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www.saltis.orgCrispin Weston November 2009 1 The BECTA/ISB Content Packaging Profile Crispin Weston
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www.saltis.orgCrispin Weston November 2009 2 Origins of the project OILS initiative (1996-9) Curriculum Online (2003) BBC Jam (2003-7) Learning Platform Stakeholders Group (2003-5) Learning Services procurement (2006-7)
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www.saltis.orgCrispin Weston November 2009 3 Key objectives for the project To define a technical profile with supporting guidance materials for the implementation and use of content packaging within learning platforms, and to establish a sustainable specification development pathway towards providing users with high quality resources.
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www.saltis.orgCrispin Weston November 2009 4 Standards bodies
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www.saltis.orgCrispin Weston November 2009 5 Standards bodies
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www.saltis.orgCrispin Weston November 2009 6 Standards bodies
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www.saltis.orgCrispin Weston November 2009 7 Standards bodies
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www.saltis.orgCrispin Weston November 2009 8 What this is not Systems (Schools) Interoperability Framework (SIF) E-Portfolio (IMS LIP or Leap2A) Competency definitions What this is (directly concerned with) IMS Content Packaging Common Cartridge SCORM Aggregation (Simple Sequencing, Learning Design) Question and Test Interoperability (QTI)
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www.saltis.orgCrispin Weston November 2009 9 What’s in a package? Package Expositive content?
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www.saltis.orgCrispin Weston November 2009 10 What’s in a package? Package Applications, Services & Widgets
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www.saltis.orgCrispin Weston November 2009 11 The concept of “objects” Data fileApplication Object Visual representation / access Association
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www.saltis.orgCrispin Weston November 2009 12 What’s in a package? Package Objects
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www.saltis.orgCrispin Weston November 2009 13 What’s in SCORM? IMS Content Packaging
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www.saltis.orgCrispin Weston November 2009 14 What’s in SCORM? IMS Content Packaging LOM
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www.saltis.orgCrispin Weston November 2009 15 What’s in SCORM? IMS Content Packaging LOM IMS Simple Sequencing
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www.saltis.orgCrispin Weston November 2009 16 What’s in SCORM? IMS Content Packaging LOM IMS Simple Sequencing VLE Runtime
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www.saltis.orgCrispin Weston November 2009 17 Why is extra work required? Too many standards Some not sufficiently precise Insufficient conformance & kite-marking Not sufficient to support schools-level pedagogies Immersive Interactive Social Creative
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www.saltis.orgCrispin Weston November 2009 18 Project stages Stage 1 Defining project requirements. EdICTs & SALTIS Stage 2 Producing specifications & guidelines RM & IMS Stage 3 Report on supporting actions EdICTs & SALTIS
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www.saltis.orgCrispin Weston November 2009 19 Key stakeholder groups Content publishers Learning platform providers Representatives of end users
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www.saltis.orgCrispin Weston November 2009 20 Priorities for functional integration Critical Important Marginal Unimportant Undesirable
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www.saltis.orgCrispin Weston November 2009 21 Runtime data integration Write student scores
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www.saltis.orgCrispin Weston November 2009 22 Runtime data integration Save state data
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www.saltis.orgCrispin Weston November 2009 23 Runtime data integration Return student product
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www.saltis.orgCrispin Weston November 2009 24 Disaggregation and re-sequencing Sequencing Disaggregation
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www.saltis.orgCrispin Weston November 2009 25 Improved distribution Automatic authorisation
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www.saltis.orgCrispin Weston November 2009 26 Improved distribution Search and discovery
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www.saltis.orgCrispin Weston November 2009 27 Adaptation of content By teacher
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www.saltis.orgCrispin Weston November 2009 28 Content types and formats Out-of-browser content
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www.saltis.orgCrispin Weston November 2009 29 Content types and formats Large files
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www.saltis.orgCrispin Weston November 2009 30 Content types and formats Multi-player content
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www.saltis.orgCrispin Weston November 2009 31 Content types and formats QTIE-pub Structured content CFF
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www.saltis.orgCrispin Weston November 2009 32 Key requirements for step 1 Clarify technical issues File sizes Filenames Improve search and discovery Clarify copyright & branding Create simple profile of runtime Clarify disaggregation model
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www.saltis.orgCrispin Weston November 2009 33 Disaggregation: the technical problem
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www.saltis.orgCrispin Weston November 2009 34 Disaggregation: the technical problem
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www.saltis.orgCrispin Weston November 2009 35 Disaggregation: the technical problem
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www.saltis.orgCrispin Weston November 2009 36 Disaggregation: the technical problem
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www.saltis.orgCrispin Weston November 2009 37 Disaggregation: the technical problem
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www.saltis.orgCrispin Weston November 2009 38 Disaggregation: the technical problem
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www.saltis.orgCrispin Weston November 2009 39 Where is the learning object?
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www.saltis.orgCrispin Weston November 2009 40 Where is the learning object?
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www.saltis.orgCrispin Weston November 2009 41 Where is the learning object?
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www.saltis.orgCrispin Weston November 2009 42 Disaggregation: the licensing problem
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www.saltis.orgCrispin Weston November 2009 43 A solution using child manifests Nested folders
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www.saltis.orgCrispin Weston November 2009 44 A solution using child manifests Learning objects
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www.saltis.orgCrispin Weston November 2009 45 A solution using child manifests Resources sections private
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www.saltis.orgCrispin Weston November 2009 46 What does the organization represent? organization Atomic object Component Aggregation
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www.saltis.orgCrispin Weston November 2009 47 Key requirements for next steps DRM Sequencing/aggregation Remote running of content Out of browser Multi-player Returning student product E-portfolio and competency definition
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www.saltis.orgCrispin Weston November 2009 48 Models of a VLE Content Learning Platform VLE
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www.saltis.orgCrispin Weston November 2009 49 Models of a VLE Content Learning Platform Services VLE
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www.saltis.orgCrispin Weston November 2009 50 Models of a VLE Content Learning Platform Services VLE
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www.saltis.orgCrispin Weston November 2009 51 Models of a VLE Content Learning Platform Services Collaborative environment
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www.saltis.orgCrispin Weston November 2009 52 Models of a VLE Content Services Collaborative environment VLE
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www.saltis.orgCrispin Weston November 2009 53 Summary of benefits Open market encourages innovation. Innovative learning tools work in integrated environment. Automatic integration “hides” technology from non-technical teacher.
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www.saltis.orgCrispin Weston November 2009 54 Next steps SALTIS meeting next Tuesday to approve requirements RM/IMS technical outputs to be completed after BETT Report on supporting actions next Spring Implementation…
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