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What we want?What we want?
•What is SCORM?What is SCORM?
•Connection with e-learningConnection with e-learning
•Application of XML TechnologyApplication of XML Technology
•Technical description about SCORMTechnical description about SCORM
•Why it is important to us?Why it is important to us?
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Background: A Thinking Background: A Thinking
process?process?• Design for ReuseDesign for Reuse
– What’s the right level of granularity?What’s the right level of granularity?
• TrackingTracking
– What’s the right level of granularity?What’s the right level of granularity?
• MetadataMetadata
– How much is needed?How much is needed?
• LMSLMS
– What does the Table of Content look like?What does the Table of Content look like?
– Navigation Controls?Navigation Controls?
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Granularity and ReusabilityGranularity and ReusabilityRaw Data
(Media Elements)
Informati
on
Objects
Learning
Objective
Lesson(Aggregation)
Course(Collection)
Source: Academic ADL Co-Lab (adapted from Learnactivity)
Context +Reusability -
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What is SCORM?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 It is collection of specification adopted together for achieving some property of together for achieving some property of content like content like Accessibility, Adaptability, Affordability, Durability , reusability, reusability, interoperabilityinteroperability
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SCORM and Technology SCORM and Technology • Content Aggregation ModelContent Aggregation Model
– Metadata (from IEEE LOM 1484.12)Metadata (from IEEE LOM 1484.12)
– Content Structure (derived from AICC)Content Structure (derived from AICC)
– Content Packaging (from IMS)Content Packaging (from IMS)
– Sequencing Information (from IMS)Sequencing Information (from IMS)
• Run-Time EnvironmentRun-Time Environment
– IEEE Application Programming InterfaceIEEE Application Programming Interface
(1484.11.2)(1484.11.2)
– IEEE Data Model (1484.11.1)IEEE Data Model (1484.11.1)
• Sequencing & NavigationSequencing & Navigation
– Sequencing Information & BehaviorSequencing Information & Behavior
(from IMS)(from IMS)
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SCORM Content Model
Components • Assets:Assets:
– building block of a learning resource.building block of a learning resource.
– text, images, sound, assessment objects or any text, images, sound, assessment objects or any other piece of dataother piece of data
– More than one asset can be collected together More than one asset can be collected together to build other assets.to build other assets.
• SCO:SCO:– A SCO is a collection of one or more Assets that A SCO is a collection of one or more Assets that
represent a single launchable learning resourcerepresent a single launchable learning resource
– tracked by an LMStracked by an LMS
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SCORM Content Aggregation SCORM Content Aggregation
ModelModel
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Conceptual Representation of Conceptual Representation of
ActivityActivity
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<organization> tag<organization> tag
• TitleTitle
• ItemItem– titletitle– ItemItem– adlcp: timeLimitAction, dataFromLMS, adlcp: timeLimitAction, dataFromLMS,
completionthresholdcompletionthreshold– imsss:sequencingimsss:sequencing– adlnav:presentationadlnav:presentation
• MetadataMetadata
• imsss:sequencingimsss:sequencing
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Sequence and NavigationSequence and Navigation
•Three ways for learners to traverse the Three ways for learners to traverse the
Activity TreeActivity Tree User Choice (“Choice”)User Choice (“Choice”)
The learner can choose any activity in any The learner can choose any activity in any order at any timeorder at any time
FlowFlow The learner can only move toward the ‘next’ or The learner can only move toward the ‘next’ or
‘previous’ activity – the system determines the ‘previous’ activity – the system determines the
activity to deliveryactivity to delivery
Forward OnlyForward Only The “Previous” button is disabled.The “Previous” button is disabled.
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Adding Sequencing Adding Sequencing
BehaviorBehavior
• AA
– 11
– BB
• 22
• 33
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Run time environmentRun time environmentCommunicating with the LMSCommunicating with the LMS
/* look up window hierarchy to find LMS /* look up window hierarchy to find LMS provided API */provided API */
API.Initialize(“”);API.Initialize(“”);
var name = API.GetValue(“var name = API.GetValue(“cmi.learner_namecmi.learner_name”);”);
API.SetValue(“API.SetValue(“cmi.score.scaledcmi.score.scaled”, “”, “0.90.9”);”);
API.Terminate(“”);API.Terminate(“”);
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Continue…Continue…
• Must use JavaScriptMust use JavaScript
• There are only 8 functions that you may There are only 8 functions that you may
useuse GetDiagnostic(GetDiagnostic(YY))
GetLastError()GetLastError()
GetErrorString(GetErrorString(ZZ))
Initialize(“”)Initialize(“”)
SetValue(SetValue(XX, , YY))
GetValue(GetValue(XX))
Commit(“”)Commit(“”)
Terminate(“”)Terminate(“”)Where X = cmi data model element, Y = any string, Z = error code
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API, API instance and API API, API instance and API
implementationimplementation
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CMI data model elementCMI data model element
• Comments From Learner
• Comments From LMS
• Completion Status
• Completion Threshold
• Learner Id
• Learner Name
• Learner Preferences
• etc…
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Conceptual API Instance Conceptual API Instance
TransitionTransition
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SCORM Run Time SCORM Run Time
EnvironmentEnvironment•flafla
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Overall Picture in Meta-DataOverall Picture in Meta-Data
•Examples with showing Examples with showing
– APIWrapper.jsAPIWrapper.js
– imsmanifest.xmlimsmanifest.xml
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Scope of AdaptationScope of Adaptation
•SCORM Content Aggregation ModelSCORM Content Aggregation Model
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Limitation considered..Limitation considered..
(one prespecitive)(one prespecitive)• limited adaptivitylimited adaptivity
• Run time environment do setting of the Run time environment do setting of the predefined rule with key value pair only. predefined rule with key value pair only. We can not change these values at run We can not change these values at run time after SCO made.time after SCO made.
• This is again compact and it can not be This is again compact and it can not be used in different context by simple used in different context by simple change. We have to make a new change. We have to make a new imsmanifest file for the changed context of imsmanifest file for the changed context of learning.learning.
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Continue….Continue….
• SCORM describes a solutions for systems, SCORM describes a solutions for systems, components and content interopability for components and content interopability for learninglearning– Data and Behavioral interoperabilityData and Behavioral interoperability
• SCORM does not extend beyond learning SCORM does not extend beyond learning to management of learningto management of learning
• SCORM does not impose any pedagogical SCORM does not impose any pedagogical or assessment modelor assessment model
• SCORM supports only limited pedagogical SCORM supports only limited pedagogical featuresfeatures
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Continue….Continue….
• No communication across SCO’sNo communication across SCO’s
• No access to other SCO’sNo access to other SCO’s
• SCO has its own behaviorSCO has its own behavior
• Using same hierarchy for structure, behavior and Using same hierarchy for structure, behavior and displaydisplay
• Learners are individualLearners are individual
• It can not adapt learner experience without learner It can not adapt learner experience without learner interactioninteraction
• There is no concept of alternate resource although we There is no concept of alternate resource although we can simulate it by making various navigation can simulate it by making various navigation restrictionsrestrictions
• There is nothing for picking some of resource from a There is nothing for picking some of resource from a collection of resourcecollection of resource
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Development in SCORMDevelopment in SCORM
• January 1999 — January 1999 — Executive Order 13111Executive Order 13111 signed signed tasking the tasking the DoDDoD to develop common to develop common specifications and standards for e-learning across specifications and standards for e-learning across both federal and private sectors both federal and private sectors
• January 2000 — SCORM Version 1.0 January 2000 — SCORM Version 1.0
• January 2001 — SCORM Version 1.1 January 2001 — SCORM Version 1.1
• October 2001 — SCORM Version 1.2 October 2001 — SCORM Version 1.2
• January 2004 — SCORM 2004 (1st Edition) January 2004 — SCORM 2004 (1st Edition)
• July 2004 — SCORM 2004 (2nd Edition) July 2004 — SCORM 2004 (2nd Edition)
• June 2006 — Department of Defense Instruction June 2006 — Department of Defense Instruction (DoDI) 1322.26 Requiring DoD Use of SCORM (DoDI) 1322.26 Requiring DoD Use of SCORM
• October 2006 — SCORM 2004 (3rd Edition) October 2006 — SCORM 2004 (3rd Edition)
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SCORM BOOKSCORM BOOK
•SCORM 2004 3rd Edition OverviewSCORM 2004 3rd Edition Overview
• SCORM 2004 3rd Edition Content SCORM 2004 3rd Edition Content
Aggregation Model (CAM) bookAggregation Model (CAM) book
•SCORM 2004 3rd Edition Run-Time SCORM 2004 3rd Edition Run-Time
Environment (RTE) bookEnvironment (RTE) book
•SCORM 2004 3rd Edition Sequencing SCORM 2004 3rd Edition Sequencing
and Navigation (SN) book and Navigation (SN) book
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SCORM 2004 3rd Edition SCORM 2004 3rd Edition
OverviewOverview
• It givesIt gives
– an overview of the SCORM 2004 3rd an overview of the SCORM 2004 3rd
Edition documentation suiteEdition documentation suite
– the SCORM 2004 3rd Edition the SCORM 2004 3rd Edition
Conformance Test SuiteConformance Test Suite
– SCORM 2004 3rd Edition Sample Run-SCORM 2004 3rd Edition Sample Run-
Time Environment. Time Environment.
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The SCORM Content The SCORM Content
Aggregation Model (CAM) bookAggregation Model (CAM) book
• Describes Describes
– components used in a learning experiencecomponents used in a learning experience
– how to package those components for how to package those components for
exchange from system to systemexchange from system to system
– how to describe those components to how to describe those components to
enable search and discovery,enable search and discovery,
– how to define the sequencing rules for the how to define the sequencing rules for the
components. components.
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The SCORM SN bookThe SCORM SN book
• describes describes – how SCORM conformant content may be how SCORM conformant content may be
sequenced through a set of learner-initiated or sequenced through a set of learner-initiated or system-initiated navigation events. system-initiated navigation events.
– The branching and flow of that content may be The branching and flow of that content may be described by a predefined set of activities, described by a predefined set of activities, typically defined at design time. typically defined at design time.
– how a SCORM conformant LMS interprets the how a SCORM conformant LMS interprets the sequencing rules expressed by a content sequencing rules expressed by a content developer along with the set of learner-developer along with the set of learner-initiated or system-initiated navigation events initiated or system-initiated navigation events and their effects on the run-time environment.and their effects on the run-time environment.
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The SCORM RTE bookThe SCORM RTE book
• describes describes
– the Learning Management System (LMS) the Learning Management System (LMS)
requirements for managing the run-time requirements for managing the run-time
environment environment
– The RTE covers the requirements of SCOs The RTE covers the requirements of SCOs
and their use of the API and the SCORM and their use of the API and the SCORM
Run-Time Environment Data Model.Run-Time Environment Data Model.
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ReferencesReferences
• http://www.adlnet.gov/scorm/index.cfmhttp://www.adlnet.gov/scorm/index.cfm
• http://www.adlnet.gov/downloads/index.cfmhttp://www.adlnet.gov/downloads/index.cfm
• http://coe.sdsu.edu/eet/articles/scorm2/index.htmhttp://coe.sdsu.edu/eet/articles/scorm2/index.htm
• http://en.wikipedia.org/wiki/SCORMhttp://en.wikipedia.org/wiki/SCORM
• http://www2006.org/programme/files/pdf/p65-poster.pdfhttp://www2006.org/programme/files/pdf/p65-poster.pdf
• http://lttf.ieee.org/learn_tech/issues/january2005/index.htmlhttp://lttf.ieee.org/learn_tech/issues/january2005/index.html
• http://www.lsal.org/lsal/expertise/papers/presentations/id2scorm2http://www.lsal.org/lsal/expertise/papers/presentations/id2scorm20030304/id2scorm20030304.pdf0030304/id2scorm20030304.pdf
• http://www.imsglobal.orghttp://www.imsglobal.org
• http://www.imsproject.orghttp://www.imsproject.org//
• http://www.aicc.org/http://www.aicc.org/
• http://www.itsc.ieee.org/wg11/files/IEEE_1484.11.1_D5_submitted.http://www.itsc.ieee.org/wg11/files/IEEE_1484.11.1_D5_submitted.pdfpdf
• http://www.itsc.ieee.org/http://www.itsc.ieee.org/