1. Asst.Prof.Dr.Surasak Mungsing

2. By: Akshay Kumar Sharable Content Object Reference Model

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

4. 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

5.  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

6. SCORM and Technology Content Aggregation Model Content Aggregation Model –Metadata (from IEEE LOM 1484.12)‏ –Content Structure (derived from AICC)‏ –Content Packaging (from IMS)‏ –Sequencing Information (from IMS)‏ Run-Time Environment Run-Time Environment –IEEE Application Programming Interface (1484.11.2)‏ –IEEE Data Model (1484.11.1)‏ Sequencing & Navigation Sequencing & Navigation –Sequencing Information & Behavior (from IMS)‏

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

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

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

13.  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

15. Content Aggregation Model 1. Learning Object Metadata (1484.12) 2. Content Packaging (IMS Specification) Describe, export, transport and import Run-Time Environment 3. Application Programming Interface (1484.11.2) 4. Data Model (1484.11.1) Launch, track, communicate learner info Sequencing & Navigation 5. IMS Simple Sequencing Adaptive learning, instructional design

19. 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?

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

21. SCORM and Technology Content Aggregation Model Content Aggregation Model –Metadata (from IEEE LOM 1484.12)‏ –Content Structure (derived from AICC)‏ –Content Packaging (from IMS)‏ –Sequencing Information (from IMS)‏ Run-Time Environment Run-Time Environment –IEEE Application Programming Interface (1484.11.2)‏ –IEEE Data Model (1484.11.1)‏ Sequencing & Navigation Sequencing & Navigation –Sequencing Information & Behavior (from IMS)‏

22. Generalized view of LMS

23. 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

24. Conceptual Makeup of SCO

25. SCORM Content Aggregation Model

26. Conceptual Representation of Activity

27. Content Organization

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

31. Content Packaging

33. 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.

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

36. 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(“”);

37. 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

38. API, API instance and API implementation

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

40. Conceptual API Instance Transition

41. SCORM Run Time Environment  fla

42. Continue….

43. Continue….

44. Scope of Adaptation  SCORM Content Aggregation Model

45. 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.

46. 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

47. 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

48. Development in SCORM  January 1999 — Executive Order 13111 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) 1322.26 Requiring DoD Use of SCORM  October 2006 — SCORM 2004 (3rd Edition)