1. E-learning Standard Surasit Vannakrairojn NOLP National Science and Development Agency Surasit@thai2learn.comSurasit@thai2learn.com5 March 2003

2. 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

3. E-learning Market Trends: US IDC (2000.9)

4. E-learning Market Trends: Japan About 1/10 of US market size ALIC: E-learning White Paper(2000.9)

5. E-learning Market Trends: Thailand

6. Share of E-learning types Source: IDC. May 1999

7. Why Standards? To enable interoperability on different platform Protection of investment on content development Exchange of content locally and globally

8. 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)www.aicc.org

9. 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)www.imsglobal.org  Advanced Distributed Learning (ADL) US Federal government initiative (www.adl.org)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)

10. 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)www.alic.gr.jp  e-Learning Consortium Japan (eLC) Vendor/User company working to promote e-learning business and technology (www.elc.or.jp)www.elc.or.jp

11. Worldwide Network for Learning Technology Singapore IMS Asia PROMETEUS CEN/ISSS IMS Australia ISO/IEC JTC1 SC36

12. Standards Evolution

14. Provide access to the highest quality education and training, tailored to individual needs, delivered cost effectively, anywhere and anytime. ADL Vision Web-based Learning Web-based Learning Embedded Training Embedded Training Digital Video Gaming Digital Video Gaming Distributed Simulation Distributed Simulation Digital Libraries Digital Libraries Office School Home Field In Transit In Transit

15. 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

16. 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). Why We Need Common Specifications

17. Communities of Self-interest Developed Common ADL Specifications ADL Co- Lab ADL Co- Lab I Industry Services Army Air Force Marines Navy Joint Staff “SCORM” Authoring Tool Vendors Standards Groups Federal Agencies Info Tech Companies Software Vendors Office of Science and Technology Dept of LaborDept of Commerce President’s Task Force on Training Technology

18. 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.

19. 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

20. SCORM Evolution 1998 2000 1999 ARIANDNE IMS IEEE AICC ALIC IBM Cisco Microsoft Macromedia Oracle NetG Click2Learn Saba Pathlore MindLever (many others)…. ADL SCORM 0.7.3 ADL SCORM 1.0 Content Model Run-time Environment Launch, API, Data Model, XML Course Interchange Meta Data ADL SCORM 1.1 Post Test Phase: Clean, Fix, Trim

21. AICC + IEEE + IMS + ADL = SCORM Many, many long technical meetings IEEE Meetings Late 1999 Partial list of participants: Microsoft Sun Boeing Oracle Cisco IBM IMS Meetings Early 2000 Click2Learn, Avilar, Pathlore, Saba, NETg, SmartForce, Centra, Thinq, Macromedia, and many more…

22. The Goal of SCORM Learning Content under SCROM must have the following characteristics  Accessibility  Interoperability  Reusability  Durability

23. 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.

24. 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.

25. What does SCORM Standardize? V.1.2 – V.1.3 Packaging Metadata Communication Sequencing

26. 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

27. 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.

28. 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

29. 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

30. SCORM Organization v.1.2

31. API Adapter SCORM API Delivery Service Tracking Service Sequencing Service Content Management Service Learner Profiles Service Testing/ Assessment Service Course Administration Service Local Content Repository Remote Content Repositories SCORM Content Packages Browser (Presentation) Generalized Learning Management System Model Selection Launch SCORM Tracking Data SCORM Content (SCOs & Assets)

32. SCORM Run Time Environment

33. 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

34. SCORM Run-Time Environment Learning Management System (LMS) Server Side Client Side Data Model Actual data sent back and forth between SCO and LMS API (Communications Link between SCO and LMS) Launch JavaScript Browser SCO API Adapter API Adapter LMS Server LMS Server Asset

35. 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

36. 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.

37. 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

38. 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)

39. 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”

40. 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

41. 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

42. Exploring SCORM Version 1.2 SCORM Run-Time Environment API

43. API and SCORM

44. 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

45. 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

46. 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

47. 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

48. 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()

49. API State Management Functions LMSGetLastError LMSGetErrorString LMSGetDiagnostic

50. Data Model

51. 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

52. Data Model core suspend_data launch_data comments objectives student_data student_preference interactions Data model is partitioned into eight categories

53. Exploring SCORM Version 1.2 SCORM Run-Time Environment Data Model

54. Data Model and SCORM

55. 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

56. 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

57. 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)

58. Data Model cmi.comments Mechanism for collecting and distributing comments to/from a SCO cmi.comments cmi.comments_from_lms

59. 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

60. 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

61. 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

62. 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

63. 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.

64. SCORM Run-Time Environment Hello LMS Correct! Handshake established Score kept internally (initially) LMSInitialize Hello True

65. SCORM Run-Time Environment Internally stored score now passed to LMS Content now “breaks” the “handshake” My score is 100 percent Got It Bye I’m done LMSSetValue(cmi.core.score.raw, 100) LMSFinish True LMSInitialize

66. Run-Time Environment Behavior

67. SCORM Content Aggregation Model

68. 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.

69. Content Model  Nomenclature defining the content components of a learning experience Meta-data  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 SCORM Content Aggregation Model

70. Content Model Components Asset Sharable Content Object (SCO) Content Aggregation

71. 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.

72. 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.

73. 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

74. Content Aggregation

75. Meta-Data

76. SCORM Meta-data

77. 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 meta- data can be systematically searched for and retrieved for use and reuse

78. 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.

79. 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

80. 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

81. Exploring SCORM Version 1.2 Meta-Data Information Model

82. Meta-data and SCORM

83. General Identifier – RESERVED Title Catalog Entry (catalog, entry) Language Description Keyword Coverage Structure Aggregation Level

84. Lifecycle Version Status Contribute  Role  Entity  Date

85. Meta-Metadata Identifier – RESERVED Catalog Entry  Catalog  Entry Contribute  Role  Entity  Date Meta-data Scheme Language

86. Technical Format Size Location Requirement  Type  Name  Minimum Version  Maximum Version Installation Remarks Other Platform Requirements Duration

87. Educational Interactivity Type Learning Resource Type Interactivity Level Semantic Density Intended End User Role Context Typical Age Range Difficulty Typical Learning Time Description Language

88. Rights Cost Copyright and Other Restrictions Description

89. Relation Kind Resource  Identifier – RESERVED  Description  Catalog Entry Catalog Entry

90. Annotation Person Date Description

91. Classification Purpose Taxonpath  Source  Taxon ID Entry Taxon Description Keyword

92. 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

93. Exploring SCORM Version 1.2 Meta-Data XML Binding

94. Meta-data XML and SCORM

95. 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

96. Meta-data Profiles and SCORM

97. Content Packaging

98. Asset SCOs Content Aggregation

99. 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

100. 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

101. Components of a Content Package Content Structure SCOs & Assets

102. Content Package – Meta-Data Component

103. 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)

104. Content Package – Organizations Component Content Structure

105. 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

106. 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

107. 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

108. 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

109. 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

110. 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

111. SCORM Content Structure

114. Context Specific Meta-Data Meta-data that is specific to a learning strategy Incorporated into the content hierarchy  Content Packaging Specification allows for meta- data 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

115. Content Package – Resources Component SCOs & Assets

116. 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

117. Content Package – Physical File Component

118. Content Package – PIF Component

119. 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

120. Exploring SCORM Version 1.2 SCORM Content Package Information Model

121. Content Package and SCORM

122. 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

123. Exploring SCORM Version 1.2 SCORM Content Packaging XML Binding

124. Content Packaging XML and SCORM

125. So I Want To Use SCORM For All My Content, Right?

126. Not Exactly

127. 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

128. SCORM is necessary, but not sufficient... How the SCORM Fits Technical Specification Technical Specification Instructional Capability, Modeling & Simulation, Intelligent Tutoring, Economic Models, Policy, R&D, etc. Instructional Capability, Modeling & Simulation, Intelligent Tutoring, Economic Models, Policy, R&D, etc.

129. What’s new in the SCORM TM Version 1.3?

130. SCORM Version 1.3 SCORM Content Aggregation Model  Content Model  Meta-data  Content Packaging  Sequencing - new SCORM Run-Time Environment  Data Model

131. Content Model Asset Sharable Content Object (SCO) Sharable Content Asset (SCA) - new

132. Sequencing Overview

133. 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

134. 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 15 th 2003

135. Sequencing Timeline (tentative)

136. 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

137. 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

138. Activity B Goto C SCORM 1.2 Sequencing Activity A If status == “satisfied” Then goto C Else goto B 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

139. SCORM 1.3 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… Activity A Activity B Activity C If status == “satisfied”If status != “satisfied” Goto C If status == “not satisfied”

140. 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.

141. 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

142. 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

143. Sequenced Learning Activities Found in Use Cases Learning Activities Offline Activities  Description/instructions provided online  Student works offline  Online student submission  Offline marking by instructor Assessments  Pre/Post assessment  Quiz  Final Examination Remediation  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

144. Use Case Requirements Sequencing Structures  User selection (Ad-hoc)  Linear  Parallel Navigation  Go to next  Go to previous  User select next  User select from TOC  Re-start an activity  concurrent activity Activity Navigation States  User Selectable/Not Selectable  Visible/Not Visible Content Stage chat glossary help Table of Contents Ancillary Stage

145. 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

146. Content Package Structure Item Sequencing

147. 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.

148. 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

149. Sequencing Behavior Model Sequencing Process Navigation Interpreter Upon exit of an item, evaluate pre-conditions and then, evaluate the status of the cluster to determine impact it’s parent ? Translate navigation events into sequencing requests Prepare and deliver the “selected” items’ resources Based on a sequencing request, traverse the organization and evaluate each item’s availability for launch based on: –Item state/status –Pre-Condition evaluation

150. The Missing SCORM piece SCORM 1.1 Sequencing & Navigation Improved Data Model Elements Advanced, Adaptive Architecture SCORM 2.0 SCORM 1.3 (?) SCORM 1.2 (Adds Packaging) Where we are The missing near-term piece Where we really want to be

151. ADL Future Versions of SCORM ARIADNE IMS IEEE AICC IBM Microsoft Macromedia Cisco NetG Click2Learn Saba Pathlore Centra, (many others)…. 2000 SCORM 1.0 Content Mod. Run-time Env. SCORM 1.1 Clean/Fix SCORM 1.2 Add Content Packaging Profiles & New Meta-data 20022001 2003 SCORM 3.0 ITS Simulation Perf. Supp Advanced Capabilities SCORM 1.3 Sequencing “Ultralite” SCORM 4.0 TBD (Need Research Now for This) SCORM 2.0 New Architecture - highly adaptive - new content models - first integration of performance support & simulation

152. THANK YOU