Scorm- My Presentation

SCORM By: Balasubramaniya m. R 08-603-003

What we want? • What is SCORM? • Connection with e-learning • Application of XML Technology • Technical description about SCORM • Why it is important to us?

Background: A Thinking process?

• Design for Reuse

– What’s the right level of granularity?

• Tracking – What’s the right level of granularity?

• Metadata – How much is needed?

• LMS – What does the Table of Content look like? – Navigation Controls?

Granularity and Reusability Raw Data Informatio Learning Lesson Course (Media Elements)

Reusability

n Objects

Objective

(Aggregation)

-

Source: Academic ADL Co-Lab (adapted from Learnactivity)

(Collection)

Context

+

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 together for achieving some property of content like Accessibility, Adaptability, Affordability, Durability , reusability, interoperability

SCORM and Technology

• Content Aggregation Model

– Metadata (from IEEE LOM 1484.12) – Content Structure (derived from AICC) – Content Packaging (from IMS) – Sequencing Information (from IMS)

• Run-Time Environment – IEEE Application Programming Interface (1484.11.2) – IEEE Data Model (1484.11.1)

• Sequencing & Navigation – Sequencing Information & Behavior (from IMS)

Generalized view of LMS

•

•

SCORM Content Model Components Assets: –

building block of a learning resource.

–

text, images, sound, assessment objects or any other piece of data

–

More than one asset can be collected together to build other assets.

SCO: –

A SCO is a collection of one or more Assets that represent a single launchable learning resource

–

tracked by an LMS

Conceptual Makeup of SCO

SCORM Content Aggregation Model

Conceptual Representation of Activity

Content Organization

tag • Title • Item – title – Item – adlcp: timeLimitAction, dataFromLMS, completionthreshold – imsss:sequencing – adlnav:presentation

• Metadata • imsss:sequencing

Content Packaging

Sequence and Navigation •Three ways for learners to traverse the Activity Tree  User Choice (“Choice”)

 The learner can choose any activity in any order at any time  Flow

 The learner can only move toward the ‘next’ or ‘previous’ activity – the system determines the activity to delivery  Forward Only

 The “Previous” button is disabled.

Adding Sequencing Behavior • A –1 –B • 2 • 3

Run time environment Communicating with the LMS /* look up window hierarchy to find LMS provided API */ API.Initialize(“”); var name = API.GetValue(“cmi.learner_name”); API.SetValue(“cmi.score.scaled”, “0.9”); API.Terminate(“”);

Continue… • Must use JavaScript • There are only 8 functions that you may use Initialize(“”)

GetDiagnostic(Y)

SetValue(X, Y)

GetLastError()

GetValue(X)

GetErrorString(Z)

Commit(“”) Terminate(“”)

Where X = cmi data model element, Y = any string, Z = error code

API, API instance and API implementation

CMI data model element • • • • • • • •

Comments From Learner Comments From LMS Completion Status Completion Threshold Learner Id Learner Name Learner Preferences etc…

Conceptual API Instance Transition

SCORM Run Time Environment

Continue….

Continue….

Overall Picture in Meta-Data • Examples with showing – APIWrapper.js – imsmanifest.xml

Scope of Adaptation

Limitation considered.. (one prespecitive) • limited adaptivity • Run time environment do setting of the predefined rule with key value pair only. We can not change these values at run time after SCO made. • This is again compact and it can not be used in different context by simple change. We have to make a new imsmanifest file for the changed context of learning.

Continue…. • SCORM describes a solutions for systems, components and content interopability for learning – Data and Behavioural interoperability

• SCORM does not extend beyond learning to management of learning • SCORM does not impose any pedagogical or assessment model • SCORM supports only limited pedagogical features

Continue…. No communication across SCO’s No access to other SCO’s SCO has its own behavior Using same hierarchy for structure, behavior and display Learners are individual It can not adapt learner experience without learner interaction • There is no concept of alternate resource although we can simulate it by making various navigation restrictions • There is nothing for picking some of resource from a collection of resource • • • • • •

Development in SCORM • January 1999 — Executive Order 13111 signed tasking the DoD to develop common specifications and standards for e-learning across both federal and private sectors • January 2000 — SCORM Version 1.0 • January 2001 — SCORM Version 1.1 • October 2001 — SCORM Version 1.2 • January 2004 — SCORM 2004 (1st Edition) • July 2004 — SCORM 2004 (2nd Edition) • June 2006 — Department of Defense Instruction (DoDI) 1322.26 Requiring DoD Use of SCORM • October 2006 — SCORM 2004 (3rd Edition)

SCORM BOOK • SCORM 2004 3rd Edition Overview • SCORM 2004 3rd Edition Content Aggregation Model (CAM) book • SCORM 2004 3rd Edition Run-Time Environment (RTE) book • SCORM 2004 3rd Edition Sequencing and Navigation (SN) book

SCORM 2004 3rd Edition Overview • It gives – an overview of the SCORM 2004 3rd Edition documentation suite – the SCORM 2004 3rd Edition Conformance Test Suite – SCORM 2004 3rd Edition Sample RunTime Environment. 

The SCORM Content Aggregation Model (CAM) book • Describes – components used in a learning experience – how to package those components for exchange from system to system – how to describe those components to enable search and discovery, – how to define the sequencing rules for the components. 

The SCORM SN book • describes – how SCORM conformant content may be sequenced through a set of learner-initiated or system-initiated navigation events.  – The branching and flow of that content may be described by a predefined set of activities, typically defined at design time.  – how a SCORM conformant LMS interprets the sequencing rules expressed by a content developer along with the set of learnerinitiated or system-initiated navigation events and their effects on the run-time environment.

The SCORM RTE book • describes – the Learning Management System (LMS) requirements for managing the run-time environment – The RTE covers the requirements of SCOs and their use of the API and the SCORM Run-Time Environment Data Model.

Discussion………

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References • • • • • • • • • • • •

http://www.adlnet.gov/scorm/index.cfm http://www.adlnet.gov/downloads/index.cfm http://coe.sdsu.edu/eet/articles/scorm2/index.htm http://en.wikipedia.org/wiki/SCORM http://www2006.org/programme/files/pdf/p65-poster.pdf http://lttf.ieee.org/learn_tech/issues/january2005/index.html http://www.lsal.org/lsal/expertise/papers/presentations/id2scorm20030304/id2scor http://www.imsglobal.org http://www.imsproject.org/ http://www.aicc.org/ http://www.itsc.ieee.org/wg11/files/IEEE_1484.11.1_D5_submitted.pdf http://www.itsc.ieee.org/

THANK YOU