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transcript
© eXact learning solutions 2012
Dynamic Publishing A content-centric approach to learning personalization
Summary
The need for a content-centric strategy to
corporate training and learning
personalization to address various converging
business pressures has been emerging in
recent years.
Distributed software architectures support
effective publishing and learning strategies by
focusing on organizational business goals and
the needs of key stakeholders in the end-to-
end learning and training scenario.
This paper reviews the concept of distributed
architectures and introduces the advantages
of passing from “Static Publishing” to
“Dynamic Publishing. Dynamic Publishing is an
innovative approach to content production
and distribution capable of adapting learning
content to the user’s device, platform and
skills. The last part of the paper describes
how eXact LCMS may be adopted as a central
Learning Content Management Solution to
favor a Dynamic Publishing roadmap
interoperating with potentially -any LMS or
delivery portal already in place.
Why a content-centric approach?
Today, knowledge has the primary
characteristic of being highly distributable,
practically anywhere both within and outside
an organization. Continuous changes in laws
and procedures, technical product
specifications and compliance regulations -
especially in highly regulated sectors -
demand rapid re-distribution of up-to-date
knowledge both within and between
organizations. This applies to all knowledge-
related processes within an organization,
including but not limited to blended training
and development initiatives.
A sustainable approach to continuous learning
content production, distribution and
maintenance requires effective workflow
definition, agile project management,
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template-based content development, simple
though effective tagging and classification,
ease of content/asset retrieval and reuse, as
well as highly efficient overall asset
management policies.
Field staff needs access to up-to-date
material on demand, while the training and
learning organization must control the
consistency and quality of all material that
circulates in its complex, geographically
dispersed operations. This results in a strong
need for a single-source, centralized content
strategy for every growing or emerging
enterprise.
Digital information is undergoing a major
change thanks to the proliferation of new
distributive models. These models will not
only reform the way that information has
been distributed for the past ten years, but
will also become the ideal channels for
reaching communities that require training,
which is increasingly personalized and social
in nature.
Implementing a solid content strategy is of
paramount importance to support blended
learning processes. Blended learning responds
to new communicative and formative needs
resulting from globalization, among other
changes to business processes in the last
decade. It reduces costs of traditional training
and enables more effective knowledge
distribution channels. It also addresses the
challenges faced by distributed and dynamic
organizations, such as multi-brand course
catalogues, multi-language learning programs
and multi-device delivery channels.
Finally, a large number of content producers
need to integrate content management with
different delivery platforms and HR solutions.
During this transition, mixing and matching
various authoring and delivery architectures
and formats will be necessary.
Content and delivery strategies
Adopting a content-centric strategy is key for
those organizations that rely heavily on
content within their learning and training
processes. Those may include organizations
acting in highly-regulated sectors or having
global, multi-language and geographically
dispersed operations.
A solid publishing strategy generates a high
LMS or LCMS?
LMS LCMS Simply stated, a Learning Management System
(LMS) is a learner–centric system that focuses on
the management of learning processes, from
planning to delivery and accounting.
A Learning Content Management System (LCMS) is a
content–centric system that focuses on the authoring
and management of content to be used - and possibly
reused - during learning processes
LMSs are about learners and organizations - the
logistics of managing learners, learning activities,
and the competency mapping of an organization.
These systems manage and track the relationship
between the users and learning activities, including
progress on different activities, as well as the
competencies and skill-levels acquired.
LCMSs are about creating, storing, reusing, managing and delivering personalized learning content from a central digital repository. Users, such as administrators, authors, instructors and subject matter experts, create new or upload existing instructional content, upload existing third party content, manage revisions, collaborate in content projects and so on. LCMSs focus on learning objects and content reuse.
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ROI by supporting a content development,
repurposing and management model for
blending instructional content and traditional
training initiatives with the more innovative
distance and mobile learning processes (often
referred to as “mLearning”).
All these needs triggered the evolution of
Learning Content Management Systems
(LCMS), which focus on content and all the
processes around it.
LCMSs and LMSs are different, but can also be
complementary. Together, they form a
powerful combination for a robust learning
platform.
Due to the rapid uptake of SCORM standards,
an ideal learning architecture should separate
content production, storage and delivery sub-
architectures from those dedicated to the
management of learning processes. It should
allow for interfacing modules and exchanging
content packages in standard and shared
formats.
LCMS-LMS integration strategies
With the growth of learning content
production processes within online learning
processes, cross LCMS –LMS content delivery
models are migrating across the three levels
depicted in Figure 1.
This implies a maturity model from simple
handover of contents (Static Publishing) to
more appropriate strategies for content
linking at learning time (Dynamic Publishing).
In a Dynamic Publishing framework, content is
held in the LCMS repositories and the LMS
activates links to contents at run time, giving
direct access to single Learning Objects (also
Static publishing(manual or automatic)
Digital repository
Additionalsources Other
front-end systems
LMS content server
Manual or Automatichand-over of content
Digital repository
AuthorsInstructional Designers
SMEs
LearnersTutors
Administrators
Authoring tool(s) 3rd party LMS
Additionaldelivery portals
Reporting database
Tracking engine
SCORM rendering
and sequencing
engine
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Dynamic publishing(SCORM Player on LCMS or LMS side)
Figure 1 – Static vs Dynamic publishing
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known as learning units, modules, activities
or, in SCORM terms, SCOs) or to fully fledged
SCORM packages. In the latter case,
responsibility for playing content, sequencing
and tracking learners’ experiences and
proficiencies, as well as administering tests
resides on the content delivery side -
leveraging the need for SCORM play abilities
to be directly embedded into the LCMS
architectural space.
The advent of more adaptive formats such as
SCORM 2004, Learning Design and Common
Cartridge (respectively adding adaptability,
multi-user access, and services-oriented
integration to learning contents and
assessments) are accelerating dynamic
content strategies and trends towards content
separation between LMS and LCMS.
By implementing a distributed architecture
offering Dynamic Publishing of contents, with
independent SCORM rendering and tracking
capabilities, digital repositories hosting
Learning Objects may expose contents to 3r d
party platforms using shared taxonomies and
classification for easier and effective content
gathering, selection and personalization.
Within such cross-platform integration
scenarios innovative media, location-based
and skills-based personalization approaches
may be used to customize learning packages
based on the detected media, location and
skill levels of end users. Figure 2 illustrates
skills-based content personalization
leveraging Dynamic Publishing across a digital
repository, holding remediation and
assessment materials, and a competency
management and skill gap analysis platform.
An LCMS must support clients in achieving
their own content strategy maturity model,
moving from whatever content lifecycle and
workflow setup they might embrace today to
a proper dynamic content lifecycle, across
different levels of publishing and distribution
models of choice.
Let’s see, then, different content publishing
strategies. Assess the pros and cons, what
scenarios favor one approach or another - and
what the cost and effort is for each, both in
terms of system integration work and system
resources.
Static publishing
Static publishing is about producing and
storing learning content source data in the
LCMS and moving a copy of final learning
packages to the LMS for delivery to end users.
How does “Static publishing” work
Content Packages and all resource files
included in each Package are moved or copied
(published) one at a time or in batches from
the LCMS or authoring tool to the third party
LMS. Compatibility is assured by the mutual
support of a shared standard such as SCORM
content packaging specification. Static
publishing architectures do not require any
specific integration work to be done on the
two systems. Static publishing integrations
may be summarized as in the following steps:
• Learning content is produced, reviewed
and signed-off in the LCMS or Authoring
tool of choice
• Once ready, learning packages are
exported in a standard format (usually
SCORM Packages or AICC course files) and
published (“uploaded” or “sent”) to the
target LMS.
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• Learning content is accessed by LMS users
without them requiring direct access to
the LCMS.
When to consider “Static publishing”?
Static publishing is a good fit in a variety of
scenarios including:
• Large-scale implementations, where
learning content only covers a limited
span of the learning scenario, or where
the technology landscape imposes a hard
separation between publishing and
training environments.
• Low-level and small-scale need for
content updates and content publishing
between the LCMS and LMS, where the
back-end management of the content is
done by a small, dedicated group. Such
power users may prefer to apply a manual
approach to this process.
• Low-budget projects - A more robust
integration requires effort in terms of
analysis and development, hence
impacting the budget.
• During a Proof of Concept phase when
simplicity is key. Power users can
familiarize themselves with the way the
two platforms work separately, before
considering the integrated picture. Once
this is matured, the organization can more
REMEDIATION
LEARNING OBJECTIVES
Course -
lessonplan
Skill Gaps
Learning Package
Learning Unit
Learning Unit
Learning Unit
Learning Unit
Skill
Job
Competency Profile
Skill Level
Skill
Skill Level Skill Level
Skill
Coursecatalogues
Metadata
Assessment
Figure 2 - The relevance of Dynamic linking for Skills-based personalization
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easily be guided to the next stage,
automating the process of publishing
updates and data synchronization.
• Missing interaction or knowledge of the
third party LMS in place. If the customer
works with LMS portals with limited
technical knowledge about them or, if it is
not possible to create a liaison between
LCMS provider and LMS provider.
Automating the handover of packages
Implementing “Static publishing” does not
require any special integration works since
learning packages can be manually
downloaded by the LCMS Administrator in a
standard format (usually SCORM Packaging,
which consists in a zip file containing both
course structure and all needed resource
files), then uploaded by the LMS
Administrator to the target portal of choice.
Nonetheless, most LCMS and LMS systems
allow setting up a first level of integration
that may improve (automate) the way content
files are transferred from the LCMS to the
LMS.
Where such integration is in place, course
packages are moved from one system to the
other through Web Services or other sort of
APIs available in the two systems. Content
hand-over may be implemented according to
a “push” (LCMS to publish new packages to
the LMS) or “pull” (LMS to request available
updates to the LCMS on a regular base)
modality. Mixed push-pull scenarios can also
be envisaged, leveraging standard integration
protocols such as AICC PENS i.
What is usually available off-the-shelf
and what integration work is required?
Manual handover:
No integration work is usually required if the
authoring tools, the LCMS and the target LMS
are compliant with a common interoperability
standard such as SCORM, AICC, IMS Content
Packaging or Common Cartridge.
Post publishing XML transformations (XSLT) may be
required in case the LMS imports XML formats,
which are SCORM dialects or are different from
what is produced by the LCMS architecture by
default.
In such cases the LCMS’s ability to automatically
hook post processing transformation layers to the
workflow status of content is a clear added value.
What architecture do I need to deploy?
Manual handover:
No specific architecture besides the ones
necessary to run the two systems
independently
Automated handover:
The two systems should be able to
communicate with each other through a
standard HTTP channel or web services.
Pros and Cons of Static publishing
integrations
Pros:
• Thanks to the adherence of LCMSs and
LMSs to standards, integration is
straightforward.
• End users never access the LCMS, and no
LMS users need to be registered in the
LCMS.
• Hardware sizing on the LCMS side is
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usually limited to support the actual
publishing team; delivering content to a
large community of learners does not
imply specific requirements on the LCMS
side.
Cons:
• Duplicated copies of the same content
items are located in two different
repositories.
• Lack of a single central repository able to
assure consistency and effectiveness to
the content management processes
• The two core phases of typical learning
processes - content publishing and
delivery - are disconnected.
• Content publishers do not have any
control over the content being delivered.
• Time consuming and risk-prone
maintenance of the LMS catalogue, issues
updating packages on some LMSs, and a
lack of alignment between the two
systems.
• Does not really solve the problem of
distributed architectures. Read below to
know why.
Dynamic Publishing
As noted previously, digital knowledge has the
primary characteristic of being highly
distributable. Dynamic Publishing is the way
to transform this challenge into a win-win for
content producers and knowledge consumers –
a challenge that Static Publishing cannot
meet. Indeed, the combination of a central
Digital Repository with an effective single-
source content publishing strategy and
distributed content management processes
may overcome the limitations of traditional
publishing. In this chapter we will show how
to implement a “Dynamic Publishing”
infrastructure through the integration of your
existing Learning Portal and any LMS platform
of choice and a central Learning Content
Management System (LCMS).
Dynamic Publishing is about delivering
learning package contents directly from the
LCMS without the need to migrate course
contents from one system to the other. This
may happen in two main ways:
Passing the SCORM package structure to
the LMS, linking back learning objects
(SCOs) from the LCMS. The course player
would reside on the LMS whilst course
contents would be streamed live from the
LCMS central repository. This way only
course structures and navigation rules
would be duplicated across the two
systems and the live sequencing of
content managed by the LMS resident
SCORM player
Providing the overall learning content
package as a service directly run and
managed by the central LCMS. In this
approach, no duplication occurs (neither
course structure nor content files) and the
learning activity is consistently provided
to all front-end learning portals possibly
connected to the same central LCMS
repository. In this case the live rendering,
sequencing and tracking of contents would
happen on the LCMS, returning grading to
the LMS at the end of the learning
experience.
We will see in the following the implication of
both approaches.
LMS-side SCORM Player
In this integration modality, learning packages
are published to the LMS in the form of
“skinny packages”. Indeed, the packages
published to the LMS only include the course
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description (“Metadata”) and the course
structure (“Organization”).
This means that content files are not included
in the package to be imported in the LMS but
rather the link to the actual location of each
Learning Object (or “SCO”) in the LCMS is
provided. This implies that the content files
are kept on the LCMS and streamed to the
LMS SCORM Player upon user access. Thus:
• Content rendering is done by the LMS
• SCORM Tracking is performed and
managed by the LMS
• Tracking reports are provided by the LMS
• The LCMS mainly acts as a content server
This approach requires implementing one of
the available solutions to the security issue
known as the “SCORM cross domain issue ii”
When to consider this solution?
This is the option that works best if there is
an existing LMS with adequate SCORM 1.2 or
SCORM 2004 rendering, sequencing and
tracking capabilities.
What is available off-the-shelf and what
integration work is required?
Advanced Learning Content Management
Systems usually offer, off-the-shelf, relevant
workflow engines assigning, throughout the
content lifecycle, specific “events” and
“status” to the content. These may be used
to drive integration and Interoperability
across the LCMS and LMS, pushing or pulling
the content at the right time according the
publishing strategy of choice.
In particular:
• The publishing engine leveraging LCMS
triggers may be developed by any system
integrator of choice - based on the
relevant workflow steps for content
handover.
• Single Sign On (SSO) may be required if
user authentication and authorization for
material access security is to be enforced
on the LCMS.
Complexity and development effort depend
on the web services and/or APIs available on
both the LCMS and LMS.
What architecture do I need to deploy?
A heavier load on the LCMS front end, linearly
proportional to the number of concurrent
users on the LMS, requires an appropriate
hardware sizing on the Content Server.
Advanced LCMS platforms support a
distributed deployment of LCMS content
server and application server, so that the
most appropriate performance can be
achieved.
LCMS side SCORM Player
Using the SCORM Player on the LCMS side
means that SCORM contents are exposed to
LMS end users (learners) as learning
experiences. Since learning packages are
played through the SCORM Player provided by
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the LCMS, all SCORM tracking activity also
happens on the LCMS side.
In this case, learning packages handed over to
the LMS only include course descriptions
(“Metadata”), which are used to populate the
course catalogue on the LMS, and a unique
identifier of the learning package in the LCMS
(usually in the form of a URI - Unique
Resource Identifier, or URL - Uniform
Resource Locator). This is used by the LMS to
identify and launch the course in the LCMS
SCORM Player upon request.
It’s worth highlighting that, from a learning
perspective, learners’ experience happens in
(and is tracked by) the LCMS. Indeed:
• SCORM Tracking happens in the LCMS
• Detailed historical reports are available on
the LCMS
The LMS gets the required tracking
information (usually at course level) from the
LCMS every time a learning session is
completed, or based on parameters defined
by each organization (an LCMS may provide
several options related to what tracking
information is exchanged between the two
systems, its level of granularity and expiration
criteria).
When to consider this solution?
This is the option to consider when the
existing LMS has little or no capabilities to
run, sequence and track SCORM 1.2 or SCORM
2004 content packages. Also, this approach is
suggested when the same catalogue courses
are supposed to be delivered through more
than one LMS and a consistent user
experience is requested for learners. In such
scenarios, an adequate LCMS backup provides
embedded rendering, tracking and reporting
functionality. This option may also be used to
extend existing LMS platforms with delivery
capabilities covering mobile and location
based learning contexts.
This integration scenario usually demands a
higher integration effort between the LCMS
and LMS, but avoids any cross-domain, SCORM
interpretation or interoperability issue in
general.
What is available off-the-shelf and what
integration work is required?
In addition to the requirements of the “LMS-
side SCORM Player” architecture described
previously, LMS end users must be registered
on the LCMS and will access the LCMS
environment each time they play a learning
package. This implies that:
• User credentials are aligned between the
two systems (a variety of methods may be
available, supporting user alignment
across the LCMS and the learning portals
consuming its content repository)
• Tracking data is aligned between the two
systems (also in this case aggregation level
and expiration policies may be defined as
per client requirements)
The best approach to data alignment strongly
depends on the global deployment strategy of
the client organization, relying on the use of
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the learning and testing information (most of
which captured by SCORM tracking standard)
in the organization (those may be used to
feed the corporate HR or ERP system, or
exported to other talent and performance
management tools).
What architecture do I need to deploy?
Setting up the architecture required to use
the SCORM Player provided by the LCMS is
more challenging than the “LMS-side SCORM
Player” approach described previously.
However, it is more powerful. It may allow
implementing “smart” adaptive learning paths
across multiple learning packages and
different delivery devices. There is also the
option of setting up more extensive and
detailed tracking reports. The combination of
proper sequencing and navigation rules (as
defined according to the SCORM 2004
standard), tracking of user performances,
assessments and achievement of learning
objectives allows designing adaptive learning
experiences that fit the actual needs of every
learner in every phase of her or his
educational experience.
Ten main benefits of Dynamic Publishing
Dynamic Publishing has many benefits for
content-centric learning processes, for
organisations having the possibility to put an
LCMS-LMS interconnection in place.
Dynamic Publishing offers the following ten
major benefits:
1. Effective maintenance of content
updates. Dynamic Publishing uses “links”
to contents coming from one single
content store to be delivered live and
transparently into third party delivery
channels, including any LMS of choice,
with single sign-on and platform-to-
platform interoperability for accessing and
delivering the content to end users.
Should you be updating the content often,
traditional handover of content would
require constant and repeated content
regeneration, duplication, download and
upload to transport content between
different systems. This generates heavy
maintainance cycles and maintainance
overload. Dynamic Publishing doesn’t
physically move the content but, rather,
provides “smart” links to it.
2. Efficient management of storage space
and bandwidth consumption. Dynamic
Publishing uses “links” to assign content.
Should you deliver the same learning
content to multiple classrooms across
different LMSs, you could end up with a
proliferation of course copies. Linking
enables you to have just one copy for each
piece of content and uses virtual “links”
to assign it many times to classes and
curricula. This produces a saving in disk
space, congestion and infrastructure
resources.
3. Flexible re-packaging and re-sequencing
of contents. Dynamic Publishing enables
authors and instructional designers to
create personalized playlists of content by
using “links” rather than physicial copies
of the content. This enables very fast,
“drag & drop” composition of new
learning content “play lists” including
“links” to more granular objects. In
essence, new sequences of content made
on-the-fly to accommodate personalized
learning paths may be refactored easily
and rapidly by each instructional designer
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without the need to physically duplicate,
replicate and reload content into the
delivery platform.
4. LMS platform independency. Dynamic
Publishing protects content investments
by taking the content “out” from any
delivery platform it might be locked into.
Should you want to change to a new LMS
platform and/or should your LMS platform
go out of the market or change model,
you already have the content separately.
In this case, migration can be much easier
- even as simple as opening the content
store to a third party platform.
5. Wider re-usability of contents. Dynamic
Publishing, coupled with stand-alone
SCORM players and tracking engines (there
are many on the market), enables
contents to be accessible even without an
underlying LMS. Should you want content
to be delivered and tracked without any
formal curriculum delivery process, you
may expose dynamically linked learning
contents directly to non-LMS platforms
such as ERP, CRM or B2B, B2C or B2E
(Business to Employee) solutions. In many
cases, dynamically linked content -
resident in central LCMS repository and
delivered through a certified SCORM
Player capable of SCORM content delivery
and a robust SCORM tracking and reporting
engine - may be launched from third party
dedicated systems optimized to the
specific client performance support and
talent development infrastructure.
6. Open accessibility of contents. Dynamic
Publishing coupled with an appropriate
digital repository solution may be exposed
to third party networks and marketplaces
using standard web services and protocols.
This enables paying or allied subscribers to
harvest metadata, request content and,
eventually, launch them using the digital
repository’s rendering and tracking
services.
7. Innovative business modelling. Points 4,
5 and 6 above underpin the possibility of
new generation business models where
content catalogues may be delivered to
third party networks - either on a
subscription basis or via an alliance
agreement, with no need for additional
platforms.
8. Innovative Skills personalization
solutions. One specific option enabled by
Dynamic Publishing is skills-based
personalization empowered by advanced
LCMS and Skills & Competency
Management platforms integration (see
Table 2 of this document). In this case,
Skills and Competencies may share similar
classification taxonomies as those
classifying assessments and remediation
contents in the content repository. By
enabling single sign-on across to the
systems, remediation packages may be
created automatically on the basis of the
skill gaps detected by the competency
management system. Then learners and
trainees can be enrolled into skills
remediation learning paths, allowing their
skills to be re-assessed after the
personalized content delivery takes place.
9. Innovative Media personalization
solutions. Dynamic Publishing enables
media based personalization through
integration of the LCMS with Mobile,
Location-based or Offline asynchronous
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delivery platforms. In this case, content
may be created with the LCMS authoring
capabilities and classified according to
specific media, geographic locations
and/or delivery contexts. At run time, the
content may be assigned to learners by
third party LMSs or portals, though
physically delivered, rendered and tracked
by the back-end LCMS integrated via
dynamic linking. This enables the delivery
process to be independent of the specific
media and functionality limitations of the
selected LMS.
10. Overall Content Lifecycle Strategy
optimization. All the points above are key
for content-centric learning processes
where scarce resources are dedicated to
content authoring, maintenance and
updating. A back-end infrastructure based
on extensive use of XML technology, a
Learning Objects philosophy and
interoperability standards, and integrated
at level 3, has a high ROI in terms of both
the content life cycle and strategy
optimization in the mid-term.
Static Dynamic
Manual Autom.
LMS
Player
LCMS
Player
Content is stored in one single repository
Avoids content duplication
Supports easy maintenance and immediate update of
course contents
Supports easy update of course structure and navigation
rules
SCORM Tracking and performance reporting is
centralized on LCMS side
Allows for centralized tracking of SCORM 2004 learning
objectives
Allows for delivery of SCORM content through portals
other than LMS (web portal, Intranet, CRM, ERP,
eCommerce portal)
May not require integration between LCMS and LMS
Does not require end user access to LCMS portal
Does not require end user license on the LCMS
Allows simultaneous delivery of the same contents
through different front-end delivery portals
Ensures consistency of user experience thanks to
common SCORM Player tools in online, offline and
mobile learning scenarios
Requires implementing a solution for SCORM Cross-
domain issue
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Using eXact LCMS to implement your maturity model towards Dynamic Publishing
eXact LCMS is the state-of-the-art LCMS
platform from eXact learning solutions which
is installed in more than 100 large
Organizations. It covers the whole learning
content authoring, review and approval
process, from the beginning of concept
definition, storyboarding, development and
reviewing, to the delivery of SCORM-based
learning experiences (SCORM tracked learning
packages) in multiple formats (e.g. HTML,
Flash) and scenarios (e.g. ILT, Online and
Mobile learning).
Today, eXact LCMS enterprise architecture is
one the most powerful solutions supporting
the trend towards Dynamic Publishing within
large publishing, training and learning
organizations.
eXact LCMS optionally supports both “static”
and “dynamic” publishing integration
strategies thanks to advanced off-the-shelf
web services, configurable workflow and a
dynamic linking engine that can be used to
trigger both LMS driven requests (pull) or
LCMS centered publication triggers (push) at
the end of a successful content production
process (typically linked to sign-off
procedures).
Additionally, thanks to its set of “eXact
Player” apps, the eXact LCMS empowers
Dynamic Publishing integration with any 3r d
party LMS or learning portal of choice - even
those not up-to-the date with the rendering
of latest standards, such as SCORM 2004 or
DITA.
eXact Player apps are available for delivering
SCORM content on online, offline and/or
mobile blended delivery scenarios, on any
device of the iPhone, iPad and/or Android
series.
Static and Dynamic Publishing integrations
(both “push” and “pull”) have been
implemented for many commercial and open
source Learning Management Systems (LMS)
and Virtual Learning Environments (VLE) to
date, including Plateau™ - now
SuccessFactors™, SumTotal™, Saba™,
Cornerstone On Demand™, e2train™,
Blackboard™, Sakai™, and Moodle™.
For additional information on the full eXact
LCMS modules and capabilities please visit
www.exact-learning.com.
Dynamic Publishing - A content-centric approach to eLearning
~ 14 ~ © eXact learning solutions 2012
i A specification from AICC, named Package
Exchange Specification (PENS) is an example of a
standard handover protocol adopted to notify the
availability of new content packages to import
from an LCMS to an LMS. However, no
standardized way for passing tracking information
across systems has yet been addressed or
released. ii The SCORM cross domain issue arises when the
browser hosting the RTE cannot handle requests
from two different domains). There are a variety
of ways in which the cross-domain issue can be
solvedii. Among them it’s worth highlighting:
• Deploying LMS and Content Server behind a
reverse Proxy - the Browser “sees” both RTE
and content files as if they were coming from
the same domain
• Deploying LMS tracking API’s on the LCMS (or
content server)
eXact learning solutions - Headquarters Abbazia dell’Annunziata
Via Por tobello - Baia del Silenzio 16039 Sestri Levante (GE) Italy
Tel +39.0185.4761
Fax +39.0185.43.347 www.exact-learning.com
info@ex actls.com
eXact learning solutions
eXact lear ning solutions, formerly Giunti Labs, is a leading online and mobile learning content management
and digital r epository solutions provider, offering a wide range of tools and services for content development, management and delivery, covering: • Content management and digital r epository platforms • Mobile lear ning technologies • Consulting and pr ofessional services • Multi-language bespoke learning content production
The company has over fifteen years of experience and more than 100 clients worldwide. Our technological innovations allow enterprises to improve their organizational per formance, and achieve significant reductions
in business costs.