E-learning Standard
Surasit Vannakrairojn
NOLP
National Science and Development Agency
Surasit@thai2learn.com
5 March 2003
Outline
E-learning Market Trend
 E-learning Standards Trend
 ADL : SCORM Specification
 SCORM: Goal, What does it Standardize?
 SCORM Run-Time Environment
 SCORM Content Aggregation Model
 What’s new in the SCORM Ver. 1.3

E-learning Market Trends: US
85% growth per year
Bil. US$
40.00
35.00
34.34
30.00
25.00
18.65
20.00
15.00
10.00
5.00
0.00
ชุดข ้อมูล1
10.19
1.66
3.06
2000
2001
5.56
2002
2003
2004
2005
Year
IDC (2000.9)
E-learning Market Trends: Japan
About 1/10 of US market size
400
300
Bil. Yen

200
100
0
2003
2005
LifeLong
9.2
21.56
In-House
22.07
102.49
Other Scl
26.41
69.07
Higher Ed.
54.87
110.23
Prim. Ed.
1.25
5.67
ALIC: E-learning White Paper(2000.9)
E-learning Market Trends: Thailand
Share of E-learning types
6
Bil. US$
5
4
4.1
3
2.7
1
Others
1.7
2
WBT
0.9
0.2
0.4
1.1
1.1
1.4
1.5
1.6
1.5
1997
1998
1999
2000
2001
2002
0
Year
Source: IDC. May 1999
Why Standards?
To enable interoperability on different
platform
 Protection of investment on content
development
 Exchange of content locally and globally

E-learning Standards Trends
Industry moving a set of standards that
can open up the e-learning management
and distribution environment
 A number of organizations working to
develop e-learning standards

 Airline

Industry CBT Committee (AICC)
Focus on standards for airline training e.g. tests,
lessons, modules ect. (www.aicc.org)
E-learning Standards Trends
 EDUCAUSE
Institutional Management System
Project (IMS)

Vendor group working to build standards for e-learning based
on work of AICC (www.imsglobal.org)
 Advanced Distributed Learning (ADL)
 US Federal government initiative (www.adl.org)
 Development of SCORM
 Allince
of Remote Institutiopnal Authoring and
Distribution Network for Europe (ARIADNE)

An industry association focusing on e-learning standards
issues (ariadne.unil.ch)
E-learning Standards Trends
 IEEE
Learning Technology Standards Committee
(IEEE LTSC)

Accredits the standards for the US that emerge from the
other groups (ltsc.ieee.org)
 ISO/IEC JTC1 SC36 (ITLET)
 IT for Learning, Education and Training
 Advanced Learning Infrastructure Consortium (ALIC)
 Japanese Consortium for promotion of e-leaning technology
and infrastructure (www.alic.gr.jp)
 e-Learning Consortium Japan (eLC)
 Vendor/User company working to promote e-learning
business and technology (www.elc.or.jp)
Worldwide Network for Learning Technology
CEN/ISSS
ISO/IEC JTC1 SC36
PROMETEUS
IMS Asia
Singapore
IMS Australia
Standards Evolution
ADL Vision
Provide access to the highest quality education and training, tailored to
individual needs, delivered cost effectively, anywhere and anytime.
Web-based
Learning
Home
Field
Digital Video
Gaming
Distributed
Simulation
In
Transit
School
Embedded
Training
Office
Digital
Libraries
ADL Strategy

Use network-based technologies

Create platform-independent, reusable content

Promote large-scale cooperation to satisfy common needs

Develop common specifications for interoperability / reuse

Enhance performance with emerging and next-generation
technologies

Provide incentives for organizational and cultural change
Why We Need Common Specifications
Surprising as it seems, before June 2000 we couldn’t . . .

Move a course from one web-based Learning
Management System (LMS server) to another.

Run or reuse course content across different LMS
systems (multiple proprietary vendor tools).

Create searchable learning content or media
repositories across different LMS environments
Servers).
Communities of Self-interest
Developed Common ADL Specifications
“SCORM”
Navy
Army
Standards Groups
Authoring Tool Vendors
Air Force
Services
ADL
Co- Lab
I
Industry
Marines
Info Tech Companies
Joint Staff
Federal
Agencies
Dept of Labor
Software Vendors
Dept of Commerce
Office of Science and Technology
President’s Task Force on Training Technology
SCORM - Definition
Sharable Content Object
Reference Model
A software model that defines the
interrelationship of course components, data
models, and protocols such that content
“objects” are sharable across systems that
conform with the same model.
The SCORM - What Is It?
A “Reference Model” that:

Integrates industry specifications from
many other organizations
 AICC, IMS, IEEE, ARIADNE, etc.

Provides a unified learning content
model

Defines a standardized web “run-time”
environment

Takes the first step on the path to
defining a true learning architecture
SCORM Evolution
1998
1999
2000
ARIANDNE
IMS
IEEE
AICC
ALIC
IBM
Cisco
Microsoft
Macromedia Meta Data
Oracle
NetG
Click2Learn
Saba
Pathlore
MindLever
(many others)….
ADL SCORM
0.7.3
Launch,
API,
Data Model,
XML Course
Interchange
ADL SCORM
1.0
Content Model
Run-time Environment
ADL SCORM
1.1
Post Test Phase:
Clean, Fix, Trim
AICC + IEEE + IMS + ADL = SCORM
Many, many long technical meetings
IEEE Meetings
Late 1999
Partial list of participants:
Microsoft
Sun
Boeing
Oracle
Cisco
IBM
Click2Learn, Avilar, Pathlore,
Saba, NETg, SmartForce,
Centra, Thinq, Macromedia,
and many more…
IMS Meetings
Early 2000
The Goal of SCORM

Learning Content under SCROM must
have the following characteristics
 Accessibility
 Interoperability
 Reusability
 Durability
The Goal of SCORM

Accessability
 Content
can be identified and located when it
is needed and as it is needed

Interoperability
 Content
will function in multiple applications,
environment and software/hardware
configurations regardless of the tools and
platform used to create.
The Goal of SCORM

Reusability
 Content
is independent of learning context
and can be used for many different learners.

Durability
 Content
does not require modification to
operate as software systems are changed or
upgraded.
What does SCORM Standardize?
V.1.2 – V.1.3
Packaging
 Metadata
 Communication
 Sequencing

Packaging
Provide content to move among different
system
 Based on IMS Global Learning
Consortium
 Content packaging create a container for
shipping learning content from one place
to another

Meta-Data



To share standard information that describe the
nature and purpose of the content.
Based on IEEE ltsc –Learning Object Metadata
(LOM) Specification
This information can serve many ends, including
cataloging, search and discovery, right mgt,
checking technical requirement etc.
Communication
Guidance for launching, communication
with and tracking content in a web-base
environment
 Based on run-time environment
functionality defined in AICC’s CMI 001
guideline for interoperability

Sequencing
Defined a method for representing the
intended behavior of an authored learning
experience such that any LMS can
sequence discrete learning activities in
consistent way
 Based on the IMS Simple Sequencing
Specification
 Will appear in V.1.3

SCORM Organization v.1.2
SCORM
BOOK 1:
The SCORM
Overview
BOOK 2: The SCORM
Content Aggregation Model
BOOK 3: The
SCORM Run Time
Environment
Meta-data Dictionary (from IEEE)
Content Packaging (from IMS)
Content Structure (derived from AICC)
(Meta-data XML Binding and Best Practice (from IMS)
Data Model (from AICC)
Launch, Communication API (from AICC)
Sequencing
Service
Testing/
Assessment
Service
Learner
Profiles
Service
SCORM
Content
Packages
Selection
Content
Management
Service
Course
Administration
Service
Local
Content
Repository
Launch
Remote
Content
Repositories
Delivery
Service
SCORM
Content
(SCOs & Assets)
Tracking
Service
Generalized
Learning Management
System Model
Browser
(Presentation)
SCORM
Tracking
Data
API
Adapter
SCORM
API
SCORM Run Time Environment
SCORM
BOOK 1:
The SCORM
Overview
BOOK 2: The SCORM
Content Aggregation Model
BOOK 3: The
SCORM Run Time
Environment
Meta-data Dictionary (from IEEE)
Content Packaging (from IMS)
Content Structure (derived from AICC)
(Meta-data XML Binding and Best Practice (from IMS)
Data Model (from AICC)
Launch, Communication API (from AICC)
SCORM Run Time Environment



To provide a means for interoperability between
Shareable Content Object-based learning
content and Learning Management System
(LMS)
To provide a common way to start content, a
common way for content to communicate with
an LMS and predefined data elements that are
exchanged between an LMS and content during
its execution
3 aspects are Launch, Application Program
Interface (API) and Data Model
SCORM Run-Time Environment
Learning Management System (LMS)
LMS
LMS
Server
Server
Server Side
Client Side
Browser
Data Model
Actual data sent
back and forth
Asset
between SCO
SCO
and LMS
API
API
JavaScript
JavaScript
Adapter
Adapter
API
(Communications
Link between SCO
and LMS)
Launch
Launching mechanism
Launch only Asset and SCO
 The LMS uses the URL defined by the
learning resource’s launch location,
defined in the content package
 The actual launch must be accomplished
using the HTTP protocol

Launching mechanism


ASSET
 SCORM launch model only requires that LMS launch the
asset using the HTTP protocol
 There are no need to communicate, using API and data
model, back to the LMS
SCO
 SCORM launch model requires that an LMS only launch one
SCO at a time and that only one SCO is active at a time
 Only LMS may launch SCO, SCO may not launch other SCOs
 LMS must launch the SCO in a browser window that is a child
window ao a child frame of the LMS window that exposed the
API Adapter as a Document Object Model (DOM) Object.
Application Program Interface (API)



Fulfills many of the SCORM’s high level
requirements for interoperability and reuse
Based directly on the Run-Time Environment
functionality defined in AICC’s CMI001
Guidelines for Interoperability v3.4
In its simplest terms, an API is merely a set of
predefined functions that the SCO can rely on
being available
API vs. API Adapter

API
 Set
of predefined functions that the SCO can rely on
being available
 Hides implementation details from the SCO and thus
promotes reuse and interoperability

API Adapter
 Piece
of functional software that implements and
exposes the functions of the API
 How the insides of an API Adapter are implemented
should not matter to content developers provided they
use the same public interface (API)
LMS Requirements for API Adapter




The LMS must launch the SCO in a browser
window that is a child window or a child frame of
the LMS window that contains the API Adapter
The API Adapter must be provided by the LMS
SCORM does not provide restrictions on the
implementation of the API Adapter
The API Adapter must be accessible via the
Document Object Model name “API”
SCOs and the API

SCO requirements
 Each
SCO must find the LMS Provided API
Adapter
 Each SCO must call LMSInitialize(“”)
 Each SCO must call LMSFinish(“”)

All other API Function calls are optional
API Functions

Execution State
 Initiates

and closes communication with LMS
Data Transfer
 Enables
information to be collected and
stored by the LMS

State Management
 Allows
error messages to be viewed when an
error has occurred
Exploring SCORM Version
1.2
SCORM Run-Time
Environment API
API and SCORM
API Execution State Functions

LMSInitialize()
 Indicates
to the API adapter that the SCO is
going to communicate with the LMS
 Allows the LMS to handle LMS-specific
initialization issues
 Requires this function before calling any other
API functions
API Execution State Functions

LMSFinish()
 Must
be called by the SCO before it
terminates
 Signifies that the SCO can be assured that
any data set using LMSSetValue() calls has
been persisted by the LMS
 Signifies that the SCO has finished
communicating with the LMS
API Data Transfer Functions

LMSGetValue()
 Allows
the SCO to obtain information from the
LMS
 Used to determine:
Values for various categories (groups) and
elements in the data model
 Version of the data model supported
 Specific category or element supported
 Number of items currently in an array or list of
elements

API Data Transfer Functions

LMSSetValue()
 Allows
the SCO to send information to the
LMS
 Used to Set the current values for various
categories (groups) and elements in the data
model
API Data Transfer Functions

LMSCommit()
 Requires
that any values not yet persisted by
the LMS be persisted
 Ensures to the SCO that the data sent, via an
LMSSetValue() call, will be persisted by the
LMS upon completion of the LMSCommit()
API State Management
Functions
LMSGetLastError
 LMSGetErrorString
 LMSGetDiagnostic

Data Model
Data
Model
Data Model
Provides a common data model to ensure
that a defined set of information about
SCOs can be tracked by different LMS
environments
 Derived from the AICC CMI Data Model
described in the AICC CMI Guidelines for
Interoperability v3.4

Data Model
Data model is partitioned into eight categories
 core
 objectives
 suspend_data
 student_data
 launch_data
 student_preference
 comments
 interactions
Exploring SCORM Version
1.2
SCORM Run-Time
Environment Data Model
Data Model and SCORM
Data Model
cmi.core
 Information required to be furnished by
all LMS systems
•
•
•
•
•
•
•
•
cmi.core.student_id
cmi.core.student_name
cmi.core.lesson_location
cmi.core.credit
cmi.core.lesson_status
cmi.core.entry
cmi.core.score.raw
cmi.core.lesson_mode
Data Model
cmi.suspend_data
 Unique information generated by the SCO
and stored by the LMS to pass back to the
SCO the next time it is attempted or later
in the current attempt
 Normally used for restart information
Data Model
cmi.launch_data
 Unique information needed by the SCO
during launch
 Provided by the content developer in the
content package (using the ADL Extension
adlcp:datafromlms)
Data Model
cmi.comments
 Mechanism for collecting and
distributing comments to/from a SCO
• cmi.comments
• cmi.comments_from_lms
Data Model
cmi.objectives
 Identifies how the student has
performed on learning objectives
covered in the SCO
• cmi.objectives.n.id
• cmi.objectives.n.score
• cmi.objectives.n.status
Data Model
cmi.student_data
 Information to support customization of
a SCO based on a student’s
performance
• cmi.student_data.mastery_score
• cmi.student_data.max_time_allowed
• cmi.student_data.time_limit_action
Data Model
cmi.student_preference
 Student selected options related to SCO
presentation
•
•
•
•
cmi.student_preference.audio
cmi.student_preference.language
cmi.student_preference.speed
cmi.student_preference.text
Data Model
cmi.interactions
 Information on each interaction measured as
the student experiences the SCO
•
•
•
•
•
•
•
•
•
cmi.interactions.n.id
cmi.interactions.n.objectives.n.id
cmi.interactions.n.time
cmi.interactions.n.type
cmi.interactions.n.correct_responses.n.pattern
cmi.interactions.n.weighting
cmi.interactions.n.student_response
cmi.interactions.n.result
cmi.interactions.n.latency
Data Model

Two types of data model elements from the LMS
perspective:



Mandatory elements which must be supported by the LMS
Optional elements which may or may not be supported by the
LMS.
SCOs are not required to make any data model calls


Required to make the following calls – LMSInitialize() and
LMSFinish()
Getting and setting of data model elements are optional.
SCORM Run-Time
Environment
Handshake
established
Hello
True
Correct!
LMSInitialize
Hello LMS
Score kept
internally
(initially)
SCORM Run-Time
Environment
True
True
Got It
True
Bye
LMSInitialize
LMSSetValue(cmi.core.score.raw,
My score is 100 percent
100)
Content now
LMSFinish
I’m done
“breaks” the
“handshake”
Internally
stored score
now passed to
LMS
Run-Time Environment Behavior
Learning Management System
Sharable Content Object (SCO)
1. Determine SCO to Launch:
• user selected
• automatically using adaptive
(prerequisites)
• sequential
using information from the Content
Structure defined in the Content Package.
If no more SCOs to launch, finish or exit
1. Find the API Adapter Object
2. Call API.LMSInitialize("")
2. Determine and initialize the SCO’s
cmi.core.lesson_mode.
a. Does the LMS support user selectable
mode?
b. If cmi.core.lesson_mode is “normal” and
cmi.core.credit is “no-credit” change the
cmi.core.lesson_mode to “browse”
3. SCO Specific Implementation Behavior
(All optional)
3. Determine and initialize the SCO’s cmi.core.entry.
If cmi.core.lesson_status is “browsed” or “not attempted”
set the cmi.core.entry to “ab-initio” else set it to “resume”
4. Launch the SCO
4. Service the API Calls made by the SCO
LMSInitialize("")
LMSGetValue(element)
LMSSetValue(element, value)
LMSGetLast Error()
LMSGetErrorString(errorCode)
LMSGetDiagnostic(errorCode)
LMSCommit("")
LMSFinish("")
Launch
API and Datamodel
5. If there is a mastery score in the content structure for the SCO, the LMS
can change the lesson_status to “passed” or “failed”, depending on the
value of the cmi.core.score.raw value compared to the mastery score. If
there is no mastery score defined for the SCO in the content structure,
the LMS cannot override the lesson_status set by the SCO. If
cmi.core.credit is set to “no-credit”, the LMS may not change the
lesson_status, unless the SCO’s lesson_mode is “browse” – the LMS
may set the lesson_status to “browsed”.
Learner Interacts with SCO
3a. Call API.LMSGetValue("cmi.launch_data")
-use if supported by SCO
3b. Call API.LMSGetValue("cmi.core.entry")
if entry is "resume", get lesson_location,
suspend_data and resume at appropriate
location in SCO
3c. Call API.LMSGetValue
("cmi.core.lesson_mode") conditional
behavior based on mode
3e. Call API.LMSSetValue to record any
optional information as needed. (e.g.
scores, status, objectives, interactions, etc.)
3f. call API.LMSCommit("")
4. Call API.LMSFinish("")
SCORM Content Aggregation Model
SCORM
BOOK 1:
The SCORM
Overview
BOOK 2: The SCORM
Content Aggregation Model
BOOK 3: The
SCORM Run Time
Environment
Meta-data Dictionary (from IEEE)
Content Packaging (from IMS)
Content Structure (derived from AICC)
(Meta-data XML Binding and Best Practice (from IMS)
Data Model (from AICC)
Launch, Communication API (from AICC)
SCORM Content Aggregation Model
To provide a common means for
composing learning content for
discoverable, reusable, shareable and
interoperable source
 Define how learning content can be
identified and describe, aggregated into a
course or portion of a course and moved
between systems that may include LMS
and repositories.

SCORM Content Aggregation Model

Content Model


Meta-data


Nomenclature defining the content components of a learning
experience
A mechanism for describing the components of the content
model
Content Packaging


Defines how to represent the intended behavior of a learning
experience
Defines how to package learning resources for movement
between different environments
Content Model Components

Asset

Sharable Content Object (SCO)

Content Aggregation
Asset
Any or all of the above can be combined to form learning
content delivered over the Web. As assets, they have no
responsibility to communicate directly with the LMS.
Sharable Content Object
(SCO)
One or more assets “glued” together with interactivity and
tracking of the learner (e.g., score, completion status) that
achieves a learning objective.
Content Aggregation

A map that can be used to aggregate
learning resources into a cohesive unit of
instruction
 Course
 Chapter
 Module

Applies structure and associates learning
taxonomies
Content Aggregation
Meta-Data
Meta-Data
SCORM Meta-data
Meta-Data




Data about data
Provides a common nomenclature so that
learning content can be described in a common
way
Can be collected in catalogs, as well as directly
packaged with the learning content it describes
Learning content that is described with metadata can be systematically searched for and
retrieved for use and reuse
SCORM Meta-Data


Directly references the IEEE LTSC* Learning
Object Meta-data (LOM) v6.1 draft standard and
the IMS Learning Resource Meta-data v1.2.1
Specifications
SCORM defines which data elements are
mandatory for describing:
 Assets
 SCOs
 Content Aggregations.
Meta-Data: Key Terms

Information Model
 Essentially
the dictionary of meta-data
elements to be used to describe a content
model component

XML Data Binding
 Defines
how to encode, or bind, the dictionary
elements (Information Model)
 Currently only an XML Binding is provided
SCORM Meta-Data Information
Model


Describes the available data elements permitted to build
SCORM conformant meta-data records
Broken into nine categories based on definitions found in
the IMS Learning Resource Meta-Data Information
Model
• General
•
•
•
•
Lifecycle
Meta-metadata
Technical
Educational
•
•
•
•
Rights
Relation
Annotation
Classification
Exploring SCORM Version
1.2
Meta-Data Information Model
Meta-data and SCORM
General

Identifier –
RESERVED
Title
 Catalog Entry
(catalog, entry)
 Language

Description
 Keyword
 Coverage
 Structure
 Aggregation Level

Lifecycle
Version
 Status
 Contribute

 Role
 Entity
 Date
Meta-Metadata


Identifier – RESERVED
Catalog Entry
 Catalog
 Entry

Contribute
 Role
 Entity
 Date


Meta-data Scheme
Language
Technical
Format
 Size
 Location
 Requirement

 Type
 Name
 Minimum
Version
 Maximum Version
Installation
Remarks
 Other Platform
Requirements
 Duration

Educational
Interactivity Type
 Learning Resource
Type
 Interactivity Level
 Semantic Density
 Intended End User
Role

Context
 Typical Age Range
 Difficulty
 Typical Learning
Time
 Description
 Language

Rights
Cost
 Copyright and Other Restrictions
 Description

Relation
Kind
 Resource

– RESERVED
 Description
 Catalog Entry
 Identifier
Catalog
 Entry

Annotation
Person
 Date
 Description

Classification
Purpose
 Taxonpath

 Source
 Taxon
ID
 Entry
 Taxon

Description
 Keyword

SCORM Meta-Data XML
Binding
Based on the IMS Learning Resource
Meta-Data XML v1.2.1 Specification
 Defines how to encode, or bind, the
“dictionary” elements in XML
 XML is only one possible encoding; others
may emerge over time, but the information
model should persist

Exploring SCORM Version
1.2
Meta-Data XML Binding
Meta-data XML and SCORM
SCORM Meta-Data
Application Profiles



Provide specific guidance for implementing
meta-data in the SCORM environment
Define SCORM mandatory elements and how
they are to be encoded to be SCORM
conformant
Define meta-data for SCORM Content Model
Components
 Asset
 SCO
 Content Aggregation
Meta-data Profiles and SCORM
Content Packaging
Content Packaging
Asset
Content Aggregation
SCOs
Content Packaging




Directly references the IMS Content Packaging
v1.1.2 Specification
Provides a standardized way to represent
learning resources (content structure) in the
exchange process between systems
Provides a common input/output format that any
system can support
SCORM packaging adheres to the IMS Content
Packaging Specification but provides additional
explicit implementation guidance for packaging
assets, SCOs and content aggregations
Content Packaging

Defines a manifest file (packing slip) describing the
package itself which contains:





Meta-data about the package
An optional organization section that defines Content
Structure and behavior
A list of references to resources in the package.
Defines how to create an XML-based manifest
Includes directions for packaging the manifest and
learning resources

Example: The manifest itself is “zipped” up with the learning
resources for “upload” to a system—LMS or repository
Components of a Content
Package
Content Structure
SCOs & Assets
Content Package – Meta-Data
Component
Meta-Data Component



Data about data
Describes the package as a whole
ADL currently does not have a Meta-data
Application Profile for Package Level Meta-data
 Developers
are free to choose from any elements
from the SCORM Meta-data Information Model

Meta-data (throughout content package) can be
handled in one of two ways
 Inline
 External
(to package)
Content Package –
Organizations Component
Content Structure
Organizations Component

Use to provide the content structure for the
learning resources (assets,SCOs)
 Defines
the learning taxonomy (units, blocks,
modules, lessons)
 ADL does not bind a user to a particular
learning taxonomy

Package allows for multiple taxonomies to
be represented
Content Structure


Provides the content developer with the means to
author collections of objects into a cohesive unit of
instruction, apply structure and associate specific
behaviors that can be uniformly reproduced across
LMS environments
Map to be used to sequence/navigate through the
learning resources defined in the content package

Describes the structure or taxonomy to be applied to the
learning resources for use by the LMS that will launch the
resources
Traditional Content Authoring



CBT authoring tools provided the means to
create parts of a course as well as how and
when the content would be presented to the
learner
Content and content structure were usually
developed using the same tools and proprietary
data formats
Shift to Internet-based technologies and the
notion of reusability continues to change the
authoring process
SCORM Content Authoring



Content Structure tells the LMS in what order
to present learning resources (SCOs, assets)
to the learner
Authoring process consists of authoring
Learning Resources and collections of
learning resources, maybe with different tools
Two distinct products of the authoring
process:
 SCOs
launched in a browser environment
 Content Structure information that is taken in by
the LMS and processed during run-time
Representing Content Structure

Content Hierarchy
 Defines
a tree-based representation that groups
content objects in a logical order

Context Specific Meta-data
 Describes
how the Learning Resource is to be
used in a particular collection or aggregation

Sequencing and Navigation
 Tells
the LMS what Learning Resource is to be
presented to the learner and when
Content Hierarchy




Authoring a collection of learning resources into a
logical structure involves organizing the learning
resources into a learning taxonomy hierarchy
This hierarchical grouping might be used to represent
concepts like Item, Chapter or Topic
The SCORM Version 1.1 terms course and block
have been replaced with the IMS term item
A combination of resources is generally categorized
as content
SCORM Content Structure
SCORM Content Structure
SCORM Content Structure
Context Specific Meta-Data


Meta-data that is specific to a learning
strategy
Incorporated into the content hierarchy
 Content
Packaging Specification allows for metadata to be place with organization and item
elements

Context independent meta-data usually refers
to immutable, stand-alone meta-data records
for digital assets, content objects, or
collections of objects
Content Package – Resources
Component
SCOs & Assets
Resources Component


The collection of learning resources (SCOs,
assets)
Use to represent the learning resources.
 Can


be internal or external to the content package
Referred to at various points within the
organizations component
Meta-data can be used to describe the
resources
 Context
independent meta-data
 Should be described as stand-alone (not in a context)
resources
Content Package – Physical
File Component
Content Package – PIF
Component
Content Packaging Information
Model



Describes the available data elements permitted in
building SCORM conformant packages
Adheres strictly to the IMS Content Packaging
Information Model but extends it to include elements
that were formerly defined in the SCORM 1.1 Content
Structure Information Model
SCORM conformant packages must adhere to the
usage of these extensions as they are defined in the
SCORM
Exploring SCORM Version
1.2
SCORM Content Package
Information Model
Content Package and
SCORM
Content Packaging XML
Binding



XML binding for the SCORM Content
Packaging Information Model
Directly references the IMS Content
Packaging v1.1.2 Specification
Guided by specific rules
 XML
binding will adhere to the XML 1.0
specification
 XML binding must maintain the definitional
structure of the SCORM Content Packaging
Information Model
Exploring SCORM Version
1.2
SCORM Content Packaging
XML Binding
Content Packaging XML and
SCORM
So I Want To Use
SCORM For All My
Content, Right?
Not Exactly
When do you need SCORM?
You do want to be SCORM (1.2) conforming if:
1. You want to design learning content that tracks learner
performance and progress and adapts accordingly
2. You plan to use an LMS to deliver and manage learning content
3. You are designing content that might be reused in other learning
contexts
4. You want to create a library of learning objects
You probably don't need to be SCORM conforming if:
1. The content is short lived and won't be reused
2. You never plan to use an LMS to deliver and track content
3. You do not have content that has complex behaviors such as
remediation
4. You want only simple, static, hyperlinked content as reference
material
How the SCORM Fits
Instructional Capability,
Modeling & Simulation,
Intelligent Tutoring,
Economic Models,
Policy,
R&D, etc.
Technical
Specification
SCORM is necessary, but not sufficient ...
What’s new in the
TM
SCORM Version
1.3?
SCORM Version 1.3

SCORM Content Aggregation Model
 Content
Model
 Meta-data
 Content Packaging
 Sequencing - new

SCORM Run-Time Environment
 Data
Model
Content Model



Asset
Sharable Content
Object (SCO)
Sharable Content
Asset (SCA) - new
Sharable Content Object (SCO)
Asset
JavaScript
Functions
Asset
JPEG
Image
Asset
HTML
Fragment
Asset XML
Fragment
Sharable Content Asset (SCA)
Asset
JavaScript
Functions
Asset
JPEG
Image
Asset
HTML
Fragment
Asset XML
Fragment
LMS
Sequencing
Overview
Background

Plugfest 4 and Plugfest 5 – Validated
that SCORM 1.2 was being adopted
and that “it worked”
 Content
developers demonstrated use of
Content Packaging, Run-Time
Environment and Meta-data conformance
 The obvious missing piece was the ability
to create robust sequencing behaviors in
an interoperable fashion
 The “86 MB SCO” was still prevalent
Background (cont.)



Plugfest 6 – Introduced and demonstrated
sequencing based on the IMS Simple
Sequencing Specification (public draft version
0.7.5)
Since Plugfest 6, the IMS Simple Sequencing
Specification has been significantly updated.
The final specification is currently in vote
(more information at: http://www.imsglobal.org/ )

The voting period ends January 15th 2003
Sequencing Timeline (tentative)
11/1/2002 - 1/15/2003
IMS SS Voting Period
1/15/2003 - 1/31/2003
Preparation of Final IMS SS Spec
11/1/2002
SCORM V1.3 Release
3/14/2003
1/15/2003
IMS SS Voting Period Ends
1/31/2003
IMS Public Release
of Final Spec
What Is Sequencing?

Predictable, consistent ordering and delivery of
learning activities, in an instructionally
meaningful manner, regardless of delivery
environment
 Designers/authors
specify sequencing behaviors at
design/authoring time.
 Activities are sequenced at time of delivery depending
on specified behaviors and the learner’s actions.
 Sequencing behaviors are external from the content
to enable greater degree of granularity and reuse
Problems that the IMS Sequencing
Specification is Trying to Solve
Code for sequencing is embedded with
code inside learning resources
 Sequencing behavior is inconsistent in
different delivery systems
 Models of sequencing are proprietary or
idiosyncratic
 Models of sequencing behaviors and
activities are poorly defined

SCORM 1.2 Sequencing
Activity A
If status == “satisfied”
Then goto C
Else goto B
Activity B
Goto C
Activity C
If status == “not satisfied”
Then goto A
Else goto…
 Conditional branching
logic is built into the
Resource
 Can’t easily reuse
Resources, because
of ‘hard wired’
dependencies
SCORM 1.3 Sequencing
Activity
Activity AA
If status != “satisfied”
If status == “satisfied”
Then goto C
Else goto B
Activity BB
Activity
If status == “satisfied”
Goto C
Goto C
Activity
Activity CC
If status == “not satisfied”
Then goto A
Else goto…
If status == “not satisfied”
IMS Sequencing Working Group
Accomplishments




Developed a taxonomy for sequencing of
learning activities.
Defined the scope of the version 1.0
specification.
Collected & analyzed use cases to derive
requirements.
Developed draft sequencing spec - currently
working toward public draft.
Sequencing Specification Scope








Focus on simplistic approach for sequencing version 1.0
Specify sequencing behavioral model
Define information model for sequencing extensions to
IMS content packaging v1.1.2
Define tracking information models as needed to enable
sequencing
Encompass complex content (SCOs) as well as simple
content (learning resources that do not communicate at
runtime)
Specify navigation events that trigger sequencing
requests
Does not address specifics of user interface navigation
controls
Does not address look & feel (skins) issues
Use Cases







Boeing - Fuel Valve Maintenance
NETg - Precision Learning
Click2Learn - Soft Skills Course (Blended
Content & Services)
GIUNTI - Preservation of Paintings on Wood
WebCT
NYU Online
CISCO – ILG
Sequenced Learning Activities Found
in Use Cases


Learning Activities
Offline Activities





Assessments









Pre/Post assessment
Quiz
Final Examination
Remediation


Description/instructions provided online
Student works offline
Online student submission
Offline marking by instructor
based on performance of an activity or assessment results
Selection of Whole or partial learning activity
Ancillary Resources (e.g. Reference, FAQ, Glossary, IETM )
Expert Consultation
Review /Preview of Activities
Feedback summary
Progress indication
Use Case Requirements

Sequencing Structures




Navigation







User selection (Ad-hoc)
Linear
Parallel
Go to next
Go to previous
User select next
User select from TOC
Re-start an activity
concurrent activity
Table of Contents chat glossary help
Activity Navigation States


User Selectable/Not Selectable
Visible/Not Visible
Content Stage
Ancillary
Stage
IMS Sequencing Specification
Components

Sequencing model
 Behavior
model
 Information models



Sequencing information model
Tracking model
XML binding
 Extensions
to the IMS content packaging spec
V1.1.2

Best practice implementation guide
 Guidance
for tool developers
 Guidance for content creators
Content Package Structure
Sequencing
Item
Item
Item
Item
Item
Sequencing Information Model







Control - describes where navigation events can originate
from
 Flow, Choice, Mixed, Auto
Traversal
 Sequential, Any, Concurrent
PreviousAllowed – is backward traversal permitted (true/false)
Selection - how the set of sequenced items for the current
aggregation are selected and ordered.
Pre-Condition (condition, action)
 E.g. if max attempts exceeded, skip this item
Post-Condition (condition, action)
 E.g. if failed, retry the item
Etc… to be defined.
Tracking Information Model

Tracking information
 Activity
attempt count
 Activity duration
 Activity completion
 Activity score
 Activity mastery
 Referenced learning objective/competency
completion

Activity launch limits
 Time
limits for completion
 Time based availability
 Maximum attempt limit for completion
 Prerequisite completion prior to entry
Sequencing Behavior Model
Upon exit of an item,
evaluate pre-conditions
and then, evaluate the
status of the cluster to
determine impact it’s parent
?
Based on a sequencing request, traverse the
Navigation
Interpreter
Sequencing Process
Translate
navigation
events
organization
and evaluate
each item’s
into sequencing
availability
for launchrequests
based on:
–Item state/status
–Pre-Condition evaluation
Prepare and deliver
the “selected” items’
resources
The Missing SCORM piece
Where we are
SCORM 1.2
(Adds Packaging)
SCORM 2.0
SCORM 1.1
SCORM 1.3 (?)
Advanced,
Adaptive
Architecture
Sequencing &
Navigation
The missing
near-term piece
Improved
Data Model
Elements
Where we really
want to be
ADL Future Versions of
SCORM
2001
2000
ARIADNE
IMS
IEEE
AICC
SCORM 1.0
IBM
Content Mod.
Microsoft
Macromedia Run-time Env.
Cisco
NetG
Click2Learn
Saba
Pathlore
Centra,
(many others)….
SCORM 1.1
Clean/Fix
SCORM 1.2
Add
Content
Packaging
Profiles &
New Meta-data
SCORM 1.3
Sequencing
“Ultralite”
2002
SCORM 2.0
New Architecture
- highly adaptive
- new content
models
- first integration
of performance
support &
simulation
2003
SCORM 3.0
ITS
Simulation
Perf. Supp
Advanced
Capabilities
SCORM 4.0
TBD
(Need
Research
Now for
This)
THANK YOU