1. E-LEARNING STANDARDS OVERVIEW Dr. Elena Shoikova Eng. MSc. Technical University - Sofia eLearning R&D Laboratory VIEWDET 2002 Vienna International Working Conference - eLearning and eCulture, 4.-6. Dec. 2002, Vienna University of Technology

2. IN THIS TALK: n A TYPICAL E-LEARNING SOLUTION n INTEROPERABILITY IN E-LEARNING n MANAGING KNOWLEDGE WITH LEARNING OBJECTS n THE ORIGIN OF E-LEARNINGSTANDARDS n WHAT IS SCORM? n THE IEEE LEARNING TECHNOLOGY SYSTEMS ARCHITECTURE (LTSA)

3. I. A TYPICAL E-LEARNING SOLUTION AT ITS HIGHEST LEVEL, A COMPLETE E- LEARNING SOLUTION IS COMPRISED OF THREE CORE COMPONENTS, WITH THE ORGANIZATION AND LEARNER AT THE HEART. Learner Content ServicesInfrastructure

4. COMPONENTS OF A TYPICAL E-LEARNING SOLUTION: n CONTENT n SERVICES n INFRASTRUCTURE Learner Content ServicesInfrastructure

5. CONTENT WITHIN AN ORGANISATION CONTENT REQUIREMENTS WILL VARY IN TERMS OF: n SUBJECT MATTER, n PREFERRED FORMAT (TEXT, VIDEO, SIMULATIONS), and n LANGUAGE. Learner Content Services Infrastructure

6. SERVICES Learner Content Services Infrastructure SUCCESSFUL IMPLEMENTATIONS OF E- LEARNING TECHNOLOGY REQUIRE APPROPRIATE n PLANNING, n CUSTOMIZATION, n INTEGRATION, and n APPLICATION MANAGEMENT.

7. INFRASTRUCTURE APPLICATION-LEVEL SOFTWARE THAT ALLOWS ALL ASPECTS OF LEARNING, FROM CLASSROOM TO WEB, TO BE n CREATED, n MANAGED, n DELIVERED, and n MEASURED Learner Content ServicesInfrastructure

8. INFRASTRUCTURE BUILDS ON CLASSIC NETWORKING AND ENTERPRISE INFRASTRUCTURE SERVICES AND STANDARDS: n IP-BASED NETWORKS, n WEB BROWSERS, n DATABASE and n INDUSTRY STANDARDS SUCH AS ORACLE, MICROSOFT WINDOWS, AND SUN SOLARIS.

9. INFRASTRUCTURE COMPONENTS THERE ARE THREE PRIMARY SETS OF TECHNOLOGIES THAT CAN BE INTEGRATED TO PROVIDE AN INFRASTRUCTURE FRAMEWORK FOR DELIVERING E-LEARNING SERVICES: n LEARNING MANAGEMENT SYSTEM (LMS), n LEARNING CONTENT MANAGEMENT SYSTEM (LCMS), and n VIRTUAL CLASSROOM (VC).

10. THE LEARNING MANAGEMENT SYSTEM INCLUDES: n A DATABASE OF STUDENT RECORDS n ADMINISTRATION AND DELIVERY INTERFACES FOR LEARNING.

11. THE LEARNING MANAGEMENT SYSTEM FUNCTIONALITY: n COMPETENCY AND SKILLS MANAGEMENT n SKILLS GAP ANALYSIS n RESOURCE MANAGEMENT n INTER-CONNECTIVITY WITH VC, LCMS, AND ENTERPRISE APPLICATIONS

12. THE LEARNING CONTENT MANAGEMENT SYSTEM A LINK BETWEEN KNOWLEDGE MANAGEMENT AND E-LEARNING.

13. THE LEARNING CONTENT MANAGEMENT SYSTEM IDC DEFINES A LCMS AS A SYSTEM THAT IS USED TO CREATE, STORE, ASSEMBLE, AND DELIVER PERSONALISED E-LEARNING CONTENT IN THE FORM OF LEARNING OBJECTS.

14. THE LEARNING CONTENT MANAGEMENT SYSTEM FUNCTIONALITY: n CONTENT MIGRATION AND MANAGEMENT n LEARNING OBJECT REPOSITORY n CONTENT REUSE AND ADAPTIVE INDIVIDUALISED LEARNING PATHS BASED ON LEARNING OBJECTS n ASYNCHRONOUS COLLABORATIVE LEARNING VIA EMAIL AND DISCUSSION GROUPS n TESTING AND CERTIFICATION n INTER-CONNECTIVITY WITH VC, LMS, AND ENTERPRISE APPLICATIONS

15. THE VIRTUAL CLASSROOM TECHNOLOGY IS DESIGNED TO SUPPORT SYNCHRONOUS COLLABORATION BY ALLOWING A LIVE CLASSROOM EXPERIENCE TO BE CONDUCTED OVER THE WEB.

16. THE VIRTUAL CLASSROOM FUNCTIONALITY n VOICE OVER IP (VOIP) n VIDEO CONFERENCING n SHARED WHITEBOARDS, APPLICATION SCREEN SHARING, AND LIVE FEEDBACK n ARCHIVING OF CLASSES AS LEARNING OBJECTS n INTER-CONNECTIVITY WITH LMS AND LCMS

17. LMS-LCMS INTEGRATION New Content Media creation and knowledge capture tools Learner Author Instructor Administrator Existing Content Text, HTML, Multimedia, Java applets... LCMSDevelopment/convert Repository (object storage&management Dynamic delivery LMS Registration and schedulingCompetencymappingCommunity Virtual classroom tools eLearningcontent EPS User interface CD-ROM Printed materials Enterprise Systems

18. n CONVEYING A MESSAGE IN A UNIFORM METHOD USABLE BY HETEROGENEOUS USERS TO LEARN. n INTEROPERABILITY EMPHASIZES THE NEED TO HAVE A STANDARD COMMUNICATING METHODOLOGY (PROTOCOLS) BETWEEN VARIOUS COMPONENTS OF ELEARNING. II. INTEROPERABILITY IN E-LEARNING

19. ANY E-LEARNING SYSTEM OPERATES ON: OFF-LINE INSTRUCTIONAL ACTIVITIES ON-LINE CONTENT DATA ANALYSIS

20. ON-LINE CONTENT CONSISTS OF n INSTRUCTIONAL ELEMENTS, n STRUCTURE and n BEHAVIORAL ELEMENTS.

21. ON-LINE CONTENT THE INSTRUCTIONAL ELEMENTS INCLUDE n ALL THE LESSONS, TESTS AND OTHER ASSIGNABLE UNITS IN THE COURSE TO MEET SPECIFIC OBJECTIVES OF THE COURSE.

22. ON-LINE CONTENT THE STRUCTURE DETERMINES THE ORDER IN WHICH THE INSTRUCTIONAL ELEMENTS ARE TO BE EXPERIENCED BY EACH STUDENT.

23. ON-LINE CONTENT BEHAVIOR CAN BE EXPRESSED AS THE PROGRESSION LOGIC PHILOSOPHY FOR THE WHOLE INSTRUCTIONAL MATERIAL OF A COURSE. IT IS DETERMINED BY A SPECIFIC BEHAVIOR DESCRIPTION.

24. INTEROPERABILITY FOR ON-LINE CONTENT n STUDENT INTERACTIONS & PERFORMANCE n COURSE STRUCTURE n COURSE BEHAVIOR OFF-LINE INSTRUCTIONAL ACTIVITIES ON-LINE CONTENT DATA ANALYSIS n STUDENT INTERACTIONS & PERFORMANCE

25. OFF-LINE INSTRUCTIONAL ACTIVITIES n FUNCRION TO DEFINE DEMOGRAPHIC DATA OF STUDENTS, STUDENT CLASSES AND ASSIGNMENT, n INSTRUCTOR FUNCTIONS TO OVERSEE THE DAY-TO-DAY TRAINING OPERATIONS AND INTERVENE WHEN NECESSARY

26. OFF-LINE INSTRUCTIONAL ACTIVITIES n ASSIGNMENT MANAGER FUNCTIONS TO CONTROL STUDENT ASSIGNMENTS BASED ON SETS OF RULES, STANDARD APPROACH TO LESSON INITIATION TO PROVIDE A METHOD TO START-UP LESSONS

27. OFF-LINE INSTRUCTIONAL ACTIVITIES n STUDENT LOGON FUNCTIONS TO CONTROL AND MANAGE STUDENT ACCESS n MAINTAIN STUDENT-ACCESSIBLE DATA RECORDS AND DISPLAY THE STUDENT’S CURRENT ASSIGNMENT

28. INTEROPERABILITY FOR OFF-LINE INSTRUCTIONAL ACTIVITIES STUDENT INFO OFF-LINE INSTRUCTIONAL ACTIVITIES ON-LINE CONTENT DATA ANALYSIS COURSE STRUCTURE ASSIGNMENT

29. INTEROPERABILITY FOR OFF-LINE INSTRUCTIONAL ACTIVITIES n STUDENT INTERACTIONS &PERFORMANCE n LESSON EVALUTION OFF-LINE INSTRUCTIONAL ACTIVITIES ON-LINE CONTENT DATA ANALYSIS RECORD KEEPING

30. INTEROPERABILITY FOR OFF-LINE INSTRUCTIONAL ACTIVITIES n STUDENT INTERACTIONS & PERFORMANCE OFF-LINE INSTRUCTIONAL ACTIVITIES ON-LINE CONTENT DATA ANALYSIS CONTROL n COURSE BEHAVIOR

31. DATA ANALYSIS n FUNCTION TO COLLECT AND MAINTAIN PERFORMANCE DATA ON STUDENT AT ALL LEVELS OF COURSEWARE PRESENTATION n FUNCTIONS TO PROVIDE STANDARD ANALYSIS ON PERFORMANCE OF THE COURSEWARE TO MEET THE OBJECTIVES.

32. INTEROPERABILITY FOR DATA ANALYSIS OFF-LINE INSTRUCTIONAL ACTIVITIES ON-LINE CONTENT DATA ANALYSIS n STUDENT INTERACTIONS & PERFORMANCE n LESSON EVALUTION

33. INTEROPERABILITY - Summary n STUDENT INFO n STUDENT INTERACTIONS & PERFORMANCE n COURSE STRUCTURE n COURSE BEHAVIOR n LESSON EVALUTION OFF-LINE INSTRUCTIONAL ACTIVITIES ON-LINE CONTENT DATA ANALYSIS n STUDENT INTERACTIONS & PERFORMANCE n LESSON EVALUTION

34. III. MANAGING KNOWLEDGE WITH LEARNING OBJECTS n IT ALLOWS ANY PART OF A COURSE TO BE MODULARISED, SAVED, AND REUSED AS A LEARNING OBJECT, ESSENTIALLY LEADING TO THE REUSE OF CONTENT AT ANY LEVEL OF GRANULARITY SUCH AS COURSES, LESSONS, MODULES, AND EVEN A SINGLE PAGE.

35. MANAGING KNOWLEDGE WITH LEARNING OBJECTS n THE LEARNING OBJECTS ARE THE FUNDAMENTAL BUILDING BLOCKS OF CONTENT IN AN E- LEARNING SOLUTION.

36. LEARNING OBJECT A LEARNING OBJECT IS ESSENTIALLY A STRUCTURED, REUSABLE LEARNING MODULE CREATED TO ACCOMPLISH A SPECIFIC LEARNING OBJECTIVE. n XML-BASED METADATA DESCRIBES EACH LEARNING OBJECT IN THE OBJECT REPOSITORY.

37. THE LEARNING OBJECT Metadata LearningObjectivesPre-assessment Content Post-assessment n LEARNING OBJECTIVES n LEARNING CONTENT n ASSESSMENT n METADATA CONSISTS OF:

38. LEARNING OBJECTIVES n THE OBJECT IS ASSEMBLED TO HELP LEARNERS ACHIEVE SPECIFIC EDUCATIONAL GOALS. Metadata LearningObjectivesPre-assessment Content Post-assessment

39. LEARNING CONTENT CONTENT IS ESSENTIALLY THE MATERIAL USED TO CONVEY THE SUBJECT MATTER. Metadata LearningObjectivesPre-assessment Content Post-assessment

40. PRE-ASSESSMENT n BEFORE WORKING WITH THE CONTENT, USERS MAY UNDERGO A PRE-ASSESSMENT TO ENSURE THE PREREQUISITE KNOWLEDGE NECESSARY TO COMPLETE THE LEARNING TASK AT HAND. Metadata LearningObjectivesPre-assessment Content Post-assessment

41. Metadata LearningObjectivesPre-assessment Content Post-assessment POST-ASSESSMENT n AFTER WORKING WITH THE CONTENT, USERS TYPICALLY UNDERGO SOME FORM OF TESTING TO APPRAISE WHETHER OR NOT THEY HAVE SUFFICIENTLY ACCOMPLISHED THE OBJECTIVES.

42. METADATA n METADATA IS USED TO DESCRIBE WHAT THE OBJECT CONTAINS. OBJECTS ARE CATALOGUED USING SUBJECT-SPECIFIC METADATA AND CAN BE INDEXED, SEARCHED, AND REUSED. Metadata LearningObjectivesPre-assessment Content Post-assessment

43. ZOOMING IN THE REUSABLE INFORMATION OBJECT (RIO) STRATEGY CISCO

44. CISCO - THE RIO STRATEGY n TO DESIGN A BUILDING-BLOCK STRATEGY BASED ON INSTRUCTIONAL DESIGN PRINCIPLES. n AT ITS CORE IS THE THE REUSABLE INFORMATION OBJECT, A LEARNING NUGGET THAT CONTAINS CONTENT, PRACTICE, AND ASSESSMENT COMPONENTS.

45. CISCO - THE RIO STRATEGY CISCO - THE RIO STRATEGY n EACH RIO IS DEFINED AS A CONCEPT, FACT, PROCESS, PRINCIPLE, OR PROCEDURE-AND TAGGED APPROPRIATELY.

46. CISCO - INSIDE REUSABLE INFORMATION OBJECT

49. CISCO - THE RIO STRATEGY CISCO - THE RIO STRATEGY n SEVERAL RIOs-AS FEW AS FIVE AND AS MANY AS NINE-ARE COMBINED TOGETHER TO CREATE A REUSABLE LEARNING OBJECT (RLO).

50. CISCO - THE RIO STRATEGY n IF A RIO CAN BE EQUATED WITH AN INDIVIDUAL COMPONENT OF A LEARNING OBJECTIVE, AN RLO IS THE SUM OF RIOs NEEDED TO FULFILL THAT OBJECTIVE.

51. CISCO - THE RIO STRATEGY n RLOs CAN BE SEQUENCED TO CREATE A FULL-BLOWN COURSE ON A PARTICULAR SUBJECT. n AND RIOs CAN BE COMBINED TOGETHER TO BUILD CUSTOM RLOs THAT MEET THE NEEDS OF INDIVIDUAL LEARNERS.

52. CISCO - THE RIO STRATEGY n LIKE ALL LEARNING OBJECT APPROACHES, THE RIO STRATEGY USES AN OBJECT DATABASE TO STORE RIOs IN AN XML FORMAT.

53. CISCO - THE RIO STRATEGY n THE OBJECTS ARE FLOWED INTO TEMPLATES THAT CONVERT THEM INTO THE NEEDED FORMAT- EVERYTHING FROM WEB-BASED COURSEWARE TO PRINTED MATERIALS

54. CISCO - THE RIO STRATEGY n CISCO'S LARGER STRATEGY CALLS FOR CREATION OF PERSONALISED "ROAD MAPS" THAT SHOW EACH LEARNER WHICH RIOs THEY'VE EXPERIENCED AND WHICH ARE RECOMMENDED TO GET THEM TO A SKILLS "DESTINATION”.

55. IV. THE ORIGIN OF E-LEARNING STANDARDS n WHO'S INVOLVED IN STANDARDS? n THE SCOPE - ZOOMING IN THE IMS SPECIFICATIONS n UNDERSTANDING THE STANDARDS CONCEPT

56. WHO'S INVOLVED IN STANDARDS? n IMS - Instructional Management System Global Learning Consortium ADLNet/SCORM - Advanced Distributed Learning Network/Sharable Content Object Reference Model ADLNet/SCORM - Advanced Distributed Learning Network/Sharable Content Object Reference Model n CEN/ISSS-the Centre de European Normalisation/Information Society Standardisation System

57. WHO'S INVOLVED IN STANDARDS? n DCMI - Dublin Core Metadata Initiative n PROMETEUS - Promoting Multimedia Education and Training in European Society IEEE LTSC - Institute of Electrical and Electronics Engineers Learning Technology Systems Architecture IEEE LTSC - Institute of Electrical and Electronics Engineers Learning Technology Systems Architecture

58. WHO'S INVOLVED IN STANDARDS? n BSI/ISO - International Standards Organisation n ARIADNE - Association of Remote Instructional Authoring and Distribution Networks for Europe n AICC - Aviation Industry CBT (Computer-Based Training) Committee

59. DCMI - http://www.dublincore.org/ PROMETEUS -http://www.prometeus.org/ IEEE LTSC - http://jtc1sc36.org/ BSI/ISO -http://www.bsi-global.com ARIADNE - http://www.ariadne-eu.org AICC -http://www.aicc.org/ IMS - http://www.imsglobal.org ADLNet/SCORM - http://www.adlnet.org CEN/ISSS- http://www.cenorm.be/isss/ ORGANISATIONS’ WEB-SITES

60. Dublin Core PROMETEUS IEEE LT BSI/ISOARIADNEAICCIMSADL/SCORMCEN/ISSS Content Enterprise Learner Info Question & Test Accessibility Learning Design Collaboration User Requirements Metadata YesYesYesYes YesYesYesYes YesYesYesYes YesYes YesYes YesYes YesYesYesYes YesYes YesYes YesYes YesYes YesYes YesYes YesYesYesYesYesYesYesYesYesYesYesYes THE SCOPE

61. ZOOMING IN THE IMS SPECIFICATIONS

62. IMS SPECIFICATIONS AT A GLANCE IMS GOAL: DEFINING THE TECHNICAL SPECIFICATIONS FOR INTEROPERABILITY OF APPLICATIONS AND SERVICES IN DISTRIBUTED LEARNING

63. IMS SPECIFICATIONS AT A GLANCE IMS CONTENT PACKAGING SPECIFICATIONS AIMS AT FACILITATING THE IMPORT, EXPORT, SPLIT AND ASSEMBLING OF LEARNING MATERIALS THROUGH DIFFERENTIATION BETWEEN CONTENTS AND PACKAGING OF A RESOURCE.

64. IMS SPECIFICATIONS AT A GLANCE IMS META DATA SPECIFIES LEARNING RESOURCE DESCRIPTORS FOR RETRIEVAL SYSTEMS. ARIADNE WAS HIGHLY INVOLVED IN IMS META DATA.

65. IMS SPECIFICATIONS AT A GLANCE IMS QUESTION AND TEST INTEROPERABILITY DEFINES THE STRUCTURE OF TESTS AND QUESTIONNAIRES AND THE MODALITIES OF TRANSFER OF INFORMATION BETWEEN LEARNING RESOURCES AND LMS.

66. IMS SPECIFICATIONS AT A GLANCE IMS ENTERPRISE (V.1.1 APRIL 2002) DEFINES THE INFORMATION DESCRIBING PEOPLE.

67. IMS SPECIFICATIONS AT A GLANCE IMS LEARNER INFORMATION PACKAGE (JUNE 2001) DEFINES A SET OF INFORMATION RELATED TO PEOPLE SUCH AS LEARNER PREFERENCES, COMPETENCE, DIPLOMAS, CENTERS OF INTEREST ETC.

68. IMS SPECIFICATIONS AT A GLANCE IMS REUSABLE COMPETENCIES DEFINITION INFORMATION MODEL IS A PROJECT OF SPECIFICATION DEFINING THE INFORMATION TO DESCRIBE COMPETENCE.

69. IMS SPECIFICATIONS AT A GLANCE IMS SIMPLE SEQUENCING (APRIL 2002) IS A SPECIFICATION PROJECT RELATED TO THE STRUCTURE OF A LEARNING PATH AND THE ASSIGNMENT OF LEARNING ACTIVITIES.

70. IMS SPECIFICATIONS AT A GLANCE IMS ACCESSIBILITY (V. 0.9) IS A SPECIFICATION PROJECT RELATED TO PEOPLE WITH DISABILITIES.

71. IMS SPECIFICATIONS AT A GLANCE IMS LEARNING DESIGN IS A WORK IN PROGRESS WHERE EDUCATIONAL MODELLING LANGUAGE (DEVELOPED BY THE OU, NL AND THE OU, UK) IS INTEGRATED WITH IMS CONTENT PACKAGING AND IMS SIMPLE SEQUENCING.

72. IMS SPECIFICATIONS AT A GLANCE IMS DIGITAL REPOSITORIES IS A SPECIFICATION PROJECT THAT AIMS AT MODELING DOCUMENTS DATABASES AND LEARNING MATERIALS.

73. IMS SPECIFICATIONS AT A GLANCE IMS CONTENT FRAMEWORK PROVIDES SPECIFICATIONS FOR ON-LINE LEARNING CONTENT THAT ALLOW: n AUTHORS TO BUILD ONLINE LEARNING CONTENT; n ADMINISTRATORS TO MANAGE AND DISTRIBUTE CONTENT; n LEARNERS TO INTERACT WITH AND LEARN FROM THE CONTENT.

74. IMS SPECIFICATIONS AT A GLANCE Run / Interact PEOPLE CONTENT INTERCHANGE RUN TIME ENVIRONMENT CONTENTSTORE LMS AUTHOR ADMINISTER LEARNER Build Manage Import Export Interact

75. IMS SPECIFICATIONS AT A GLANCE Build Content Packaging Scope PACKAGE PHYSICAL RESOURCES Content, Media, Assessment, Collaboration Manifest Sub-Manifest(s) Resources Organisation MetaData Content Management Scope Manage LMS Import Export Run/Interact ENTERPRISE Courses, People, Groups LEARNER INFO Certifications, Preferences QUESTIONS & TESTS Assessments, Items LEARNER COMPETENCES DATA STORE Launch Track Interact Collaboration, Simulation Finish AdministerLearnerAuthor IMS Content Framework

76. UNDERSTANDING THE STANDARDS CONCEPT E-LEARNING STANDARDS HELP TO ENSURE: n INTEROPERABILITY - CAN THE SYSTEM WORK WITH ANY OTHER SYSTEM? n RE-USABILITY - CAN COURSEWARE (LEARNING OBJECTS) BE RE-USED? n MANAGEABILITY - CAN A SYSTEM TRACK THE APPROPRIATE INFORMATION ABOUT THE LEARNER AND THE CONTENT?

77. E-LEARNING STANDARDS HELP TO ENSURE: n ACCESSIBILITY - CAN A LEARNER ACCESS THE APPROPRIATE CONTENT n DURABILITY - WILL THE TECHNOLOGY EVOLVE WITH THE STANDARDS TO AVOID OBSOLESCENCE?

78. E-LEARNING STANDARDS

79. V. WHAT IS SCORM? THE SCORM IS NOT A STANDARD ITSELF, BUT RATHER A REFERENCE MODEL THAT SERVES TO TEST THE EFFECTIVENESS AND REAL-LIFE APPLICATION OF A COLLECTION OF INDIVIDUAL SPECIFICATIONS AND STANDARDS.

80. WHAT IS SCORM? THE SCORM IS A SET OF SPECIFICATIONS DESCRIBING: HOW TO CREATE WEB-BASED LEARNING CONTENT THAT CAN BE DELIVERED AND TRACKED BY VARIOUS SCORM-COMPLIANT LEARNING MANAGEMENT SYSTEMS. HOW TO CREATE WEB-BASED LEARNING CONTENT THAT CAN BE DELIVERED AND TRACKED BY VARIOUS SCORM-COMPLIANT LEARNING MANAGEMENT SYSTEMS.

81. THE SCORM IS A SET OF SPECIFICATIONS DESCRIBING: n WHAT A SCORM-COMPLIANT LEARNING MANAGEMENT SYSTEM MUST DO TO DELIVER AND TRACK SCORM-COMPLIANT LEARNING CONTENT PROPERLY.

82. ORGANISATION OF THE SCORM ALL OF THE SPECIFICATIONS AND GUIDELINES CONTAINED OR REFERENCED IN THE SCORM CAN BE VIEWED AS SEPARATE “BOOKS” GATHERED TOGETHER IN A GROWING LIBRARY.

83. Meta-data Dictionary (IEEE) Content Packaging (AICC) Content Structure (AICC) Meta-data XML Binding (IMS) Data Model (AICC) Launch,Communication API (AICC) Organisation of the SCORM BOOK 2: The SCORM Content Aggregation Model BOOK 3: The SCORM Run Time Environment Book 1: The SCORM Overview

84. BOOK 2: THE SCORM CONTENT AGGREGATION MODEL Aggregation SCO Asset Aggregation Asset SCO Content Aggregation Content Structure Learning Resource

85. BOOK 2: THE SCORM CONTENT AGGREGATION MODEL Raw Asset Raw Asset Reusable Information Object Raw Asset Raw Asset Raw Asset Raw Asset Raw Asset Raw Asset Reusable Information Object Reusable Information Object Reusable Information Object Reusable Learning Object Reusable Learning Object Lesson Raw Asset Raw Asset Reusable Information Object Raw Asset Raw Asset Raw Asset Raw Asset Raw Asset Raw Asset Reusable Information Object Reusable Information Object Reusable Information Object Reusable Learning Object Reusable Learning Object Lesson Raw Asset Raw Asset Reusable Information Object Raw Asset Raw Asset Raw Asset Raw Asset Raw Asset Raw Asset Reusable Information Object Reusable Information Object Reusable Information Object Sharable Learning Object Content Aggregations (Package, Lesson) Course

86. IEEE LEARNING OBJECT META- DATA SYSTEM lom lom Root “Root” “Branches”“Leaves”

87. IEEE META-DATA ELEMENTS AND STRUCTURE n GENERAL n LIFECYCLE n META-METADATA n TECHNICAL n EDUCATIONAL n RIGHTS n RELATION n ANNOTATION n CLASSIFICATION

88. IEEE META-DATA ELEMENTS AND STRUCTURE

94. BOOK 3: THE SCORM RUN-TIME ENVIRONMENT

95. n INCLUDES GUIDANCE FOR LAUNCHING, COMMUNICATING WITH AND TRACKING CONTENT IN A WEB- BASED ENVIRONMENT. n PROVIDES MEANS FOR INTEROPERABILITY BETWEEN SHARABLE CONTENT OBJECT-BASED LEARNING CONTENT AND LEARNING MANAGEMENT SYSTEMS.

96. BOOK 3: THE SCORM RUN-TIME ENVIRONMENT LMS Server Server site Browser Asset Client site SCO Java Script API Adapter LMS Data Model Application Program Interface Launch

97. VI. THE IEEE LEARNING TECHNOLOGY SYSTEMS ARCHITECTURE (LTSA) n A STANDARD FOR INFORMATION TECHNOLOGY-SUPPORTED LEARNING, EDUCATION, AND TRAINING SYSTEMS THAT DESCRIBES THE HIGH-LEVEL SYSTEM DESIGN AND THE COMPONENTS OF THESE SYSTEMS. n DOCUMENT P1484.1/D9, 2001-11-30

98. THE IEEE LTSA ABSTRACTION- IMPLEMENTATION LAYERS

99. THE IEEE LTSA COMPONENTS ORGANIZATION Delivery Learner entity Evaluation Coach n 13 INFORMATION FLOWS AMONG THE COMPONENTS n 4 PROCESSES n 2 STORES

100. THE LTSA SYSTEM COMPONENTS OPERATION Delivery Learner entity Evaluation Coach (1) The learning styles, strategies, methods, etc. are negotiated among the learner and other stakeholders and are communicated as learning preferences

101. THE LTSA SYSTEM COMPONENTS OPERATION Delivery Learner entity Evaluation Coach (2) The learner is observed and evaluated in the context of multimedia interactions

102. THE LTSA SYSTEM COMPONENTS OPERATION Delivery Learner entity Evaluation Coach (3) The evaluation produces assessments and/or learner information

103. THE LTSA SYSTEM COMPONENTS OPERATION Delivery Learner entity Evaluation Coach (4) The learner information is stored in the learner history database

104. THE LTSA SYSTEM COMPONENTS OPERATION Delivery Learner entity Evaluation Coach (5) The coach reviews the learner's assessment and learner information, such as preferences, past performance history, and future learning objectives

105. THE LTSA SYSTEM COMPONENTS OPERATION Delivery Learner entity Evaluation Coach (6) The coach searches the learning resources, via query and catalog info, for appropriate learning content

106. THE LTSA SYSTEM COMPONENTS OPERATION Delivery Learner entity Evaluation Coach (7) The coach extracts the locators from the available catalog info and passes the locators to the delivery process, e.g., a lesson plan

107. THE LTSA SYSTEM COMPONENTS OPERATION Delivery Learner entity Evaluation Coach (8) The delivery process extracts the learning content from the learning resources, based on locators, and transforms the learning content to an interactive multimedia presentation to the learner.

108. CONCLUSION WHERE ARE WE TODAY? n WHILE THE WORD ‘STANDARDS’ GENERALLY EVOKES SUCH ACRONYMS AS AICC, SCORM OR IMS, THIS IS THE ‘HARD’ PART OF LEARNING TECHNOLOGIES.

109. CONCLUSION WHERE ARE WE TODAY? n STANDARDISATION EFFORTS ALSO CONCERN THE ‘SOFTER’ ORGANISATIONAL AND PERSONAL DIMENSIONS OF E- LEARNING

110. CONCLUSION WHERE ARE WE TODAY? n INTEROPERABILITY GOES BEYOND INTEROPERABILITY BETWEEN PIECES OF SOFTWARE, TO THAT OF PEOPLE, SYSTEMS AND ORGANISATIONS.

111. Thank you. shoikova@vmei.acad.bghttp://demlab.vmei.acad.bg