SCORM

In assessing SCORM 2004 for its affordances facilitating the implementation of specific requirements representing a simulation-based model optimized for interoperability and reusability several implications have come to light ranging from gaps in the technical architecture to standard implementation practice to instructional designers and programmers perspectives and understanding. They were identified technically within the RTE and Sequencing as well as in the common implementation practice of designing SCOs purely for content presentation. Findings also point to the need for persistent arbitrary SCO to SCO communication and the ability to conceptualize, design, and implement reusable functional SCOs to fully implement a simulation as an interoperable model within a SCORM environment. Also implied, are gaps in instructional design practice for SCORM-based solutions as well as gaps in the understanding of IT engineers and practitioners in relation to learning theories and practices. In respect to SCORM 2004 and simulations in general as a valuable reusable pedagogical model, the underlying behaviorist pedagogy inherent in SCORM's design needs to be revisited and in so doing the academic community needs to become more involved in its evolution. These findings were derived from a gap analysis using a specific set of requirements derived from an existing online simulation learning environment as the criterion and the Run-time Environment (RTE) and Sequencing of the SCORM 2004 technical architecture as the condition. Results were based on an analysis of quantitative and qualitative data collected from 26 members of the SCORM community employed in industry, government, standards/specifications entities, and academia. Participants were asked to provide levels of agreement to indicator statements of the relevance of the SCORM 2004 targets to the SIMREF at both the individual and set levels. They were also asked to describe alternate standards, specifications, technologies, and capabilities necessary to fulfill the requirements. ABOUT THE AUTHOR Patrick Shane Gallagher, Ph. D. is currently the technical lead for the Advanced Distributed Learning (ADL) initiative and a program manager for SI International. He was the Chief Knowledge Engineer/Instructional Technologist for the Performance Improvement Operation within the Analysis, Simulations, Systems Engineering, and Training (ASSET) Business Unit of Science Applications International Corporation (SAIC). Dr. Gallagher has a successful track record in leading, designing, and implementing enterprise learning and development solutions specializing in the convergence of enterprise learning and knowledge technologies. He led the knowledge management support for the NASA Johnson Space Center office of the CKO and was also the analysis team lead and knowledge architect for the Joint Knowledge Development and Distribution Capability (JKDDC) project for the Department of Defense (DoD) and the JKDDC Joint Management Office. Dr. Gallagher has extensive experience in designing and developing learning and knowledge architectures and systems and has led an internal research and development project for SAIC in the design and development of new content object models to support smart enterprise systems. Dr. Gallagher has accrued customer recognition and awards for thought leadership, innovation, and design and continues to pursue models for convergence in the areas of e-learning, learning technology standards, and knowledge management.

The Sharable Content Object Reference Model (SCORM) has evolved in recent years as a standard for linking digital interactive Learning Objects (LO) into digital learning management systems (LMS). This standard has been used in a variety of teaching and learning contexts. We are experimenting with SCORM in teaching and have developed a number of SCORM compliant LOs. In particular we have authored SCORM LOs by application of the freely available software Courselab, and have hosted these LOs within the Learning Management System (LMS) Blackboard Vista. In one case study we have deployed a SCORM LO for the purpose of testing the numeracy capabilities of new students for business-related courses. Within this LO 20 mathematical problems were presented, based on variables that were created through random number generators. This ensured that each student received an individual problem within the specific scope of the task. The students had a number of attempts, and if these had been used up, the solution was displayed, and the student could try the problem again, with a different set of numbers. After the problems had been solved by the student, the SCORM module gave an automatic assessment of the numeracy capabilities of each student, classified into various categories as defined by the scope of each of the 20 problems. In this study the SCORM module had not been hosted by a LMS but was run as standalone, due to limitations of our LMS regarding the handling of variables (in SCORM 1.2 there is a limit of 100 Javascript variables). This meant that the students’ results were not automatically transferred into the gradebook of the LMS. However, since this was only an informal assessment of the students’ capabilities without grading, it was not a problem that this test was not embedded within the LMS. Feedback provided by students was very positive, and also the teaching staff found it very effective to use. The online evaluation has been carried out with the cohort of students who used the LO in the winter semester 2009/10 to receive feedback on their views as to ease of use, appearance of the test and several other areas to be presented in the full version of the paper. In winter semester 2010/11 there are further students accessing this mode of numerical evaluation, and it has been made available on the University repository to be used as required by others. A second case study investigated the employment of SCORM as the main electronic teaching method within a technical field. While this module used traditional lectures and tutorials as the main teaching method, the SCORM objects were hosted within the LMS and provided the backbone of the learning material. Consequently, the student’s were enabled to review the lecture slides as SCORM slides and to solve small assignments and quizzes given within the SCORM module. Because the LOs were embedded within the LMS, the progress of each individual student could be monitored and on that basis important feedback is possible Some technical problems occurred related to the embedding of the SCORM objects within the LMS, which made the overall process of teaching and grading slightly cumbersome but which did not present insurmountable difficulties. Overall the use of SCORM LO appears to be a method well suitable for interactive teaching. The interaction from the student with the virtual learning environment (VLE) does mean that it can be used for distance learning students as once the LO is made available, the tutor is mainly a facilitator for the technology rather than an assessor.

While the term “e-learning” has been thrown around quite a lot in recent years, many are still unaware of what it actually means and how it can help them achieve success in both their professional and personal lives. This short e-book aims to provide an introductory level overview of the e-learning field for those people.
This e-book is divided into five main topics. The first topic sets the case for e-learning by dealing with subjects such as its history, its advantages and any drawbacks, and whether it can actually lead to learning. The second topic describes important types of learning tools that are available today. The third topic deals with the characteristics of online courses and how one can create successful learning communities. The fourth topic is about emerging learning trends. Here we explain themes such as micro-learning and gamification. And the final topic describes the application of e-learning in different industries.

In our busy daily life, there are a large number of people who want to pursue higher education, but lack the time or separated by distance or other circumstances intervening between them and their dream of completing their education. To accommodate the needs of these people, the higher educational institution started to offer distance education programs including e-learning. In this article. An analysis of the literature was conducted to identify the different approaches implemented in designing the database for an e-learning system. The findings of the analysis suggest that there are four main trends when designing a database for the e-learning systemi) The System Requirement. ii) The SCORM Standards. iii) Technology-based. iv) Content-based.

En este artículo se presenta una aplicación generadora contenidos reutilizables para la impartición de actividades docentes on-line, que supera las desventajas existentes en herramientas similares a la aquí propuesta. Esta aplicación está basada en el estándar de facto del e-learning: el estándar Scorm. Este estándar nos proporciona los mecanismos necesarios para una eficaz reutilización de los contenidos generados en posteriores actividades docentes y posibilita, de una forma sencilla, la adaptación de los contenidos generados al perfil del alumno. Una vez analizadas las herramientas existentes en el mercado en este sector, se decidió poner especial énfasis en la facilidad de manejo de la aplicación, ya que ésta es un a carencia presente en todas las herramientas examinadas.

To reinforce competitiveness, companies must focus Q1 4 on competitive priorities including cost, quality, delivery, and flex-5 ibility. The competitiveness also depends on the adherence to en-6 vironmental requirements and the ability of companies to survive 7 unforeseen disruptions. Lean, agile, resilient, and green (LARG) 8 paradigm is a hybrid supply chain paradigm, which can enhance 9 competitiveness in today's complex markets. In this article, we pro-10 pose a new conceptual decision-making model to evaluate LARG 11 supply chain performance in medical equipment companies. In 12 this regard, supply chain operations reference model attributes 13 were utilized as performance evaluation criteria. Furthermore, 14 the appropriate practices of LARG supply chain are selected 15 through fuzzy Delphi method. Also, an extension of decision making 16 trial and evaluation laboratory-based analytic network process 17 method is proposed to uncover network relationships and obtain 18 the weights for dimensions and elements. According to the results, 19 the agile paradigm, responsiveness, and quick introduction of new 20 products are determined as the most prioritized elements in their 21 corresponding dimensions, which emphasize the importance of the 22 customer satisfaction. Finally, the extended hesitant fuzzy linguistic 23 VIKOR (Vlsekriterijumska Optimizacija I Kompromisno Resenje) 24 is applied to rank LARG performance of Iranian needles and 25 syringes companies via qualitative group decision-making process. 26 The results of this study are conformed to conventional selection 27 results of needles and syringes suppliers conducted by Iran's Min-28 istry of Health. 29 Index Terms-Extended hesitant fuzzy linguistic (EHFL)-30 Vlsekriterijumska Optimizacija I Kompromisno Resenje 31 (VIKOR), group decision making, interval-valued hesitant fuzzy 32 DANP (IVHF-DANP), lean, agile, resilient, and green (LARG) 33 supply chain (SC), needle and syringe, supply chain operations 34 reference (SCOR) model. 35

Objeto de aprendizaje organizado en forma de 6 módulos.  Desarrollado en la Escuela Graduada de Ciencias y Tecnologías de la Información, Universidad de Puerto Rico, Recinto de Río Piedras, para el Hispanic Educational Technology Services.  2005.

En pleno siglo XXI, en la era de la digitalización, las comunicaciones y el internet las nuevas tecnologías de información se vuelven el común denominador de esta era, la educación no es la excepción hoy en día las prácticas docentes son más interesantes e innovadoras para el verdadero aprendizaje significativo en los alumnos. La Universidad Tecnológica de Tecámac, a través de la División de Informática tiene el compromiso de desarrollar materiales didácticos de calidad, que cumplan los objetivos parciales y totales de las materias que forman parte del mapa curricular de la carrera de Ingeniería en Tecnologías de Información y Comunicación. Tomando como eje de acción la misma carrera se diseñó un Objeto de Aprendizaje (OA) para la materia de Auditoria de Sistemas de Tecnologías de Información, utilizando las plataformas tecnológicas E-learning Maker y E-learning Animgallery. Los objetos de aprendizaje son parte de una filosofía en la elaboración de un material didáctico con soporte digital y está principalmente orientado para su utilización en la educación virtual. Uno de sus propósitos es mejorar las prácticas para la elaboración de material digital, en el sentido de unificar su formato y estructura. En ocasiones, se elabora material digital para cursos en línea y no hay un verdadero aprovechamiento o posibilidades de mejora a futuro, lo cual supone un uso ineficiente del tiempo. También se podrían estar elaborando materiales que ya existen, pero que no se encuentran en un formato de soporte de fácil edición, es por esto que el Cuerpo Académico de Servicios Tecnológicos trabajó en el Diseño del Objeto de Aprendizaje para la materia de Auditoria de Sistemas de TI de 9no. Cuatrimestre de la carrera de Ingeniería en Tecnologías de Información y Comunicación.

The teaching tools have known a big evolution with the integration of the new technology in the learning process, especially the serious games, thus the appearance of several input devices, e.g. " leap motion controller, kinect, etc. " , has expanded the scope of the users which reaches people with disabilities e.g. "blind, deaf, etc. " , who can also use this kind of video games. This paper will detail the development of a web based serious game dedicated for deaf children, in order that they learn the Arabic sign alphabet, through both an input device called leap motion controller and hand gesture recognition based on the artificial neural network. The proposed serious game will be integrated in a learning management system via the use of the Scorm standards, in order to make the course on e-learning platform more interactive.

A key contributor to the increasingly complex environment in which we live is the rapid pace of emerging technological innovations. Each of the new technologies provides unique strengths and instructional value. However, not all systems are able to communicate with one another in a way that is easy and useful for learners, instructors and system administrators.

The Advanced Distributed Learning (ADL) Initiative, under the direction of OSD Training Readiness & Strategy (TRS), has conducted preliminary research on the content and systems integration piece of the next generation learning environment that allows data sharing between and across systems by leveraging new and innovative technologies as they enter the market. This preliminary research includes prototype technology that facilitates this communication among emerging technologies.  Components of this preliminary research include custom data models and Web Services APIs consisting of virtual world support, social networking and learning profiles support, and legacy content support. Each of these new developments will enable Content-as-a-Service (CaaS). This paper discusses the preliminary R&D specifically regarding the content and systems integration piece of the next generation learning environment.

Considered innovative technologies in the educational process on the basis of competence-based approach, taking into account the formation of professional
competence in teaching engineering graphics. The authors argue that the use of
independent work of modern information technology, interactive e-learning courses,
student involvement in project activities to enhance motivation and learning
efficiency.

The appeal of online education and distance learning as an educational alternative is ever increasing. To support and accommodate the over-specialized knowledge available by different experts, information technology can be employed to develop virtual distributed pools of autonomous specialized educational modules and provide the mechanisms for retrieving and sharing them. New educational standards such as SCORM and Healthcare LOM enhance this process of sharing by offering qualities like interoperability, accessibility, and reusability, so that learning material remains credible, up-to-date and tracks changes and developments of medical techniques and standards through time. Given that only a few e-learning courses exist in aerospace medicine the material of which may be exchanged among teachers, the aim of this paper is to illustrate the procedure of creating a SCORM compliant course that incorporates notions of recent advances in social web technologies. The course is in accordanc...

Öğrenme nesneleri, belirli bir konudaki bir dosyayı veya küçük dosyaları farklı amaçlar kapsamında yeniden kullanmak ve güncellemek için eğitim amaçlı kullanılabilen koleksiyonlardır. Türkiye'de öğrenme nesneleri ile ilgili çeşitli çalışmalar olmakla birlikte konu ile ilgili yeterli araştırma olmadığı görülmüştür. Bu araştırma için 2005-2019 yılları arasında Türkçe tezler kullanılmıştır. Bu tezler, öğrenme nesneleri ve özellikleri hakkında bilgi veren tezlerdir. Bu çalışmada içerik analizi yapılmış ve öğrenme nesnelerine ilişkin bir bakış açısı sunulması amaçlanmıştır. Öğrenme nesneleri çerçevesinde, "erişilebilirlik ve arama yeteneği", "yeniden kullanılabilirlik", "çeşitlilik", "esneklik", "ayrıntı düzeyi",
"düşük maliyet ve ekonomik" ve "taşınabilirlik" özellikleri incelenmiştir. İncelenen tezlerde; "Erişilebilirlik ve arama" en çok incelenen özelliklerden biridir. En az çalışılmış özellik ise taşınabilirliktir. Ayrıca öğrenme nesneleri ile ilgili en çok çalışmanın 2011 yılında yapıldığı görülmüştür.

Yapılan çalışmada, literatürde yer alan ders tasarım modelleri ile desteklenerek, uzaktan eğitim programlarında kullanılabilecek etkili bir ders tasarım modeli sunulmaktadır. Yapılan ders tasarımında, verimlilik, etkinlik ve öğrenmenin artırılması amacıyla, yazılı materyaller dışında, video, görsel, animasyon, seslendirilmiş sunumlar, sınavlar, ödevler, forumlar, anketler ve canlı dersler ile desteklenmesi sağlanmaktadır. Çalışmada, seslendirilmiş sunum dosyaları, videolar, yazılı ve görsel materyaller SCORM paketler içerisinde sunulmaktadır. Ayrıca ders verimliliği ve etkinliğini artırmak amacıyla, öğrenciye sunulan SCORM paketler içerisinde ölçme ve değerlendirme işlemi uygulanmaktadır. Öğrenci elde edeceği değerlendirme sonuçlarına göre, sistem tarafından otomatik olarak konu tamamlatılmakta veya tekrar etmek zorunda bırakılmaktadır. Makalede, yapılan tasarım, örnek uygulamalar ve uygulanan tasarım sonucunda elde edilen deneyimler yer almaktadır.

Human-to-Human communication has changed in the last few years. Social networking sites have been used by university students and teachers in their daily communication. Additionally, these tools provide institutions and organizations with an interactive mean to build community skills. In particular, open source social networks have a lot of features that allow people to build social relations and supply institutions with enhanced learning capabilities. Some researchers claim that introducing social networks improves students’ academic performance and increases institutional revenues. In Lebanon, 80% of higher educational institutions have adopted learning management systems, like Moodle, to provide both students and teachers with online interactive learning opportunities. Moodle is limited to some basic features (user collaboration, group discussions, file sharing…). These features might be complemented through the integration of a powerful social networking tool like Elgg. On the other hand, Elgg is not Sharable Content Object Reference Model (SCORM) compliant, so its lack of course management might be made for with the integration with Moodle. This paper discusses the benefits of integrating the next generation of SCORM with Elgg and attempts to describe the integration process and technical procedures involved. It is organized as follows: 1) A literature review to properly express the terms and concepts, 2) an exhibition of the requirements for the Next Generation SCORM, 3) a description of Elgg that shows that it does not have those requirements, 4) highlight the necessity why Elgg should meet these requirements, 5) propose a solution to integrate Tin Can API with Elgg, 6) a conclusion with the future works.

Nos últimos anos, diversos estudos têm apontado inúmeras vantagens do eLearning, ao nível das organizações que o pretendem implementar, destacando-se a redução de custos: na forma como a formação é distribuída e divulgada; nas deslocações e estadias; no pessoal responsável mas também pela facilidade e rapidez com que é possível alterar e distribuir os conteúdos, valência, muitas vezes, descorada. O frágil panorama internacional ao qual temos vindo a assistir nos últimos anos, faz-nos crer que o excesso de material disponível na Internet não irá ser devidamente acompanhado pela existência de conteúdos educacionais ou de formação com qualidade. Pretende-se, essencialmente, que este ensaio sirva de alerta para alguns autores de conteúdos digitais e responsáveis por formação e ensino a distância.

The aim of this paper is to present a collaborative environment developed within the framework of the SLOOP project, co-financed by the European Commission under the Leonardo Da Vinci programme. The environment is called FreeLOms and allows teachers to share and reuse Learning Objects, including cooperative and repository functionalities. In fact, the production and sharing of digital contents according to the Learning Object approach at school is limited to a small number of teachers, and so a key opportunity to reuse them is lost. The FreeLOms system, described in this paper, includes features for LO Metadata editing, versioning and differencing at metadata and content levels and managing LO in SCORM vision.

SCORM Cloud es una herramienta gratuita que los desarrolladores de e-learning pueden usar para testear sus cursos en SCORM. En este escrito presentamos 8 tablas con ejemplos de los estados de SCORM 1.2 y 2004.
Scorm Cloud es útil para resolver algunos de los errores más comunes que pueden cometerse en el estándar, por ejemplo en archivos como imsmanifest.xml cuando son creados o modificados en forma manual.

Tin Can API, the successor to SCORM has been making news in the eLearning industry for a while due to its unique features such as offline tracking, tracking learner experience, reducing the need for an LMS, etc. In this blog, we will majorly focus on things that most of us aren’t aware of – Demystifying Tin Can API.

Abstract: - In this paper we present FreeLoms a collaborative environment for sharing and creating Learning Objects in an open perspective. FreeLoms combines the functionalities of a Learning Object Repository with those of a collaborative environment. An abstract Learning Object ...