Asst.Prof.Dr.Surasak Mungsing

By: Akshay Kumar Sharable Content Object Reference Model

Topic  What is SCORM?  History  Connection with e-learning  Application of XML Technology  Technical description about SCORM  Why it is important to us?

What is SCORM? A software model ◦ defines the interrelationship of course components, data models, and protocols such that content “objects” are sharable across systems that conform with the same model.  It is collection of specification adopted together for achieving some property of content like Accessibility, Adaptability, Affordability, Durability, reusability, interoperability

 A REFERENCE MODEL: A set of profiles of standards and specifications that tells you how to do something useful  A SOLUTION: Solves the problem of separating Web-based training content from delivery systems  A STANDARD: Adopted by most commercial LMS products and required by  a DoD directive

SCORM and Technology Content Aggregation Model Content Aggregation Model –Metadata (from IEEE LOM )‏ –Content Structure (derived from AICC)‏ –Content Packaging (from IMS)‏ –Sequencing Information (from IMS)‏ Run-Time Environment Run-Time Environment –IEEE Application Programming Interface ( )‏ –IEEE Data Model ( )‏ Sequencing & Navigation Sequencing & Navigation –Sequencing Information & Behavior (from IMS)‏

 A particular content lifecycle (next slide)  Web-based content ◦ Interactive (optional) ◦ Static (designed ahead of delivery)  A single learner  Progress by objectives

Vision: 1997  “Provide access to the highest quality education, training and performance aiding, tailored to individual needs, delivered cost efficiently, anytime and anywhere”

Web-based Learning Distributed Simulation Digital Libraries Embedding Training Digital Video

 2002:NOLP (NSTDA Online Leaarning Project) developed LMS SCORM 1.2  2006: NOLP developed LMS 3.0, certified as LMS SCORM2004 (SCORM v1.3) by ADL

Content Aggregation Model 1. Learning Object Metadata ( ) 2. Content Packaging (IMS Specification) Describe, export, transport and import Run-Time Environment 3. Application Programming Interface ( ) 4. Data Model ( ) Launch, track, communicate learner info Sequencing & Navigation 5. IMS Simple Sequencing Adaptive learning, instructional design

Background: A Thinking process?  Design for Reuse ◦ What’s the right level of granularity?  Tracking ◦ What’s the right level of granularity?  Metadata ◦ How much is needed?  LMS ◦ What does the Table of Content look like? ◦ Navigation Controls?

Raw Data (Media Elements)‏ Information Objects Learning Objective Lesson (Aggregation)‏ Course (Collection)‏ Source: Academic ADL Co-Lab (adapted from Learnactivity)‏ Context + Reusability -

SCORM and Technology Content Aggregation Model Content Aggregation Model –Metadata (from IEEE LOM )‏ –Content Structure (derived from AICC)‏ –Content Packaging (from IMS)‏ –Sequencing Information (from IMS)‏ Run-Time Environment Run-Time Environment –IEEE Application Programming Interface ( )‏ –IEEE Data Model ( )‏ Sequencing & Navigation Sequencing & Navigation –Sequencing Information & Behavior (from IMS)‏

Generalized view of LMS

SCORM Content Model Components  Assets: ◦ building block of a learning resource. ◦ text, images, sound, assessment objects or any other piece of data ◦ More than one asset can be collected together to build other assets.  SCO: ◦ A SCO is a collection of one or more Assets that represent a single launchable learning resource ◦ tracked by an LMS

Conceptual Makeup of SCO

SCORM Content Aggregation Model

Conceptual Representation of Activity

Content Organization

tag tag  Title  Item ◦ title ◦ Item ◦ adlcp: timeLimitAction, dataFromLMS, completionthreshold ◦ imsss:sequencing ◦ adlnav:presentation  Metadata  imsss:sequencing

Content Packaging

Sequence and Navigation Three ways for learners to traverse the Activity Tree Three ways for learners to traverse the Activity Tree  User Choice (“Choice”)‏  The learner can choose any activity in any order at any time  Flow  The learner can only move toward the ‘next’ or ‘previous’ activity – the system determines the activity to delivery  Forward Only  The “Previous” button is disabled.

Adding Sequencing Behavior A◦1◦B23A◦1◦B23

Run time environment Communicating with the LMS /* look up window hierarchy to find LMS provided API */ API.Initialize(“”); var name = API.GetValue(“cmi.learner_name”); API.SetValue(“cmi.score.scaled”, “0.9”); API.Terminate(“”);

Continue…  Must use JavaScript  There are only 8 functions that you may use GetDiagnostic(Y)‏ GetLastError()‏ GetErrorString(Z)‏ Initialize(“”)‏ SetValue(X, Y)‏ GetValue(X)‏ Commit(“”)‏ Terminate(“”)‏ Where X = cmi data model element, Y = any string, Z = error code

API, API instance and API implementation

CMI data model element  Comments From Learner  Comments From LMS  Completion Status  Completion Threshold  Learner Id  Learner Name  Learner Preferences  etc…

Conceptual API Instance Transition

SCORM Run Time Environment  fla

Continue….

Continue….

Scope of Adaptation  SCORM Content Aggregation Model

Limitation considered.. (one prespecitive)‏  limited adaptivity  Run time environment do setting of the predefined rule with key value pair only. We can not change these values at run time after SCO made.  This is again compact and it can not be used in different context by simple change. We have to make a new imsmanifest file for the changed context of learning.

Continue….  SCORM describes a solutions for systems, components and content interopability for learning ◦ Data and Behavioral interoperability  SCORM does not extend beyond learning to management of learning  SCORM does not impose any pedagogical or assessment model  SCORM supports only limited pedagogical features

Continue….  No communication across SCO’s  No access to other SCO’s  SCO has its own behavior  Using same hierarchy for structure, behavior and display  Learners are individual  It can not adapt learner experience without learner interaction  There is no concept of alternate resource although we can simulate it by making various navigation restrictions  There is nothing for picking some of resource from a collection of resource

Development in SCORM  January 1999 — Executive Order signed tasking the DoD to develop common specifications and standards for e-learning across both federal and private sectorsExecutive Order 13111DoD  January 2000 — SCORM Version 1.0  January 2001 — SCORM Version 1.1  October 2001 — SCORM Version 1.2  January 2004 — SCORM 2004 (1st Edition)  July 2004 — SCORM 2004 (2nd Edition)  June 2006 — Department of Defense Instruction (DoDI) Requiring DoD Use of SCORM  October 2006 — SCORM 2004 (3rd Edition)