September 23, 2003
Leader in Enterprise Productivity Solutions
Online Learning in the Age of SCORM
Claude Ostyn
Learning Standards Strategist
Leader in |Enterprise
Productivity
Aspen | ToolBook | Consulting
Implementation
| SolutionsSolutions
Synopsis
This presentation was designed to achieve the
following objectives:
• Provide a synopsis of SCORM 1.2 and 1.3
• Provide a synopsis of Reusable Competency Definitions
• Describe some of the ways SCORM and Reusable
Competency Definitions affect instructional design
• Explore one or more simple sequencing scenarios
• Relate sequencing and competency management
Copyright © 2003 Click2learn, Inc. – All rights reserved
Leader in Enterprise Productivity Solutions
Not the 20th Century E-learning anymore
Management
Learner
Trainer
Learning
Content
The push model
Leader in Enterprise Productivity Solutions
Not the 20th Century E-learning anymore
Management
Learner
Trainer
Learning
Content
Analysis
Design
Implementation
Evaluation
ISD
Leader in Enterprise Productivity Solutions
This is not your parent’s E-learning anymore
Working = Learning
Leader in Enterprise Productivity Solutions
Working = Learning = Working = Learning
Sub- Manageordinate ment
CoClient
worker
Business
results
Competency
data
Trainer
Informal
knowledge
Learner
Learning
Content
Leader in Enterprise Productivity Solutions
Evolution
From
Focus on Instruction
To
Focus on Outcomes
From
Individual pedagogy
To
Social pedagogy
From
Know it all
To
Just in time
From
Lone Learner
To
Learning together
From
CBT
To
Blended learning
From
e-learning
To
Learning
Leader in Enterprise Productivity Solutions
Is there still a place for ISD?
Yesterday’s model
Taskspecific
Analysis
Stable
design
Design
Big $$$, lots of
time
Implementation
Trainingspecific
Evaluation
Leader in Enterprise Productivity Solutions
Is there still a place for ISD?
Yesterday’s model
Taskspecific
Analysis
Stable
design
Design
Big $$$, lots of
time
Implementation
Trainingspecific
Evaluation
Start Here
Today’s model
Short time
Automation
Working & learning
ecosystem
Competency
requirements
Focus on
strategy
Business
requirements
Flexible
Analysis
Reconfigurable
Design
Cannibalize &
reuse
Make new content
standardscompliant
Implementation
360°
Evaluation
Leader in Enterprise Productivity Solutions
Is there still a place for ISD?
Yesterday’s model
Taskspecific
Analysis
Stable
design
Design
Big $$$, lots of
time
Implementation
Trainingspecific
Evaluation
Today’s model
Short time
Automation
Working & learning
ecosystem
Competency
requirements
Focus on
strategy
Business
requirements
Flexible
Analysis
Reconfigurable
Design
Cannibalize &
reuse
Make new content
standardscompliant
Implementation
360°
Evaluation
Leader in Enterprise Productivity Solutions
The Content Delivery Challenge
Bandwidth
Learning
Content
Delivery
device
Gigabit
Desktop
computer
Broadband
Limited
resolution
laptop
Modem
Sporadic
connection
Offline
Rendering
Language
requirements
Perceptual
accessibility
requirements
PDA
Motor
accessibility
requirements
Mobile
device
("phone")
Other
accessibility
requirements
Learner
Leader in Enterprise Productivity Solutions
Where can learning technology standards help?
To design and implement:
•
Competency requirements
• Reusable Competency Definitions
•
Adaptive instructional strategies
• Simple sequencing, SCORM 1.3
•
Flexible and reconfigurable
• SCORM
•
Content gathering automation
• IEEE Metadata, SCORM metadata
•
Content reuse, cannibalization
• SCORM
•
Quick deployment, regardless
• SCORM, IEEE API
of platforms
•
Accessibility, ADA compliance
• IMS Accessibility profiles
•
Assessment data collection
• IEEE content object
communication
Leader in Enterprise Productivity Solutions
A closer look at two standards initiatives
• Which
• Reusable Competency Definitions (RDCEO)
• SCORM
• Point of view
• How they can impact learning
Leader in Enterprise Productivity Solutions
General competency data framework
Definition
Context
Competency data may
include
• Reusable (generic)
definition of the
competency
• Evidence of competency
(e.g. result of assessment)
Evidence
• Context within which the
competency is defined, or
that defines the competency
(e.g. social or work context)
• Dimensions
(e.g. proficiency on a scale,
duration of a certification)
Leader in Enterprise Productivity Solutions
Reusable Competency Definition
Context
D
Evidence
im
en
si
on
s
Definition
Reusable
• For different people
• In different contexts
• With different evidence
• With different metrics
Example
“Can diagnose a fault in a
Cat5 network cable”
Leader in Enterprise Productivity Solutions
For example
X001 is the identifier of a competency definition
• Here is an activity designed to learn X001
• Here is a learning object designed to learn X001
• Here is a different learning object designed to learn
X001; this one is a video clip
• Here is someone who is an expert resource on X001
• Here is a learning object designed to practice X001
• Here is an assessment designed to test X001
• Here is some evidence that Ann knows how to do X001
• Here is some evidence that Joe was assessed on X001,
using instrument XYZ on June 2, 2003, with a 72% score
Leader in Enterprise Productivity Solutions
Application example
Unique identifiers of competency definitions, regardless of the content of the
definition, can be used as “currency” in learning system operations.
Context
Learner’s Competency
Records
Competency
model
Evidence
A
Definitions
B
N
C
P
Q
R
D
T
E
K
C
Y
Learner’s Target
Competencies
F
P
R
Legend
A
Skill gap
analysis
B
P
Q
Required competency
Acquired competency
B ID of competency
definition
System view = “This learner needs A, B, and Q but not P”
Human view = Understand what is defined by A, B, Q, P, etc.
Leader in Enterprise Productivity Solutions
SCORM
Shareable Content Object Reference Model
• Advanced Distributed Learning initiative
• Dept. of Defense, Dept. of Labor, Industry, Education
• Initial focus: Distributed learning accessible through a web browser
• Deliver and track through any LMS, any browser, anywhere
Leader in Enterprise Productivity Solutions
SCORM
Shareable Content Object Reference Model
• Advanced Distributed Learning initiative
• Dept. of Defense, Dept. of Labor, Industry, Education
• Initial focus: Distributed learning accessible through a web browser
• Deliver and track through any LMS, any browser, anywhere
SCORM 1.2
• How to package content to make it portable
• Metadata (information about it)
• How a LMS launches the content in a browser
• How content communicates with the LMS
• What is being communicated
Leader in Enterprise Productivity Solutions
SCORM works today
• Adopted by all major
LMS & LCMS vendors
• Used by Fortune 1000
enterprises
• Mandated by DoD,
other federal agencies
• Content vendors are
slower to adopt
Time to deploy content
Before SCORM: Weeks, months…
With SCORM: Seconds, minutes…
Cost of content integration
Before SCORM with SCORM
Leader in Enterprise Productivity Solutions
SCORM 1.2 – Instructional design perspective
Advantages
• Reusable content objects
• The learner chooses
• Flexible aggregation model
• Use your favorite
nomenclature
• Shortened timeline allow
more timely content
• Broader deployment options
and better longevity allow
better ROI for desirable but
expensive content (e.g.
simulations)
• No restriction on pedagogical
approach
Limitations
• No sequencing between
content objects – the learner
chooses
• No guided learning
• Adaptive learning strategies
must be built inside the
content objects
• No standard for collaborative
learning
• Some tools are only
beginning to catch up
Leader in Enterprise Productivity Solutions
SCORM evolves
SCORM 1.3
• Focus on activities that use content, rather than content as such
• Sequencing of activities
• Adaptive sequencing options
• Expected final version: Late 2003
SCORM 1.2
• How to package content to make it portable
• Metadata (information about it)
• How a LMS launches the content in a browser
• How the content communicates with the LMS
• What is being communicated
• In use today
Leader in Enterprise Productivity Solutions
SCORM 1.3 – Instructional design perspective
Advantages
• Advantages of SCORM 1.2
• Designer can choose to
sequence the activities that
use the content objects
• Sequencing rules based on
success and/or completion
• Supports tracking &
assessment of competencies
• Can mix guided learning with
discovery and free play
• Adaptive learning strategies
can be defined for all levels
of the activity tree
• Allows visual continuity
Limitations
• Collaborative learning is out
of scope
• No support for interacting
with “persistent” simulations
(but it’s in the works)
• High level design and
authoring tools to really take
advantage of SCORM 1.3
will take a while to appear
• Main problem: Failure of
imagination
Leader in Enterprise Productivity Solutions
For example
The following slides illustrate
some simple sequencing
scenarios in SCORM 1.3
Except as otherwise noted, these
scenarios are not supported by
SCORM 1.2, but must be
supported by every SCORM 1.3
conformant player.
This functionality is defined in
the current SCORM 1.3 draft and
is stable. Other aspects of the
SCORM 1.3 draft are subject to
change before the final version is
released.
Leader in Enterprise Productivity Solutions
A designed learning activity “cluster”
Unit X
Pre-test
Tutorial
Topic 1
Topic 2
Topic 3
Post-test
Unit X+1
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Activities associated to competency definitions
Relevant for: SKILLSET1
also SKILL1, SKILL2, SKILL3
Unit X
Pre-test
Tutorial
Topic 1
Topic 2
Topic 3
Relevant for: SKILLSET1
also SKILL1, SKILL2, SKILL3
Relevant for: SKILL1
Relevant for: SKILL2
Relevant for: SKILL3
Post-test
Unit X+1
Relevant for: SKILLSET1
also SKILL1, SKILL2, SKILL3
Note: SCORM 1.3 does not specify or require the
use of competency definitions, but it dovetails neatly
inbyEnterprise
with thatLeader
specification
allowing you toProductivity
associate
custom objective identifiers with one or more activities.
Solutions
Resource association
Unit X
Pre-test
Tutorial
Topic 1
Topic 2
Topic 3
Post-test
Each “leaf” activity (activity that
does not have sub-activities)
typically uses a learning
resource: Content, assessment,
ILT course, …
In SCORM 1.2, the user can
choose any activity in any order.
SCORM assumes that every leaf
activity uses a resource
accessible through a web server.
Unit X+1
Leader in Enterprise Productivity Solutions
Navigation mode: Choice
The learner can choose any
activity, in any order.
Unit X
Pre-test
Tutorial
Topic 1
This is the only navigation mode
that can be assumed in SCORM
1.2
Topic 2
Topic 3
Post-test
Unit X+1
Leader in Enterprise Productivity Solutions
Navigation mode: Guided flow
Unit X
Pre-test
Tutorial
The designer enables the “flow”
mode.
This guides the learner through
each activity in a predictable
sequence.
Topic 1
Topic 2
Topic 3
Post-test
Unit X+1
Leader in Enterprise Productivity Solutions
Navigation mode: Choice + Flow
The learner can choose any
activity, in any order.
Unit X
Pre-test
Tutorial
Topic 1
Topic 2
Topic 3
Post-test
Unit X+1
The learner can also follow the
guided flow. For example, just
clicking a “Continue” button will
go to the next activity in the flow.
Two different learning styles can
be accommodated by this simple
combination. Field independent
learners do not want to follow a
flow, but field dependent learners
tend to use the guided flow.
Leader in Enterprise Productivity Solutions
The design may also embed rules
Rules
Unit X
Pre-test
Tutorial
Topic 1
Topic 2
Topic 3
Retry until successful
•Use pre-test to determine
which topics to suggest to the
user in the guided flow
•Can be taken only once
•If passed, skip to next unit
In the tutorial
•Skip topics already mastered
•Skip all if pre-test passed
Post-test
Unit X+1
•Once post-test taken, learner
can no longer take the pretest.
Leader in Enterprise Productivity Solutions
Tracking data model for each activity
Success
Successful?
How successful? (“score”)
Completion
Completed?
Applies to activity objective.
The objective can be implicit or
explicit (e.g. reference to a
reusable competency definition)
Leader in Enterprise Productivity Solutions
Example: Learner tries, fails, tries again
Rules
Unit X
Pre-test
Tutorial
Topic 1
Topic 2
Topic 3
Retry until successful
•Use pre-test to determine
which topics to suggest to the
user in the guided flow
•Can be taken only once
•If passed, skip to next unit
In the tutorial
•Skip topics already mastered
•Skip all if pre-test passed
Post-test
Unit X+1
•Once post-test taken, learner
can no longer take the pretest.
Leader in Enterprise Productivity Solutions
Scenario 1: “Test out” of the learning activity
Unit X
Pre-test
Tutorial
User masters every
objective in the pre-test
Pretest results
Objective SKILL1
Topic 1
Objective SKILL2
Topic 2
Objective SKILL3
Topic 3
Objective SKILLSET1
Post-test
Unit X+1
Leader in Enterprise Productivity Solutions
Scenario 1: “Test out” of the learning activity
Unit X
Pre-test
Tutorial
User masters 2 of 3
objectives in the pre-test
Pretest results
Objective SKILL1
Topic 1
Objective SKILL2
Topic 2
Objective SKILL3
Topic 3
Objective SKILLSET1
Post-test
Unit X+1
Leader in Enterprise Productivity Solutions
Scenario 1: “Test out” of the learning activity
Unit X
Pre-test
Tutorial
Topic 1
Topic 2
Topic 3
User masters none of the 3
objectives in the pre-test
Pretest results
Objective SKILL1
Objective SKILL2
Objective SKILL3
Objective SKILLSET1
Post-test
Unit X+1
Leader in Enterprise Productivity Solutions
Scenario 1: “Test out” of the learning activity
User skips the pre-test and
chooses some activity
Unit X
Pre-test
Tutorial
Topic 1
Topic 2
Topic 3
Post-test
Unit X+1
Pretest results
Objective SKILL1
Objective SKILL2
Objective SKILL3
Objective SKILLSET1
The post-test may update
the status of the objectives
even if the pre-test was not
taken
Leader in Enterprise Productivity Solutions
Example: Different strategy second time around
Rules
Unit X
Pre-test
Tutorial
Topic 1
Topic 2
Topic 3
Retry until successful
•Use pre-test to determine
which topics to suggest to the
user in the guided flow
•Can be taken only once
•If passed, skip to next unit
In the tutorial
•Skip topics already mastered
•Skip all if pre-test passed
Post-test
Unit X+1
•Once post-test taken, learner
can no longer take the pretest.
Leader in Enterprise Productivity Solutions
Example: Use different method on retry
Rules
Topic 1 (cluster)
Introduction
Skip if completed previously
Method 1
•Skip if completed previously
•Exit cluster when completed
Method 2
Method 3
Else…
(no special rule)
Next in flow
1st pass
2nd pass
3rd pass
On 1st pass, use Method 1; on 2nd
pass, use Method 2; on 3rd pass, use
Method 3; on any subsequent pass,
use the Else method.
Leader in Enterprise Productivity Solutions
Applications of the SCORM activity model
• The SCORM 1.3 simple sequencing model and rule can
be applied to various scales and purposes
•
•
•
•
A curriculum
A course
A game
The workflow through a task
• Patterns of activity rules may become reusable strategy
templates
• Independent of the goal
• Independent of the learning resources used
• Conceptual challenge
• Think in terms of “skip and retry, and check status” rather
than traditional CBT “branching”.
Leader in Enterprise Productivity Solutions
Activities and competency management
• Existing competency records may affect sequencing
• E.g. Skip activity if existing records show that the objective
has been mastered already
• A “learning plan” is no longer tied to specific learning
resources
• Whatever resource can achieve the same objective will do
• Content can be modified and updated without having to
lose user tracking information, because competency
records are keyed to competency definitions, not to
specific learning resources.
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Summary
Before, effective design meant
• Active engagement of the
learner
• Adaptability to learner’s
knowledge and traits
• Alignment with training goals
and objectives
• Creating a nice piece of content
• Strong graphic design and
continuity
• Progressive, planned
elaboration of conceptual
knowledge and skills.
• 5 year plans
Now, effective design means
• Active engagement of the
learner
• Adaptability to learner’s
knowledge and traits
• Alignment with business goals
and objectives
• Using whatever means will lead
to learning, often in a blended
approach
• MTV approach –learning is a
discontinuous process.
• Guerilla learning – whatever
works, when it needs to work
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So, where to start
Focus on the goals
1. What are the business drivers?
2. Which competencies or skills do we need to build?
3. Where do they apply?
4. Are they already defined somewhere? (if so, reuse those
definitions; otherwise create them)
5. What resources are already available? (are there learning
objects described by standard metadata we can search)
Then do it
1. Easier said than done, need tools and platforms. A
traditional LMS is no longer enough
2. Let learners be the guide—if they need it they’ll use it
Leader in Enterprise Productivity Solutions
Thank you
Claude.Ostyn@Click2learn.com
(See next slide for some acronyms, buzzword definitions and links)
Leader in Enterprise Productivity Solutions
Acronyms and buzzwords
SCORM (explained in this presentation)
AICC – Aviation Industry CBT Committee (http://www.aicc.org)
One of the first organizations that published CBT technology standards for the
aviation industry. SCORM is based in part on some elements of an AICC
specification.
IMS – IMS Global Learning Consortium (http://imsglobal.org)
Consortium of higher education, industry and government organizations to
develop E-learning standards. SCORM is based in part on IMS specifications.
IEEE LTSC -- Learning Technology Standards Committee of the International Electrical
and Electronic Engineers standards association. (http://ltsc.ieee.org) An
international accredited standards organization.
SCORM is based in part on IEEE standards and drafts.
ISD – Instructional System Design
A methodology that was developed a few decades ago large size military and
industrial instructional design and training deployment, to try to guarantee that a
standard process is followed and documented. Hotly debated for years.
HR-XML Consortium (http://hr-xml.org)
A consortium of corporations and HR services vendors, that specified XML
schemas for exchange and storage of HR information
Leader in Enterprise Productivity Solutions