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27-Experiences of SCORM Implementation Process in Cyber Security Course Content-Rajesh-27

27-Experiences of SCORM Implementation Process in Cyber Security Course Content-Rajesh-27

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Published by artsraj
Experiences of SCORM Implementation Process in Cyber Security Course Content. I was part of this project, it was the first project in India, where we succesfully implemented SCORM standards. This paper got published in National Level elearning ELELTECH 2005 conducted by C-DAC hyderabad.

Rajesh R. Nair
Experiences of SCORM Implementation Process in Cyber Security Course Content. I was part of this project, it was the first project in India, where we succesfully implemented SCORM standards. This paper got published in National Level elearning ELELTECH 2005 conducted by C-DAC hyderabad.

Rajesh R. Nair

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Published by: artsraj on Dec 30, 2008
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05/09/2014

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Experiences of SCORM Implementation Process in Cyber Security Course Content
Experiences of SCORM ImplementationProcess in Cyber Security Course Content
Rajshekhar AP
(refer pg 118)
 
C-DAC Hyderabad 
G.Radha
(refer pg 118)
 
C-DAC Hyderabad 
Dr.Sarat Chandra Babu
(refer pg 127)
 
C-DAC Hyderabad 
Rajesh R. Nair
C-DAC Hyderabad 
 
Rajesh Ravindra Nair is working as a MultimediaDeveloper in C-DAC Hyderabad. He completedM.Sc in Mathematics in 2001 from MDS UnivAjmer and Diploma in Advanced Computer Artsin 2003 from National Multimedia ResourceCentre (C-DAC) Pune. Presently he is working ine-learning project. His areas of interest areGraphic Designing, 3D modeling, 2D animationand other multimedia related areas.
 Abstract
Content is the king in the context of any formof learning; with no exception to e-learning.In this paper we address various issuesrelated to content development and offeringin e-learning mode. Various issues relatedwith content are Reusability, Accessibility,Interoperability and Durability.Implementation of content standards duringthe content development process wouldresult in reducing the content related issues.There are various worldwide standardsavailable among which Sharable ContentObject reference Model (SCORM) hasgained wide acceptance. The authors areinvolved in developing the content for CyberSecurity course to offer in e-learning mode.This paper presents a specific case study indeveloping content to be offered in the e-learing mode for “Cyber Security” course.This course is intended to be offered fornetwork system administrators, InformationSecurity officers and general users. Thispaper describes the implementation ofSCORM standards in developing the contentwhich includes generating metadata, contentaggregation and content packaging. Theauthors gained experience using ADL’s toolsfor SCORM conformance test.
1. Introduction
At present, in the world of distanceeducation e-learning is in the forefront. As inany form of education, content is the crux ine-learning too. Content development is asystematic approach to gather, analyze,design and interpret the information for aparticular topic in a specified manner. Sincethe content evolves over time,maintainability of the content has to beconsidered. This allows easy managementof the content. Among other issues centralto the content development, portability andinteroperability take the spotlight. Thesolution for this problem is standardization ofthe content development process. Theprocess of standardization wraps all other
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Experiences of SCORM Implementation Process in Cyber Security Course Content
processes involved in the development ofcontent to address the above said issues.Standards impose certain order, providingmore uniform and precise access andmanipulation to e-learning resources anddata. Designers and developers of on-linelearning materials have a variety of softwaretools at their disposal for creating learningcontent. These tools range frompresentation software packages to morecomplex authoring environments. They arevery useful by giving the opportunity to thedevelopers to create learning resources thatmight otherwise require extensiveprogramming skills. Unfortunately, a numberof software tools available from a widevariety of vendors produce instructionalmaterials that do not share a commonmechanism for finding and using theresources. In addition to this, the contentdeveloped for one Learning ManagementSystem (LMS) may or may not be launchedby another LMS. So there is need forstandards to define the framework for e-learning content. So standards are desirablefor interoperability, convenience, flexibility,and efficiency in the design, delivery andmanagement of the learning content.
2. Content developmentStandards and SCORM
There are number of organizations workingto develop specifications and standardssuch as IMS, ADL, ARIADNE, IEEE, ISO etcto provide framework for e-learningarchitectures, to facilitate interoperability,content management, Learning Object Metadata, course sequencing, content packagingetc. One of the widely accepted contentdevelopment standards is Sharable ContentObject Reference Model (SCORM) definedby Advanced Distributed Learning (ADL)initiative.SCORM is a suite of technical standardsthat enable e-learning environments to find,import, share, reuse, and export learningcontent in a standardized way. SCORMprovides adilities such as contentReusability, Accessibility, Interoperability,and Durability. SCORM referencesspecifications, standards and guidelinesdeveloped by other organizations andadapted and integrated with one another toform a more complete and easier-to-implement model. SCORM has implementedthe Learning Object Metadata (LOM) fromIEEE standards and content packagingspecifications from IMS. SCORM hasbecome widely accepted e-Learningstandard in content development and mostof the vendors are providing support in theirproducts to test SCORM compliant content.It defines a Web based learning ContentAggregation Model and a RuntimeEnvironment for learning objects. ContentAggregation Model Content AggregationModel (CAM) provides means to identify anddescribe the learning content. Asset andSharable Content Object (SCO) are thecomponents of the content as defined underCAM. Asset is an electronic representationof media, text, images, sound, web pages,assessment objects or other pieces of datathat can be delivered to a Web client. ASCO represents a collection of one or moreAssets that include a launching mechanismthrough SCORM Run-Time environment(RTE) to communicate with LMS. A SCOrepresents the lowest level granular learningresource that can be tracked by an LMSusing the RTE. Asset and SCO areassociated with metadata to identify anddescribe the content and to make themreusable.The SCORM Content Aggregation Modelfurther defines how learning content can beaggregated into a course or portion of acourse. Content Organizations providesdifferent paths of learning by aggregatingdifferent SCOs. Content packaging providesa standardized way to exchange SCOsbetween different systems or tools. ContentPackaging also defines the structure and theintended behavior of content organizations.
3. Run-Time Environment
 
The purpose of the SCORM Run-timeEnvironment is to provide a means forinteroperability between SCORM contentpackages and LMS. A requirement of theSCORM is that learning content should beinteroperable across multiple LMSsregardless of the tools used to create thecontent.For this to be possible, there must be acommon way to launch learning content, to
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Experiences of SCORM Implementation Process in Cyber Security Course Content
communicate with an LMS and a predefinedlanguage or vocabulary forming the basis ofthe communication. These three aspects ofthe RTE are Launch, Application ProgramInterface (API) and Data Model. The Launchmechanism defines a common way forLMSs to start learning content. Thecommunication protocols are standardizedthrough the use of a common API. The APIis the communication mechanism forinforming the LMS of the state of thelearning content such as initialized, finishedor in an error condition. Also the getting andsetting data (e.g., score, time limits, etc.)between the LMS and the SCO is achievedthrough the APIs. A Data Model defineselements that both the LMS and SCO areexpected to “know” about such as the statusof the learning content.Understanding the importance of standardsconformance in a e-learning course, wedecided to implement SCORM in the CyberSecurity course.
4. Design and development of ane-Learning course with SCORMspecifications
To develop a course that follows thespecifications of SCORM, we need toimplement the process to perform all thesteps involved. The process is discussedhere.
4.1 Development of Cyber SecurityCourse confirming to SCORM
 
We have developed course content forCyber Security, which is intended forSystem administrators and Informationsecurity officers. This course has arequirement of being offered through e-learning mode. In view of delivery of thecourse in e-learning mode, we took anapproach to implement the SCORMstandards to make it interoperable withLMSs. This activity required a study tounderstand SCORM in depth, chalking out aprocess to implement it specific to thecourse and meeting the course objectives atthe same time. After thorough study ofSCORM, we have come out with a processfor implementing it in the course. The majoractivities of this course development includeformulation of course syllabus based onSCORM standards, Identification of SCOs,Identification of metadata specific to thecourse, defining a learning path for contentdelivery and evaluation methodology.
4.2
 
Design of Course Syllabus
The syllabus of the course was designed inconsultation with domain experts. Thestructure of the course is also important as itdefines the learning paths for different targetaudience. Design of course syllabus is thebasis for identifying the SCOs.
4.3 Identifying the SCO
 
A SCO can contain a single learning objector a collection of learning objects, tests,scenarios etc. Additional aspect of SCOthat one has to keep in mind while designingit is, a SCO must be standalone. Thisrestricts a SCO from having anydependencies with other SCOs.The contents of Cyber Security is structuredin a hierarchical fashion. Unit is at thehighest level of this hierarchy and lesson atthe lowest level. In this hierarchy a lesson byitself can provide learning experience to theuser. So we have identified lesson as aSCO as it forms the most granular objectthat can be tracked and delivered by anLMS. The structure of a unit is shown here.
4.4 Course: Cyber SecurityUnit – 2: Network SecurityModule-1: Access Control Systems andMethodologies
 
Lesson-1:
Identification andAuthentication Techniques
Lesson-2:
Various Identification andAuthentication Techniques
Lesson-3
: Access Control Issues
Module-2: Virtual Private NetworkLesson-1:
Introduction to VPN
Lesson-2
: Cryptography for VPNs
Lesson-3
: Layer-3 IP VPNs
Lesson-4
: Securing ApplicationStreams
Lesson-5
: IPSec VPN Design &Deployment and VPN Case Study
ELELTECH INDIA 2005 140

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