and makes it worthwhile for content developers to invest in quality content “Tracking” consists of scores, time spent, and completion status Tracking generates data that can be used to assess the content as well as the learner
© 2001 Eduworks Creation & Assembly of SCOs 1.Learning Content is created or repurposed from other applications 2.Learning Content is broken into SCOs. Each SCO is assigned metadata and made “intelligent” by storing it as HTML and adding calls to API’s that will allow communication. 3.SCOs, possibly from an external source, are assembled into a larger learning unit called a package. SCOs may be physical files or URL’s. 4.Package contains a “manifest” file and says how the LMS should deliver the SCOs.
© 2001 Eduworks Creation and Assembly of SCOs Generic Content Learning Content Authoring Tools Learning Content Authoring Tools Repurpose Chunk Create Templates speed design & control look, feel, and ISD SCOs fit together to form learning unit. Might come from multiple sources Assemble Package includes metadata that describes the objects and the package. Also includes instructions that tell the LMS how the SCOs are to be organized.
© 2001 Eduworks Deploying Content Package Package is shipped to an LMS LMS installs package. (This may involve uploading resources to a content server.) Import LMS LMS stores files or pointers to files plus metadata and instructions shipped with package.
© 2001 Eduworks Finding Learning Content Learner finds the learning content. LMS Courses on Halloween are Available at Techlearn 2001 Learning Catalog Learning Catalog Learning Object Metadata creates standardized representations of learning units that can be imported from SCORM content packages. SCORM packages can point to external sources for metadata. Multiple descriptions of same object are allowed. LMS provides context for finding content – e.g. skill gaps, certifications, managerial approval.
© 2001 Eduworks Delivering Learning Content First SCO in package is “launched”. SCO tells LMS it is running. SCO “talks” with LMS. LMS records results. SCO tells LMS it is finished. LMS launches next SCO in package. LMS SCO must initialize, finalize, and report results to LMS LMS responsible for inter-SCO sequencing. SCO responsible for own internal sequencing.
© 2001 Eduworks The Specs Involved SpecOrganizationDescription Runtime Communication ADL – being standardized in IEEE API for LMS – SCO communication CMI Data ModelAICC – being advanced by ADL and standardized in IEEE Defines vocabulary and responses for LMS – SCO communication Learning Object Metadata IEEE – came from ARIADNE and IMS. Many versions exist Defines categories used for describing learning content Aggregation ModelIMS – adopted by ADL. Much comes from AICC. Next version is “sequencing ultralite” Tells how to create packages and give sequencing instructions to an LMS
© 2001 Eduworks This is what it looks like Access “Learning Object Tutorial” at www.eduworks.com/web/workshops for a hands on tutorial www.eduworks.com/web/workshops
© 2001 Eduworks Questions and Answers Thank You Email address: email@example.com
SCORM Course Meta-data 3 major components: Content Aggregation Meta-data –context specific data describing the packaged course SCO Meta-data –context independent.
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Accelerating e-Learning Interoperability Introducing the CLEO Lab Tyde Richards IBM Mindspan Solutions Daniel R. Rehak Carnegie Mellon University.
Update: © Copyright 2002, Carnegie Mellon University All Right Reserved 1/59 ADL/SCORM - What Does it Mean for Developers of ICT Projects? Daniel.
SCORM-kooskõlaliste õpihaldussüsteemide arendamisest Andres Mellik Tallinna Ülikool Veebruar 2006.
Using Learning Objects in WReSTT 07/13/2013 WISTPC 2013 Peter J. Clarke.
Copyright © 2001 Bolton Institute Centre for Educational Technology Interoperability Standards CETIS an introduction and overview Lisa Corley CETIS Pedagogy.
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