SCORM

By:
Balasubramaniya
m. R
08-603-003
 What we want?

• What is SCORM?
• Connection with e-learning
• Application of XML Technology
• Technical description about SCORM
• Why it is important to us?
 Background: A Thinking
process?
• Design for Reuse
– What’s the right level of granularity?
• Tracking
– What’s the right level of granularity?
• Metadata
– How much is needed?
• LMS
– What does the Table of Content look like?
– Navigation Controls?
 Granularity
Raw Data Informatio
and
Learning
Reusability
Lesson Course
(Media Elements) n Objects Objective (Aggregation) (Collection)

Context +
Reusability -
Source: Academic ADL Co-Lab (adapted from Learnactivity)
 What is SCORM?
A software model
– defines the interrelationship of course components,
data models, and protocols such that content
“objects” are sharable across systems that conform
with the same model.
• It is collection of specification adopted together
for achieving some property of content like
Accessibility, Adaptability, Affordability,
Durability , reusability, interoperability
 SCORM and Technology
• Content Aggregation Model
– Metadata (from IEEE LOM 1484.12)
– Content Structure (derived from AICC)
– Content Packaging (from IMS)
– Sequencing Information (from IMS)
• Run-Time Environment
– IEEE Application Programming Interface
(1484.11.2)
– IEEE Data Model (1484.11.1)

• Sequencing & Navigation

– Sequencing Information & Behavior
(from IMS)
Generalized view of LMS
 SCORM Content Model
• Assets:
Components
– building block of a learning resource.
– text, images, sound, assessment objects or any
other piece of data
– More than one asset can be collected together to
build other assets.
• SCO:
– A SCO is a collection of one or more Assets that
represent a single launchable learning resource
– tracked by an LMS
Conceptual Makeup of SCO
SCORM Content Aggregation
Model
Conceptual Representation of
Activity
Content Organization
 <organization> tag
• Title
• Item
– title
– Item
– adlcp: timeLimitAction, dataFromLMS,
completionthreshold
– imsss:sequencing
– adlnav:presentation
• Metadata
• imsss:sequencing
Content Packaging
 Sequence and Navigation
•Three ways for learners to traverse the
Activity Tree
 User Choice (“Choice”)
 The learner can choose any activity in any
order at any time
 Flow
 The learner can only move toward the ‘next’ or
‘previous’ activity – the system determines the
activity to delivery
 Forward Only
 The “Previous” button is disabled.
 Adding Sequencing Behavior

• A
–1
–B
• 2
• 3
 Run time environment
Communicating with the LMS

/* look up window hierarchy to find LMS provided API */

API.Initialize(“”);

var name = API.GetValue(“cmi.learner_name”);

API.SetValue(“cmi.score.scaled”, “0.9”);

API.Terminate(“”);
 Continue…
• Must use JavaScript
• There are only 8 functions that you may
use
Initialize(“”) GetDiagnostic(Y)
SetValue(X, Y) GetLastError()
GetValue(X) GetErrorString(Z)
Commit(“”)
Terminate(“”)
Where X = cmi data model element, Y = any string,
Z = error code
API, API instance and API
implementation
 CMI data model element
• Comments From Learner
• Comments From LMS
• Completion Status
• Completion Threshold
• Learner Id
• Learner Name
• Learner Preferences
• etc…
Conceptual API Instance
Transition
SCORM Run Time
Environment
Continue….
Continue….
Overall Picture in Meta-Data

• Examples with showing

– APIWrapper.js
– imsmanifest.xml
Scope of Adaptation
 Limitation considered..
(one prespecitive)
• limited adaptivity
• Run time environment do setting of the predefined rule
with key value pair only. We can not change these
values at run time after SCO made.
• This is again compact and it can not be used in different
context by simple change. We have to make a new
imsmanifest file for the changed context of learning.
 Continue….
• SCORM describes a solutions for systems,
components and content interopability for
learning
– Data and Behavioural interoperability
• SCORM does not extend beyond learning to
management of learning
• SCORM does not impose any pedagogical or
assessment model
• SCORM supports only limited pedagogical
features
 Continue….
• No communication across SCO’s
• No access to other SCO’s
• SCO has its own behavior
• Using same hierarchy for structure, behavior and display
• Learners are individual
• It can not adapt learner experience without learner
interaction
• There is no concept of alternate resource although we
can simulate it by making various navigation restrictions
• There is nothing for picking some of resource from a
collection of resource
 Development in SCORM
• January 1999 — Executive Order 13111 signed tasking
the DoD to develop common specifications and
standards for e-learning across both federal and private
sectors
• January 2000 — SCORM Version 1.0
• January 2001 — SCORM Version 1.1
• October 2001 — SCORM Version 1.2
• January 2004 — SCORM 2004 (1st Edition)
• July 2004 — SCORM 2004 (2nd Edition)
• June 2006 — Department of Defense Instruction (DoDI)
1322.26 Requiring DoD Use of SCORM
• October 2006 — SCORM 2004 (3rd Edition)
 SCORM BOOK
• SCORM 2004 3rd Edition Overview
• SCORM 2004 3rd Edition Content
Aggregation Model (CAM) book
• SCORM 2004 3rd Edition Run-Time
Environment (RTE) book
• SCORM 2004 3rd Edition Sequencing
and Navigation (SN) book
 SCORM 2004 3rd Edition
Overview
• It gives
– an overview of the SCORM 2004 3rd
Edition documentation suite
– the SCORM 2004 3rd Edition
Conformance Test Suite
– SCORM 2004 3rd Edition Sample Run-
Time Environment. 
 The SCORM Content Aggregation
Model (CAM) book
• Describes
– components used in a learning experience
– how to package those components for
exchange from system to system
– how to describe those components to enable
search and discovery,
– how to define the sequencing rules for the
components. 
 The SCORM SN book
• describes
– how SCORM conformant content may be
sequenced through a set of learner-initiated or
system-initiated navigation events. 
– The branching and flow of that content may be
described by a predefined set of activities,
typically defined at design time. 
– how a SCORM conformant LMS interprets the
sequencing rules expressed by a content
developer along with the set of learner-
initiated or system-initiated navigation events
and their effects on the run-time environment.
 The SCORM RTE book
• describes
– the Learning Management System (LMS)
requirements for managing the run-time
environment
– The RTE covers the requirements of SCOs and
their use of the API and the SCORM Run-Time
Environment Data Model.
Discussion………

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