E-LEARNING STANDARDS OVERVIEW E-LEARNING STANDARDS OVERVIEW Dr. Elena Shoikova Eng. Dr. Elena Shoikova Eng. MSc. MSc. Technical University Technical University - Sofia - Sofia eLearning eLearning R R & & D D Laboratory Laboratory VIEWDET 2002 VIEWDET 2002 Vienna International Working Conference - eLearning Vienna International Working Conference - eLearning and eCulture, 4.-6. Dec. 2002, Vienna University of and eCulture, 4.-6. Dec. 2002, Vienna University of Technology Technology
Dr. Elena Shoikova Eng. MSc.Dr. Elena Shoikova Eng. MSc. Technical University - Sofia Technical University - Sofia eLearningeLearning R R&&D LaboratoryD Laboratory
VIEWDET 2002 VIEWDET 2002 Vienna International Working Conference - eLearning and Vienna International Working Conference - eLearning and eCulture, 4.-6. Dec. 2002, Vienna University of TechnologyeCulture, 4.-6. Dec. 2002, Vienna University of Technology
IN THIS TALK:IN THIS TALK:
A TYPICAL E-LEARNING SOLUTIONA TYPICAL E-LEARNING SOLUTION INTEROPERABILITY IN E-LEARNINGINTEROPERABILITY IN E-LEARNING MANAGING KNOWLEDGE WITH MANAGING KNOWLEDGE WITH
LEARNING OBJECTSLEARNING OBJECTS THE ORIGIN OF E-LEARNINGTHE ORIGIN OF E-LEARNING
STANDARDSSTANDARDS WHAT IS SCORM?WHAT IS SCORM? THE IEEE LEARNING TECHNOLOGY THE IEEE LEARNING TECHNOLOGY
SYSTEMS ARCHITECTURE (LTSA)SYSTEMS ARCHITECTURE (LTSA)
I. A TYPICAL E-LEARNING I. A TYPICAL E-LEARNING SOLUTIONSOLUTION
AT ITS HIGHEST LEVEL, A AT ITS HIGHEST LEVEL, A COMPLETE E-COMPLETE E-LEARNING SOLUTION IS LEARNING SOLUTION IS COMPRISED OF THREE COMPRISED OF THREE CORE COMPONENTS, CORE COMPONENTS, WITH THE WITH THE ORGANIZATION AND ORGANIZATION AND LEARNER AT THE LEARNER AT THE HEART.HEART.
LearnerLearnerC
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COMPONENTS OF A TYPICAL COMPONENTS OF A TYPICAL E-LEARNING SOLUTION:E-LEARNING SOLUTION:
WITHIN AN ORGANISATION WITHIN AN ORGANISATION CONTENT CONTENT REQUIREMENTS WILL REQUIREMENTS WILL VARY IN TERMS OF:VARY IN TERMS OF:
SUBJECT MATTER, SUBJECT MATTER, PREFERRED FORMAT PREFERRED FORMAT
(TEXT, VIDEO, (TEXT, VIDEO, SIMULATIONS), andSIMULATIONS), and
LANGUAGE.LANGUAGE.
LearnerLearner
Content
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ices
Serv
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InfrastructureInfrastructure
SERVICESSERVICES
LearnerLearner
Content
Content SS
ervi
ces
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SUCCESSFUL SUCCESSFUL IMPLEMENTATIONS OF E-IMPLEMENTATIONS OF E-LEARNING TECHNOLOGY LEARNING TECHNOLOGY REQUIRE APPROPRIATEREQUIRE APPROPRIATE
PLANNING, PLANNING, CUSTOMIZATION,CUSTOMIZATION, INTEGRATION, andINTEGRATION, and APPLICATION APPLICATION
MANAGEMENTMANAGEMENT..
INFRASTRUCTUREINFRASTRUCTURE
APPLICATION-LEVEL APPLICATION-LEVEL SOFTWARESOFTWARE THAT ALLOWS THAT ALLOWS ALL ASPECTS OF LEARNING, ALL ASPECTS OF LEARNING, FROM CLASSROOM TO WEB, FROM CLASSROOM TO WEB, TO BETO BE
CREATED, CREATED, MANAGED, MANAGED, DELIVERED, and DELIVERED, and MEASUREDMEASURED
LearnerLearner
Content
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INFRASTRUCTUREINFRASTRUCTURE
BUILDS ON CLASSIC NETWORKING AND BUILDS ON CLASSIC NETWORKING AND ENTERPRISE INFRASTRUCTURE SERVICES ENTERPRISE INFRASTRUCTURE SERVICES AND STANDARDS:AND STANDARDS:
IP-BASED NETWORKSIP-BASED NETWORKS, , WEB BROWSERSWEB BROWSERS, , DATABASEDATABASE and and INDUSTRY STANDARDS SUCH AS INDUSTRY STANDARDS SUCH AS ORACLE, ORACLE,
MICROSOFT WINDOWS, AND SUN SOLARISMICROSOFT WINDOWS, AND SUN SOLARIS..
THERE ARE THREE PRIMARY SETS OF THERE ARE THREE PRIMARY SETS OF TECHNOLOGIES THAT CAN BE TECHNOLOGIES THAT CAN BE INTEGRATED TO PROVIDE AN INTEGRATED TO PROVIDE AN INFRASTRUCTURE FRAMEWORK FOR INFRASTRUCTURE FRAMEWORK FOR DELIVERING E-LEARNING SERVICES: DELIVERING E-LEARNING SERVICES:
LEARNING MANAGEMENT SYSTEM (LMS),LEARNING MANAGEMENT SYSTEM (LMS), LEARNING CONTENT MANAGEMENT LEARNING CONTENT MANAGEMENT
SYSTEM (LCMS),SYSTEM (LCMS), andand VIRTUAL CLASSROOM (VC).VIRTUAL CLASSROOM (VC).
THE LEARNING MANAGEMENT THE LEARNING MANAGEMENT SYSTEMSYSTEM
INCLUDESINCLUDES:: A DATABASE OF STUDENT RECORDSA DATABASE OF STUDENT RECORDS
ADMINISTRATION AND DELIVERY ADMINISTRATION AND DELIVERY
INTERFACES FOR LEARNING.INTERFACES FOR LEARNING.
THE LEARNING MANAGEMENT THE LEARNING MANAGEMENT SYSTEMSYSTEM
FUNCTIONALITY:FUNCTIONALITY: COMPETENCY AND SKILLS MANAGEMENTCOMPETENCY AND SKILLS MANAGEMENT SKILLS GAP ANALYSISSKILLS GAP ANALYSIS RESOURCE MANAGEMENTRESOURCE MANAGEMENT INTER-CONNECTIVITY WITH VC, LCMS, INTER-CONNECTIVITY WITH VC, LCMS,
AND ENTERPRISE APPLICATIONSAND ENTERPRISE APPLICATIONS
THE LEARNING CONTENT THE LEARNING CONTENT MANAGEMENT SYSTEMMANAGEMENT SYSTEM
A LINK BETWEEN KNOWLEDGE A LINK BETWEEN KNOWLEDGE MANAGEMENT AND E-LEARNING.MANAGEMENT AND E-LEARNING.
THE LEARNING CONTENT THE LEARNING CONTENT MANAGEMENT SYSTEMMANAGEMENT SYSTEM
IDC DEFINES A LCMS AS A SYSTEM IDC DEFINES A LCMS AS A SYSTEM THAT IS USED TO CREATE, STORE, THAT IS USED TO CREATE, STORE, ASSEMBLE, AND DELIVER ASSEMBLE, AND DELIVER PERSONALISED E-LEARNING PERSONALISED E-LEARNING CONTENT IN THE FORM OF CONTENT IN THE FORM OF LEARNING OBJECTS. LEARNING OBJECTS.
THE LEARNING CONTENT THE LEARNING CONTENT MANAGEMENT SYSTEMMANAGEMENT SYSTEM FUNCTIONALITYFUNCTIONALITY::
CONTENT MIGRATION AND MANAGEMENTCONTENT MIGRATION AND MANAGEMENT LEARNING OBJECT REPOSITORYLEARNING OBJECT REPOSITORY CONTENT REUSE AND ADAPTIVE CONTENT REUSE AND ADAPTIVE
INDIVIDUALISED LEARNING PATHS BASED ON INDIVIDUALISED LEARNING PATHS BASED ON LEARNING OBJECTSLEARNING OBJECTS
ASYNCHRONOUS COLLABORATIVE LEARNING ASYNCHRONOUS COLLABORATIVE LEARNING VIA EMAIL AND DISCUSSION GROUPSVIA EMAIL AND DISCUSSION GROUPS
TESTING AND CERTIFICATIONTESTING AND CERTIFICATION INTER-CONNECTIVITY WITH VC, LMS, AND INTER-CONNECTIVITY WITH VC, LMS, AND
ENTERPRISE APPLICATIONSENTERPRISE APPLICATIONS
THE VIRTUAL CLASSROOM THE VIRTUAL CLASSROOM TECHNOLOGYTECHNOLOGY
IS DESIGNED TO SUPPORT SYNCHRONOUS IS DESIGNED TO SUPPORT SYNCHRONOUS COLLABORATION BY ALLOWING A LIVE COLLABORATION BY ALLOWING A LIVE CLASSROOM EXPERIENCE TO BE CLASSROOM EXPERIENCE TO BE CONDUCTED OVER THE WEB. CONDUCTED OVER THE WEB.
THE VIRTUAL CLASSROOM THE VIRTUAL CLASSROOM FUNCTIONALITYFUNCTIONALITY
VOICE OVER IP (VOIP)VOICE OVER IP (VOIP) VIDEO CONFERENCINGVIDEO CONFERENCING SHARED WHITEBOARDS, APPLICATION SHARED WHITEBOARDS, APPLICATION
SCREEN SHARING, AND LIVE FEEDBACKSCREEN SHARING, AND LIVE FEEDBACK ARCHIVING OF CLASSES AS LEARNING ARCHIVING OF CLASSES AS LEARNING
OBJECTSOBJECTS INTER-CONNECTIVITY WITH LMS AND INTER-CONNECTIVITY WITH LMS AND
LCMSLCMS
LMS-LCMS LMS-LCMS INTEGRATIONINTEGRATION
New ContentNew ContentMedia creation andMedia creation andknowledge capture knowledge capture
CONVEYING A MESSAGE IN A UNIFORM CONVEYING A MESSAGE IN A UNIFORM METHOD USABLE BY HETEROGENEOUS METHOD USABLE BY HETEROGENEOUS USERS TO LEARN. USERS TO LEARN.
INTEROPERABILITY EMPHASIZES THE INTEROPERABILITY EMPHASIZES THE NEED TO HAVE A STANDARD NEED TO HAVE A STANDARD COMMUNICATING METHODOLOGY COMMUNICATING METHODOLOGY (PROTOCOLS) BETWEEN VARIOUS (PROTOCOLS) BETWEEN VARIOUS COMPONENTS OF ELEARNING. COMPONENTS OF ELEARNING.
II. INTEROPERABILITY IN E-LEARNING II. INTEROPERABILITY IN E-LEARNING
ANY E-LEARNING SYSTEM OPERATES ON:ANY E-LEARNING SYSTEM OPERATES ON:
ON-LINE CONTENTON-LINE CONTENT DATA ANALYSISDATA ANALYSIS
ON-LINE CONTENTON-LINE CONTENT
CONSISTS OFCONSISTS OF INSTRUCTIONAL ELEMENTS, INSTRUCTIONAL ELEMENTS, STRUCTURE and STRUCTURE and BEHAVIORAL ELEMENTS.BEHAVIORAL ELEMENTS.
ON-LINE CONTENTON-LINE CONTENT
THE INSTRUCTIONAL ELEMENTS THE INSTRUCTIONAL ELEMENTS INCLUDEINCLUDE
ALL THE LESSONS, TESTS AND ALL THE LESSONS, TESTS AND OTHER ASSIGNABLE UNITS IN THE OTHER ASSIGNABLE UNITS IN THE COURSE TO MEET SPECIFIC COURSE TO MEET SPECIFIC OBJECTIVES OF THE COURSE.OBJECTIVES OF THE COURSE.
ON-LINE CONTENTON-LINE CONTENT
THE STRUCTURE THE STRUCTURE
DETERMINES THE ORDER IN WHICH DETERMINES THE ORDER IN WHICH THE INSTRUCTIONAL ELEMENTS THE INSTRUCTIONAL ELEMENTS ARE TO BE EXPERIENCED BY EACH ARE TO BE EXPERIENCED BY EACH STUDENT. STUDENT.
ON-LINE CONTENTON-LINE CONTENT
BEHAVIORBEHAVIOR
CAN BE EXPRESSED AS THE CAN BE EXPRESSED AS THE PROGRESSION LOGIC PHILOSOPHY PROGRESSION LOGIC PHILOSOPHY FOR THE WHOLE INSTRUCTIONAL FOR THE WHOLE INSTRUCTIONAL MATERIAL OF A COURSE. IT IS MATERIAL OF A COURSE. IT IS DETERMINED BY A SPECIFIC DETERMINED BY A SPECIFIC BEHAVIOR DESCRIPTION. BEHAVIOR DESCRIPTION.
INTEROPERABILITY FOR INTEROPERABILITY FOR ON-LINE CONTENTON-LINE CONTENT
FUNCRION TO DEFINE FUNCRION TO DEFINE DEMOGRAPHIC DATA OF STUDENTS, DEMOGRAPHIC DATA OF STUDENTS, STUDENT CLASSES AND STUDENT CLASSES AND ASSIGNMENT,ASSIGNMENT,
INSTRUCTOR FUNCTIONS TO INSTRUCTOR FUNCTIONS TO OVERSEE THE DAY-TO-DAY OVERSEE THE DAY-TO-DAY TRAINING OPERATIONS AND TRAINING OPERATIONS AND INTERVENE WHEN NECESSARYINTERVENE WHEN NECESSARY
ASSIGNMENT MANAGER ASSIGNMENT MANAGER FUNCTIONS TO CONTROL STUDENT FUNCTIONS TO CONTROL STUDENT ASSIGNMENTS BASED ON SETS OF ASSIGNMENTS BASED ON SETS OF RULES, STANDARD APPROACH TO RULES, STANDARD APPROACH TO LESSON INITIATION TO PROVIDE A LESSON INITIATION TO PROVIDE A METHOD TO START-UP LESSONSMETHOD TO START-UP LESSONS
STUDENT LOGON FUNCTIONS TO STUDENT LOGON FUNCTIONS TO CONTROL AND MANAGE STUDENT CONTROL AND MANAGE STUDENT ACCESSACCESS
MAINTAIN STUDENT-ACCESSIBLE MAINTAIN STUDENT-ACCESSIBLE DATA RECORDS AND DISPLAY THE DATA RECORDS AND DISPLAY THE STUDENT’S CURRENT ASSIGNMENTSTUDENT’S CURRENT ASSIGNMENT
INTEROPERABILITY FOR INTEROPERABILITY FOR OFF-LINE OFF-LINE INSTRUCTIONAL ACTIVITIESINSTRUCTIONAL ACTIVITIES
ON-LINE CONTENTON-LINE CONTENT DATA ANALYSISDATA ANALYSIS
CONTROLCONTROL
COURSE COURSE BEHAVIORBEHAVIOR
DATA ANALYSISDATA ANALYSIS
FUNCTION TO COLLECT AND FUNCTION TO COLLECT AND MAINTAIN PERFORMANCE DATA ON MAINTAIN PERFORMANCE DATA ON STUDENT AT ALL LEVELS OF STUDENT AT ALL LEVELS OF COURSEWARE PRESENTATIONCOURSEWARE PRESENTATION
FUNCTIONS TO PROVIDE STANDARD FUNCTIONS TO PROVIDE STANDARD ANALYSIS ON PERFORMANCE OF THE ANALYSIS ON PERFORMANCE OF THE COURSEWARE TO MEET THE COURSEWARE TO MEET THE OBJECTIVES.OBJECTIVES.
INTEROPERABILITY FOR INTEROPERABILITY FOR DATA DATA ANALYSISANALYSIS
III. MANAGING KNOWLEDGE III. MANAGING KNOWLEDGE WITH LEARNING OBJECTSWITH LEARNING OBJECTS
IT ALLOWS ANY PART OF A COURSE IT ALLOWS ANY PART OF A COURSE TO BE MODULARISED, SAVED, AND TO BE MODULARISED, SAVED, AND REUSED AS A LEARNING OBJECT, REUSED AS A LEARNING OBJECT, ESSENTIALLY LEADING TO THE ESSENTIALLY LEADING TO THE REUSE OF CONTENT AT ANY LEVEL REUSE OF CONTENT AT ANY LEVEL OF GRANULARITY SUCH AS OF GRANULARITY SUCH AS COURSES, LESSONS, MODULES, AND COURSES, LESSONS, MODULES, AND EVEN A SINGLE PAGE. EVEN A SINGLE PAGE.
MANAGING KNOWLEDGE WITH MANAGING KNOWLEDGE WITH LEARNING OBJECTSLEARNING OBJECTS
THE LEARNING OBJECTS ARE THE THE LEARNING OBJECTS ARE THE
FUNDAMENTAL BUILDING FUNDAMENTAL BUILDING BLOCKS OF CONTENT IN AN E-BLOCKS OF CONTENT IN AN E-LEARNING SOLUTION.LEARNING SOLUTION.
LEARNING OBJECTLEARNING OBJECT
A LEARNING OBJECT IS ESSENTIALLY A LEARNING OBJECT IS ESSENTIALLY A STRUCTURED, REUSABLE A STRUCTURED, REUSABLE LEARNING MODULE CREATED TO LEARNING MODULE CREATED TO ACCOMPLISH A SPECIFIC LEARNING ACCOMPLISH A SPECIFIC LEARNING OBJECTIVE. OBJECTIVE.
XML-BASED METADATA DESCRIBES XML-BASED METADATA DESCRIBES EACH LEARNING OBJECT IN THE EACH LEARNING OBJECT IN THE OBJECT REPOSITORY.OBJECT REPOSITORY.
THE OBJECT IS ASSEMBLED TO HELP THE OBJECT IS ASSEMBLED TO HELP LEARNERS ACHIEVE SPECIFIC LEARNERS ACHIEVE SPECIFIC EDUCATIONAL GOALS. EDUCATIONAL GOALS.
BEFORE WORKING WITH THE CONTENT, USERS BEFORE WORKING WITH THE CONTENT, USERS MAY UNDERGO A PRE-ASSESSMENT TO ENSURE MAY UNDERGO A PRE-ASSESSMENT TO ENSURE THE PREREQUISITE KNOWLEDGE NECESSARY THE PREREQUISITE KNOWLEDGE NECESSARY TO COMPLETE THE LEARNING TASK AT HAND.TO COMPLETE THE LEARNING TASK AT HAND.
AFTER WORKING WITH THE CONTENT, USERS AFTER WORKING WITH THE CONTENT, USERS TYPICALLY UNDERGO SOME FORM OF TESTING TYPICALLY UNDERGO SOME FORM OF TESTING TO APPRAISE WHETHER OR NOT THEY HAVE TO APPRAISE WHETHER OR NOT THEY HAVE SUFFICIENTLY ACCOMPLISHED THE OBJECTIVES.SUFFICIENTLY ACCOMPLISHED THE OBJECTIVES.
METADATAMETADATA
METADATA IS USED TO DESCRIBE WHAT THE METADATA IS USED TO DESCRIBE WHAT THE OBJECT CONTAINS. OBJECTS ARE CATALOGUED OBJECT CONTAINS. OBJECTS ARE CATALOGUED USING SUBJECT-SPECIFIC METADATA AND CAN USING SUBJECT-SPECIFIC METADATA AND CAN BE INDEXED, SEARCHED, AND REUSED.BE INDEXED, SEARCHED, AND REUSED.
ZOOMING IN THE ZOOMING IN THE REUSABLE INFORMATION OBJECT REUSABLE INFORMATION OBJECT
(RIO) STRATEGY(RIO) STRATEGY
CISCOCISCO
CISCOCISCO - THE RIO STRATEGY - THE RIO STRATEGY
TO DESIGN A BUILDING-BLOCK TO DESIGN A BUILDING-BLOCK STRATEGY BASED ON INSTRUCTIONAL STRATEGY BASED ON INSTRUCTIONAL DESIGN PRINCIPLES. DESIGN PRINCIPLES.
AT ITS CORE IS THE THE AT ITS CORE IS THE THE REUSABLE REUSABLE INFORMATION OBJECT,INFORMATION OBJECT, A LEARNING A LEARNING NUGGET THAT CONTAINS CONTENT, NUGGET THAT CONTAINS CONTENT, PRACTICE, AND ASSESSMENT PRACTICE, AND ASSESSMENT COMPONENTS. COMPONENTS.
CISCOCISCO - THE RIO STRATEGY - THE RIO STRATEGY
EACH RIO IS DEFINED AS A EACH RIO IS DEFINED AS A CONCEPT, FACT, PROCESS, CONCEPT, FACT, PROCESS, PRINCIPLE, OR PROCEDURE-AND PRINCIPLE, OR PROCEDURE-AND TAGGED APPROPRIATELY. TAGGED APPROPRIATELY.
CISCOCISCO - INSIDE REUSABLE - INSIDE REUSABLE INFORMATION OBJECT INFORMATION OBJECT
CISCOCISCO - INSIDE REUSABLE - INSIDE REUSABLE INFORMATION OBJECT INFORMATION OBJECT
CISCOCISCO - INSIDE REUSABLE - INSIDE REUSABLE INFORMATION OBJECTINFORMATION OBJECT
CISCOCISCO - THE RIO STRATEGY - THE RIO STRATEGY
SEVERAL RIOs-AS FEW AS FIVE SEVERAL RIOs-AS FEW AS FIVE AND AS MANY AS NINE-ARE AND AS MANY AS NINE-ARE COMBINED TOGETHER TO COMBINED TOGETHER TO CREATE A REUSABLE LEARNING CREATE A REUSABLE LEARNING OBJECT (OBJECT (RLORLO). ).
CISCOCISCO - THE RIO STRATEGY - THE RIO STRATEGY
IF A RIO CAN BE EQUATED WITH IF A RIO CAN BE EQUATED WITH AN INDIVIDUAL COMPONENT OF A AN INDIVIDUAL COMPONENT OF A LEARNING OBJECTIVE, AN RLO IS LEARNING OBJECTIVE, AN RLO IS THE SUM OF RIOs NEEDED TO THE SUM OF RIOs NEEDED TO FULFILL THAT OBJECTIVE. FULFILL THAT OBJECTIVE.
CISCOCISCO - THE RIO STRATEGY - THE RIO STRATEGY
RLOsRLOs CAN BE SEQUENCED TO CAN BE SEQUENCED TO CREATE A FULL-BLOWN COURSE CREATE A FULL-BLOWN COURSE ON A PARTICULAR SUBJECT. ON A PARTICULAR SUBJECT.
AND AND RIOsRIOs CAN BE COMBINED CAN BE COMBINED TOGETHER TO BUILD CUSTOM TOGETHER TO BUILD CUSTOM RLOsRLOs THAT MEET THE NEEDS OF THAT MEET THE NEEDS OF INDIVIDUAL LEARNERS. INDIVIDUAL LEARNERS.
CISCOCISCO - THE RIO STRATEGY - THE RIO STRATEGY
LIKE ALL LEARNING OBJECT LIKE ALL LEARNING OBJECT APPROACHES, THE RIO STRATEGY APPROACHES, THE RIO STRATEGY USES AN USES AN OBJECT DATABASEOBJECT DATABASE TO TO STORE RIOs IN AN STORE RIOs IN AN XML FORMATXML FORMAT. .
CISCOCISCO - THE RIO STRATEGY - THE RIO STRATEGY
THE OBJECTS ARE FLOWED INTO THE OBJECTS ARE FLOWED INTO TEMPLATESTEMPLATES THAT CONVERT THEM THAT CONVERT THEM INTO THE NEEDED FORMAT-INTO THE NEEDED FORMAT-EVERYTHING FROM WEB-BASED EVERYTHING FROM WEB-BASED COURSEWARE TO PRINTED COURSEWARE TO PRINTED MATERIALS MATERIALS
CISCOCISCO - THE RIO STRATEGY - THE RIO STRATEGY
CISCO'S LARGER STRATEGYCISCO'S LARGER STRATEGY CALLS CALLS FOR CREATION OF FOR CREATION OF PERSONALISED PERSONALISED "ROAD MAPS""ROAD MAPS" THAT SHOW EACH THAT SHOW EACH LEARNER WHICH RIOs THEY'VE LEARNER WHICH RIOs THEY'VE EXPERIENCED AND WHICH ARE EXPERIENCED AND WHICH ARE RECOMMENDED TO GET THEM TO A RECOMMENDED TO GET THEM TO A SKILLS "DESTINATION”. SKILLS "DESTINATION”.
IV. THE ORIGIN OF E-LEARNING IV. THE ORIGIN OF E-LEARNING STANDARDSSTANDARDS
WHO'S INVOLVED IN STANDARDS?WHO'S INVOLVED IN STANDARDS? THE SCOPE - THE SCOPE - ZOOMING IN THEZOOMING IN THE
IMS SPECIFICATIONSIMS SPECIFICATIONS UNDERSTANDING THE STANDARDS UNDERSTANDING THE STANDARDS
CONCEPTCONCEPT
WHO'S INVOLVED IN STANDARDS?WHO'S INVOLVED IN STANDARDS?
IMS - IMS - Instructional Management System Instructional Management System Global Learning ConsortiumGlobal Learning Consortium
CEN/ISSSCEN/ISSS--the Centre de European the Centre de European Normalisation/Information Society Normalisation/Information Society Standardisation SystemStandardisation System
WHO'S INVOLVED IN STANDARDS?WHO'S INVOLVED IN STANDARDS?
Education and Training in European Education and Training in European SocietySociety
IEEE IEEE LTSCLTSC -- Institute of Electrical and Institute of Electrical and Electronics Engineers Learning Electronics Engineers Learning Technology Systems ArchitectureTechnology Systems Architecture
WHO'S INVOLVED IN STANDARDS?WHO'S INVOLVED IN STANDARDS?
BSI/ISO - BSI/ISO - International Standards International Standards OrganisationOrganisation
ARIADNE - ARIADNE - Association of Remote Association of Remote Instructional Authoring and Distribution Instructional Authoring and Distribution Networks for EuropeNetworks for Europe
AICC - AICC - Aviation Industry CBT Aviation Industry CBT (Computer-Based Training) Committee(Computer-Based Training) Committee
IMS SPECIFICATIONS AT A GLANCEIMS SPECIFICATIONS AT A GLANCE
IMS GOAL:IMS GOAL:
DEFINING THE TECHNICAL DEFINING THE TECHNICAL SPECIFICATIONS FOR SPECIFICATIONS FOR INTEROPERABILITY OF INTEROPERABILITY OF APPLICATIONS AND SERVICES IN APPLICATIONS AND SERVICES IN DISTRIBUTED LEARNINGDISTRIBUTED LEARNING
IMS SPECIFICATIONS AT A GLANCEIMS SPECIFICATIONS AT A GLANCE
IMS CONTENT PACKAGINGIMS CONTENT PACKAGING SPECIFICATIONS AIMS AT SPECIFICATIONS AIMS AT FACILITATING THE IMPORT, FACILITATING THE IMPORT, EXPORT, SPLIT AND ASSEMBLING EXPORT, SPLIT AND ASSEMBLING OF LEARNING MATERIALS OF LEARNING MATERIALS THROUGH DIFFERENTIATION THROUGH DIFFERENTIATION BETWEEN CONTENTS AND BETWEEN CONTENTS AND PACKAGING OF A RESOURCE.PACKAGING OF A RESOURCE.
IMS SPECIFICATIONS AT A GLANCEIMS SPECIFICATIONS AT A GLANCE
IMS META DATAIMS META DATA
SPECIFIES LEARNING RESOURCE SPECIFIES LEARNING RESOURCE DESCRIPTORS FOR RETRIEVAL DESCRIPTORS FOR RETRIEVAL SYSTEMS. ARIADNE WAS HIGHLY SYSTEMS. ARIADNE WAS HIGHLY INVOLVED IN IMS META DATAINVOLVED IN IMS META DATA..
IMS SPECIFICATIONS AT A GLANCEIMS SPECIFICATIONS AT A GLANCE
IMS QUESTION AND TEST IMS QUESTION AND TEST INTEROPERABILITYINTEROPERABILITY
DEFINES THE STRUCTURE OF DEFINES THE STRUCTURE OF TESTS AND QUESTIONNAIRES AND TESTS AND QUESTIONNAIRES AND THE MODALITIES OF TRANSFER THE MODALITIES OF TRANSFER OF INFORMATION BETWEEN OF INFORMATION BETWEEN LEARNING RESOURCES AND LMS. LEARNING RESOURCES AND LMS.
IMS SPECIFICATIONS AT A GLANCEIMS SPECIFICATIONS AT A GLANCE
IMS ENTERPRISEIMS ENTERPRISE (V.1.1 APRIL 2002) (V.1.1 APRIL 2002) DEFINES THE INFORMATION DEFINES THE INFORMATION DESCRIBING PEOPLE.DESCRIBING PEOPLE.
IMS SPECIFICATIONS AT A GLANCEIMS SPECIFICATIONS AT A GLANCE
IMS LEARNER INFORMATION IMS LEARNER INFORMATION PACKAGEPACKAGE (JUNE 2001) (JUNE 2001)
DEFINES A SET OF INFORMATION DEFINES A SET OF INFORMATION RELATED TO PEOPLE SUCH AS RELATED TO PEOPLE SUCH AS LEARNER PREFERENCES, LEARNER PREFERENCES, COMPETENCE, DIPLOMAS, COMPETENCE, DIPLOMAS, CENTERS OF INTEREST ETC.CENTERS OF INTEREST ETC.
IMS SPECIFICATIONS AT A GLANCEIMS SPECIFICATIONS AT A GLANCE
IMS REUSABLE COMPETENCIES IMS REUSABLE COMPETENCIES DEFINITION INFORMATION DEFINITION INFORMATION MODELMODEL
IS A PROJECT OF SPECIFICATION IS A PROJECT OF SPECIFICATION DEFINING THE INFORMATION TO DEFINING THE INFORMATION TO DESCRIBE COMPETENCE.DESCRIBE COMPETENCE.
IMS SPECIFICATIONS AT A GLANCEIMS SPECIFICATIONS AT A GLANCE
IS A SPECIFICATION PROJECT IS A SPECIFICATION PROJECT RELATED TO THE STRUCTURE OF A RELATED TO THE STRUCTURE OF A LEARNING PATH AND THE LEARNING PATH AND THE ASSIGNMENT OF LEARNING ASSIGNMENT OF LEARNING ACTIVITIES.ACTIVITIES.
IMS SPECIFICATIONS AT A GLANCEIMS SPECIFICATIONS AT A GLANCE
IS A SPECIFICATION PROJECT IS A SPECIFICATION PROJECT RELATED TO PEOPLE WITH RELATED TO PEOPLE WITH DISABILITIES. DISABILITIES.
IMS SPECIFICATIONS AT A GLANCEIMS SPECIFICATIONS AT A GLANCE
IMS LEARNING DESIGNIMS LEARNING DESIGN
IS A WORK IN PROGRESS WHERE IS A WORK IN PROGRESS WHERE EDUCATIONAL MODELLING EDUCATIONAL MODELLING LANGUAGELANGUAGE (DEVELOPED BY THE OU, (DEVELOPED BY THE OU, NL AND THE OU, UK) IS INTEGRATED NL AND THE OU, UK) IS INTEGRATED WITH IMS CONTENT PACKAGING AND WITH IMS CONTENT PACKAGING AND IMS SIMPLE SEQUENCING.IMS SIMPLE SEQUENCING.
IMS SPECIFICATIONS AT A GLANCEIMS SPECIFICATIONS AT A GLANCE
IMS DIGITAL REPOSITORIESIMS DIGITAL REPOSITORIES
IS A SPECIFICATION PROJECT IS A SPECIFICATION PROJECT THAT AIMS AT MODELING THAT AIMS AT MODELING DOCUMENTS DATABASES AND DOCUMENTS DATABASES AND LEARNING MATERIALS.LEARNING MATERIALS.
IMS SPECIFICATIONS AT A GLANCEIMS SPECIFICATIONS AT A GLANCE
IMS CONTENT FRAMEWORK PROVIDES IMS CONTENT FRAMEWORK PROVIDES SPECIFICATIONS FOR ON-LINE SPECIFICATIONS FOR ON-LINE LEARNING CONTENT THAT ALLOW:LEARNING CONTENT THAT ALLOW:
AUTHORS AUTHORS TO TO BUILD BUILD ONLINE LEARNING ONLINE LEARNING CONTENT;CONTENT;
ADMINISTRATORS ADMINISTRATORS TO TO MANAGE MANAGE AND AND DISTRIBUTEDISTRIBUTE CONTENT; CONTENT;
LEARNERS LEARNERS TO TO INTERACT INTERACT WITH AND WITH AND LEARN FROM THE CONTENT.LEARN FROM THE CONTENT.
IMS SPECIFICATIONS AT A GLANCEIMS SPECIFICATIONS AT A GLANCE
Run / Interact
PEOPLEPEOPLE
CONTENT INTERCHANGECONTENT INTERCHANGE RUN TIME ENVIRONMENTRUN TIME ENVIRONMENT
CONTENT CONTENT STORESTORE
LMSLMS
AUTHORAUTHOR
AD
MIN
ISTE
RA
DM
INIS
TER
LEARNERLEARNER
Build
Manage
ImportExport Interact
IMS SPECIFICATIONS AT A GLANCEIMS SPECIFICATIONS AT A GLANCE
Build
Content Packaging Scope
PACKAGE
PHYSICAL RESOURCESContent, Media,
Assessment, Collaboration
Manifest
Sub-Manifest(s)
Resources
Organisation
MetaData
Content Management Scope
Manage
LMSIm
port
Expo
rt
Run/Interact
ENTERPRISEENTERPRISECourses, People, GroupsCourses, People, Groups
UNDERSTANDING THE UNDERSTANDING THE STANDARDS CONCEPTSTANDARDS CONCEPT
E-LEARNING STANDARDS E-LEARNING STANDARDS HELP TO ENSURE:HELP TO ENSURE: INTEROPERABILITY -INTEROPERABILITY - CAN THE SYSTEM CAN THE SYSTEM
WORK WITH ANY OTHER SYSTEM?WORK WITH ANY OTHER SYSTEM? RE-RE-USABILITY USABILITY - CAN COURSEWARE - CAN COURSEWARE
(LEARNING OBJECTS) BE RE-USED?(LEARNING OBJECTS) BE RE-USED? MANAGEABILITYMANAGEABILITY - CAN A SYSTEM TRACK - CAN A SYSTEM TRACK
THE APPROPRIATE INFORMATION ABOUT THE APPROPRIATE INFORMATION ABOUT THE LEARNER AND THE CONTENT?THE LEARNER AND THE CONTENT?
E-LEARNING STANDARDS E-LEARNING STANDARDS HELP TO HELP TO ENSURE:ENSURE:
ACCESSIBILITY ACCESSIBILITY - CAN A LEARNER ACCESS - CAN A LEARNER ACCESS THE APPROPRIATE CONTENTTHE APPROPRIATE CONTENT
DURABILITY DURABILITY - WILL THE TECHNOLOGY - WILL THE TECHNOLOGY EVOLVE WITH THE STANDARDS TO EVOLVE WITH THE STANDARDS TO AVOID OBSOLESCENCE?AVOID OBSOLESCENCE?
E-LEARNING STANDARDSE-LEARNING STANDARDS
V. WHAT IS SCORM?V. WHAT IS SCORM?
THE SCORM IS NOT A STANDARD THE SCORM IS NOT A STANDARD ITSELF, BUT RATHER A REFERENCE ITSELF, BUT RATHER A REFERENCE MODEL THAT SERVES TO TEST THE MODEL THAT SERVES TO TEST THE EFFECTIVENESS AND REAL-LIFE EFFECTIVENESS AND REAL-LIFE APPLICATION OF A COLLECTION OF APPLICATION OF A COLLECTION OF INDIVIDUAL SPECIFICATIONS AND INDIVIDUAL SPECIFICATIONS AND STANDARDS.STANDARDS.
WHAT IS SCORM?WHAT IS SCORM?
THE SCORM IS THE SCORM IS A SET OF A SET OF SPECIFICATIONS DESCRIBING:SPECIFICATIONS DESCRIBING:
HOW TO CREATE WEB-BASED HOW TO CREATE WEB-BASED LEARNING CONTENT THAT CAN BE LEARNING CONTENT THAT CAN BE DELIVERED AND TRACKED BY DELIVERED AND TRACKED BY VARIOUS SCORM-COMPLIANT VARIOUS SCORM-COMPLIANT LEARNING MANAGEMENT SYSTEMSLEARNING MANAGEMENT SYSTEMS..
THE SCORM IS THE SCORM IS A SET OF A SET OF SPECIFICATIONS DESCRIBING:SPECIFICATIONS DESCRIBING:
WHAT A SCORM-COMPLIANT WHAT A SCORM-COMPLIANT LEARNING MANAGEMENT SYSTEM LEARNING MANAGEMENT SYSTEM MUST DO TO DELIVER AND TRACK MUST DO TO DELIVER AND TRACK SCORM-COMPLIANT LEARNING SCORM-COMPLIANT LEARNING CONTENT PROPERLY.CONTENT PROPERLY.
ORGANISATION OF THE SCORMORGANISATION OF THE SCORM
ALL OF THE SPECIFICATIONS AND ALL OF THE SPECIFICATIONS AND GUIDELINES CONTAINED OR GUIDELINES CONTAINED OR REFERENCED IN THE SCORM CAN BE REFERENCED IN THE SCORM CAN BE VIEWED AS SEPARATE “BOOKS” VIEWED AS SEPARATE “BOOKS” GATHERED TOGETHER IN A GATHERED TOGETHER IN A GROWING LIBRARY.GROWING LIBRARY.
Meta-data Dictionary (IEEE)
Content Packaging (AICC)
Content Structure (AICC)
Meta-data XML Binding (IMS)
Data Model (AICC)
Launch,Communication API (AICC)
Organisation of the SCORMOrganisation of the SCORM
BOOK 2: The SCORMBOOK 2: The SCORMContent Aggregation ModelContent Aggregation Model
BOOK 3: TheBOOK 3: TheSCORM Run TimeSCORM Run Time
EnvironmentEnvironment
Book 1:Book 1:The SCORM The SCORM
OverviewOverview
BOOK 2:BOOK 2: THE SCORMTHE SCORM CONTENT CONTENT AGGREGATION MODELAGGREGATION MODEL
Aggregation
SCO
Asset
Aggregation
Asset
Asset
Asset
Asset
Asset
SCO
SCO
SCO
Content Aggregation
Content Structure
Learning Resource
Learning Resource
Learning Resource
Learning Resource
Learning Resource
BOOK 2:BOOK 2: THE SCORMTHE SCORM CONTENT CONTENT AGGREGATION MODELAGGREGATION MODEL
IEEE META-DATA ELEMENTS IEEE META-DATA ELEMENTS AND STRUCTUREAND STRUCTURE
IEEE META-DATA ELEMENTS IEEE META-DATA ELEMENTS AND STRUCTUREAND STRUCTURE
IEEE META-DATA ELEMENTS IEEE META-DATA ELEMENTS AND STRUCTUREAND STRUCTURE
IEEE META-DATA ELEMENTS IEEE META-DATA ELEMENTS AND STRUCTUREAND STRUCTURE
IEEE META-DATA ELEMENTS IEEE META-DATA ELEMENTS AND STRUCTUREAND STRUCTURE
IEEE META-DATA ELEMENTS IEEE META-DATA ELEMENTS AND STRUCTUREAND STRUCTURE
BOOK 3:BOOK 3: THE SCORM THE SCORM RUN-TIME RUN-TIME ENVIRONMENTENVIRONMENT
BOOK 3:BOOK 3: THE SCORM THE SCORM RUN-TIME RUN-TIME ENVIRONMENTENVIRONMENT
INCLUDES GUIDANCE FOR LAUNCHING, INCLUDES GUIDANCE FOR LAUNCHING, COMMUNICATING WITH AND TRACKING COMMUNICATING WITH AND TRACKING CONTENT IN A WEB-BASED CONTENT IN A WEB-BASED ENVIRONMENT.ENVIRONMENT.
PROVIDES MEANS FOR PROVIDES MEANS FOR INTEROPERABILITY BETWEEN INTEROPERABILITY BETWEEN SHARABLE CONTENT OBJECT-BASED SHARABLE CONTENT OBJECT-BASED LEARNING CONTENT AND LEARNING LEARNING CONTENT AND LEARNING MANAGEMENT SYSTEMS.MANAGEMENT SYSTEMS.
BOOK 3:BOOK 3: THE SCORM THE SCORM RUN-TIME RUN-TIME ENVIRONMENTENVIRONMENT
LMS Server
Server site
Browser
Asset
Client site
SCO
Java ScriptAPI Adapter
LMS
Data ModelData Model
Application Program InterfaceApplication Program Interface
LaunchLaunch
VI. THE IEEE LEARNING TECHNOLOGY VI. THE IEEE LEARNING TECHNOLOGY SYSTEMS ARCHITECTURE (LTSA)SYSTEMS ARCHITECTURE (LTSA)
A STANDARD FOR INFORMATION A STANDARD FOR INFORMATION TECHNOLOGY-SUPPORTED TECHNOLOGY-SUPPORTED LEARNING, EDUCATION, AND LEARNING, EDUCATION, AND TRAINING SYSTEMS THAT DESCRIBES TRAINING SYSTEMS THAT DESCRIBES THE THE HIGH-LEVEL SYSTEM DESIGN HIGH-LEVEL SYSTEM DESIGN AND THE COMPONENTS OF THESE AND THE COMPONENTS OF THESE SYSTEMS.SYSTEMS.
THE IEEE LTSA ABSTRACTION- THE IEEE LTSA ABSTRACTION- IMPLEMENTATION LAYERSIMPLEMENTATION LAYERS
THE IEEE LTSA THE IEEE LTSA COMPONENTS COMPONENTS ORGANIZATIONORGANIZATION
Delivery
Learner
entity
Evaluation
Coach
13 INFORMATION FLOWS 13 INFORMATION FLOWS AMONG THE COMPONENTSAMONG THE COMPONENTS
4 PROCESSES4 PROCESSES 2 STORES2 STORES
THE LTSA THE LTSA SYSTEM COMPONENTS SYSTEM COMPONENTS OPERATIONOPERATION
Delivery
Learner
entity
Evaluation
Coach
(1) The learning styles, strategies, methods, etc. are negotiated (1) The learning styles, strategies, methods, etc. are negotiated among the learner and other stakeholders and are among the learner and other stakeholders and are
communicated as learning preferencescommunicated as learning preferences
THE LTSA THE LTSA SYSTEM COMPONENTS SYSTEM COMPONENTS OPERATIONOPERATION
Delivery
Learner
entity
Evaluation
Coach
(2) The learner is observed and evaluated in the context of (2) The learner is observed and evaluated in the context of multimedia interactionsmultimedia interactions
THE LTSA THE LTSA SYSTEM COMPONENTS SYSTEM COMPONENTS OPERATIONOPERATION
Delivery
Learner
entity
Evaluation
Coach
(3) The evaluation produces assessments and/or learner (3) The evaluation produces assessments and/or learner informationinformation
THE LTSA THE LTSA SYSTEM COMPONENTS SYSTEM COMPONENTS OPERATIONOPERATION
Delivery
Learner
entity
Evaluation
Coach
(4) The learner information is stored in the learner history (4) The learner information is stored in the learner history databasedatabase
THE LTSA THE LTSA SYSTEM COMPONENTS SYSTEM COMPONENTS OPERATIONOPERATION
Delivery
Learner
entity
Evaluation
Coach
(5) The coach reviews the learner's assessment and learner (5) The coach reviews the learner's assessment and learner information, such as preferences, past performance history, information, such as preferences, past performance history,
and future learning objectivesand future learning objectives
THE LTSA THE LTSA SYSTEM COMPONENTS SYSTEM COMPONENTS OPERATIONOPERATION
Delivery
Learner
entity
Evaluation
Coach
(6) The coach searches the learning resources, via query (6) The coach searches the learning resources, via query and catalog info, for appropriate learning contentand catalog info, for appropriate learning content
THE LTSA THE LTSA SYSTEM COMPONENTS SYSTEM COMPONENTS OPERATIONOPERATION
Delivery
Learner
entity
Evaluation
Coach
(7) The coach extracts the locators from the available catalog (7) The coach extracts the locators from the available catalog info and passes the locators to the delivery process, e.g., a info and passes the locators to the delivery process, e.g., a
lesson planlesson plan
THE LTSA THE LTSA SYSTEM COMPONENTS SYSTEM COMPONENTS OPERATIONOPERATION
Delivery
Learner
entity
Evaluation
Coach
(8) The delivery process extracts the learning content from the learning (8) The delivery process extracts the learning content from the learning resources, based on locators, and transforms the learning content to resources, based on locators, and transforms the learning content to
an interactive multimedia presentation to the learneran interactive multimedia presentation to the learner..
CONCLUSION
WHERE ARE WE TODAY?WHERE ARE WE TODAY? WHILE THE WORD ‘STANDARDS’ WHILE THE WORD ‘STANDARDS’
GENERALLY EVOKES SUCH GENERALLY EVOKES SUCH ACRONYMS AS AICC, SCORM OR ACRONYMS AS AICC, SCORM OR IMS, THIS IS THE ‘IMS, THIS IS THE ‘HARD’HARD’ PART OF PART OF LEARNING TECHNOLOGIES.LEARNING TECHNOLOGIES.
CONCLUSION
WHERE ARE WE TODAY?WHERE ARE WE TODAY? STANDARDISATION EFFORTS STANDARDISATION EFFORTS
ALSO CONCERN THE ‘ALSO CONCERN THE ‘SOFTER’SOFTER’ ORGANISATIONAL AND ORGANISATIONAL AND PERSONAL DIMENSIONS OF E-PERSONAL DIMENSIONS OF E-LEARNINGLEARNING
CONCLUSION
WHERE ARE WE TODAY?WHERE ARE WE TODAY? INTEROPERABILITYINTEROPERABILITY GOES GOES
BEYOND INTEROPERABILITY BEYOND INTEROPERABILITY BETWEEN PIECES OF SOFTWARE, BETWEEN PIECES OF SOFTWARE, TO THAT OF TO THAT OF PEOPLE, SYSTEMS PEOPLE, SYSTEMS AND ORGANISATIONS.AND ORGANISATIONS.
