1. Learning Standards & Language Projects Bob Godwin-Jones Virginia Commonwealth University Calico 2009 Bob Godwin-Jones Virginia Commonwealth University Calico 2009 "The nice thing about standards is that you have so many to choose from; furthermore, if you do not like any of them, you can just wait for next year's model." - Andrew Tannenbaum, Computer Networks, 1981, p. 168

2. Standards to... Find-Organize-Present FIND Find rather than re-invent the wheel; more informed search than Google scattergun ORGANIZE Combine resources from multiple sources: own, commercial, open source PRESENT Use in current LMS, but also in other contexts, now and in the future

3. Finding: OSIDs & Federated Searches What is it? One Search to Identify & Download (actually Open Service Interface Definition) Allows simultaneous search of multiple resources: federated search, familiar from library services search OSID a project of Open Knowledge Initiative at MIT Intermediary between client and database/repository, written in Java and XML Content: institutional, subscription, publisher, open, self

4. Why not just use Google? targeted search -> only repositories you select hidden sources (deep Web) -> authentication built indeep Web integratable -> search & add within application option, if enabled: upload own content Demos: VUE (concept maps) SoftChalk (lessons)VUESoftChalk Finding:OSIDS & FEDERATED SEARCHES

5. Organize: IMS Common Cartridge What is it? Standard for import/export into LMS Web accessible content: html, xml, web links media files (flash, mpg, jpg, mp3) Packaged in a zipped archive, imported into LMS Content list & org in XML manifest file, like SCORM May include discussion forum (defined in manifest) 3rd-party application integration (using IMS LTI)

6. Organize: IMS Common Cartridge Assessments using the LMS native system Question Types (QTI 1.2) -> True/false Essay Multiple choice (single or multiple response) Simple fill in the blank Pattern match

7. Organize: IMS Common Cartridge Why not just use SCORM? Not just self-paced learning content Expandable content through 3rd party tools Assessments integrated fully into LMS & gradebook Issues: QTI 1.2, Sequencing (-> LTI), SCORM 2.0 Publisher, LMS support Demo: 3 views of same content -> Open U (export), UCompass (import), codeexportimportcode

8. Sample code from CC imsmanifest.xml file

9. Present: Confluences & Options Towards interoperability CC Installer using OSID on Open University course CC Installer OSIDs to create personal & collaborative PortfoliosPortfolios Presenting Content for student access Common Cartridge -> few LMS as yet (Angel) SCORM -> supported by most LMSs (inconsistently) SCORM to Common Cartridge conversion tool (IMS) Flash in SCORM-compatible content mobile access LMS -> towards eclectic options (even Blackboard)

10. Choosing an authoring tool for content Support now for SCORM Likely or announced also for Common Cartridge Free authoring tools eXe Mac, Win & Linux; open source; CC export eXe Xerte Flash based, Windows, free not open source Xerte RELOAD - supports SCORM 2004 sequencing RELOAD Commercial products Lectora high-end, Windows. multiple export Lectora ReadyGo many diff LMS's supported, Windows, ReadyGo CourseGenie from Wimba, works in Word CourseGenie SoftChalk LessonBuilder Mac/Win, activities SoftChalk Present: Confluences & Options

11. Questions? rgjones@vcu.edu

12. Postscript: Divergences LETSI on SCORM: Over the last few years, SCORM has become the de facto standard around the world to allow content developed in one learning system to be exported and used in all other systems. LETSI Assumptions Document. IMS on SCORM: IMSs experience with ADL is that ADL has gamed the system toward its own objectives rather than those of industry. The result of this has been an industry concentration on a relatively small part of the interoperability challenge as it relates to learning systems – migration of self-paced learning content, that is, CBT, to the Internet, in a training context. While the vision of ADL and SCORM was/is admirable with respect to learning objects, it addresses a very limited and non-pervasive part of the educational spectrum...