Online Learning in The Age of SCORM

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Online Learning in the Age of SCORM

Claude Ostyn
Learning Standards Strategist
September 23, 2003
Synopsis
This presentation was designed to achieve the
following objectives:
Provide a synopsis of SCORM 1.2 and 1.3
Provide a synopsis of Reusable Competency Definitions
Describe some of the ways SCORM and Reusable
Competency Definitions affect instructional design
Explore one or more simple sequencing scenarios
Relate sequencing and competency management

Copyright 2003 Click2learn, Inc. All rights reserved
Not the 20
th
Century E-learning anymore
The push model
Learner
Learning
Content
Manage-
ment
Trainer
Not the 20
th
Century E-learning anymore
ISD
Learner
Learning
Content
Manage-
ment
Trainer
Analysis Design Implementation Evaluation
This is not your parents E-learning anymore
Working = Learning
Working = Learning = Working = Learning
Business
results
Competency
data
Trainer
Learner
Informal
knowledge
Learning
Content
Sub-
ordinate
Client
Manage-
ment
Co-
worker
Evolution
From
Focus on Instruction
To
Focus on Outcomes

From
Know it all
To
Just in time

From
CBT
To
Blended learning
From
Individual pedagogy
To
Social pedagogy

From
Lone Learner
To
Learning together

From
e-learning
To
Learning

Is there still a place for ISD?
Yesterdays model
Task-
specific
Stable
design
Big $$$, lots of
time
Training-
specific
Yesterdays model

Todays model
Task-
specific
Stable
design
Big $$$, lots of
time
Training-
specific
Working & learning
ecosystem
Competency
requirements
Business
requirements
Focus on
strategy
Flexible
Reconfigurable
Short time
Automation
Cannibalize &
reuse
Make new content
standards-
compliant 360

Start Here
Yesterdays model

Todays model
Task-
specific
Stable
design
Big $$$, lots of
time
Training-
specific
Working & learning
ecosystem
Competency
requirements
Business
requirements
Focus on
strategy
Flexible
Reconfigurable
Short time
Automation
Cannibalize &
reuse
Make new content
standards-
compliant 360

The Content Delivery Challenge
Learning
Content
Learner
Gigabit
Broadband
Modem
Sporadic
connection
Offline
Desktop
computer
Limited
resolution
laptop
PDA
Mobile
device
("phone")
Language
requirements
Perceptual
accessibility
requirements
Motor
accessibility
requirements
Other
accessibility
requirements
Bandwidth
Delivery
device
Rendering
Where can learning technology standards help?
To design and implement:
Competency requirements
Adaptive instructional strategies
Flexible and reconfigurable
Content gathering automation
Content reuse, cannibalization
Quick deployment, regardless
of platforms
Accessibility, ADA compliance
Assessment data collection
Reusable Competency Definitions
Simple sequencing, SCORM 1.3
SCORM
IEEE Metadata, SCORM metadata
SCORM
SCORM, IEEE API
IMS Accessibility profiles
IEEE content object
communication
A closer look at two standards initiatives
Which
Reusable Competency Definitions (RDCEO)
SCORM
Point of view
How they can impact learning
General competency data framework
Competency data may
include
Reusable (generic)
definition of the
competency
Evidence of competency
(e.g. result of assessment)
Context within which the
competency is defined, or
that defines the competency
(e.g. social or work context)
Dimensions
(e.g. proficiency on a scale,
duration of a certification)
Context Definition
Evidence
Context
Evidence
D
i
m
e
n
s
i
o
n
s
Context
Evidence
D
i
m
e
n
s
i
o
n
s
Definition Definition
Reusable Competency Definition
Reusable
For different people
In different contexts
With different evidence
With different metrics

Example
Can diagnose a fault in a
Cat5 network cable
For example
X001 is the identifier of a competency definition
Here is an activity designed to learn X001
Here is a learning object designed to learn X001
Here is a different learning object designed to learn
X001; this one is a video clip
Here is someone who is an expert resource on X001
Here is a learning object designed to practice X001
Here is an assessment designed to test X001
Here is some evidence that Ann knows how to do X001
Here is some evidence that Joe was assessed on X001,
using instrument XYZ on June 2, 2003, with a 72% score
Context
Application example
Competency
model
A
B
C
P
Q
R
A
B
P
Q
D
E F
Y
K
N T C
P
R
Learners Competency
Records
Learners Target
Competencies
B
Required competency
Acquired competency
ID of competency
definition
Legend
Skill gap
analysis
Definitions
Evidence
Unique identifiers of competency definitions, regardless of the content of the
definition, can be used as currency in learning system operations.
System view = This learner needs A, B, and Q but not P
Human view = Understand what is defined by A, B, Q, P, etc.
SCORM
Shareable Content Object Reference Model
Advanced Distributed Learning initiative
Dept. of Defense, Dept. of Labor, Industry, Education
Initial focus: Distributed learning accessible through a web browser
Deliver and track through any LMS, any browser, anywhere

SCORM
Shareable Content Object Reference Model
Advanced Distributed Learning initiative
Dept. of Defense, Dept. of Labor, Industry, Education
Initial focus: Distributed learning accessible through a web browser
Deliver and track through any LMS, any browser, anywhere

SCORM 1.2
How to package content to make it portable
Metadata (information about it)
How a LMS launches the content in a browser
How content communicates with the LMS
What is being communicated

SCORM works today
Adopted by all major
LMS & LCMS vendors
Used by Fortune 1000
enterprises
Mandated by DoD,
other federal agencies
Content vendors are
slower to adopt

Time to deploy content
Before SCORM: Weeks, months

With SCORM: Seconds, minutes

Cost of content integration
Before SCORM with SCORM
SCORM 1.2 Instructional design perspective
Advantages
Reusable content objects
The learner chooses
Flexible aggregation model
Use your favorite
nomenclature
Shortened timeline allow
more timely content
Broader deployment options
and better longevity allow
better ROI for desirable but
expensive content (e.g.
simulations)
No restriction on pedagogical
approach
Limitations
No sequencing between
content objects the learner
chooses
No guided learning
Adaptive learning strategies
must be built inside the
content objects
No standard for collaborative
learning
Some tools are only
beginning to catch up

SCORM evolves
SCORM 1.3
Focus on activities that use content, rather than content as such
Sequencing of activities
Adaptive sequencing options
Expected final version: Late 2003
SCORM 1.2
How to package content to make it portable
Metadata (information about it)
How a LMS launches the content in a browser
How the content communicates with the LMS
What is being communicated
In use today

SCORM 1.3 Instructional design perspective
Advantages
Advantages of SCORM 1.2
Designer can choose to
sequence the activities that
use the content objects
Sequencing rules based on
success and/or completion
Supports tracking &
assessment of competencies
Can mix guided learning with
discovery and free play
Adaptive learning strategies
can be defined for all levels
of the activity tree
Allows visual continuity
Limitations
Collaborative learning is out
of scope
No support for interacting
with persistent simulations
(but its in the works)
High level design and
authoring tools to really take
advantage of SCORM 1.3
will take a while to appear

Main problem: Failure of
imagination

For example
The following slides illustrate
some simple sequencing
scenarios in SCORM 1.3

Except as otherwise noted, these
scenarios are not supported by
SCORM 1.2, but must be
supported by every SCORM 1.3
conformant player.

This functionality is defined in
the current SCORM 1.3 draft and
is stable. Other aspects of the
SCORM 1.3 draft are subject to
change before the final version is
released.

A designed learning activity cluster
Pre-test
Topic 1
Topic 2
Topic 3
Post-test
Tutorial
Unit X
Unit X+1
Activities associated to competency definitions
Pre-test
Topic 1
Topic 2
Topic 3
Post-test
Tutorial
Unit X
Unit X+1
Relevant for: SKILLSET1
also SKILL1, SKILL2, SKILL3
Relevant for: SKILL1

Note: SCORM 1.3 does not specify or require the
use of competency definitions, but it dovetails neatly
with that specification by allowing you to associate
custom objective identifiers with one or more activities.
Resource association
Each leaf activity (activity that
does not have sub-activities)
typically uses a learning
resource: Content, assessment,
ILT course,

In SCORM 1.2, the user can
choose any activity in any order.

SCORM assumes that every leaf
activity uses a resource
accessible through a web server.
Pre-test
Topic 1
Topic 2
Topic 3
Post-test
Tutorial
Unit X
Unit X+1
Navigation mode: Choice
The learner can choose any
activity, in any order.

This is the only navigation mode
that can be assumed in SCORM
1.2
Pre-test
Topic 1
Topic 2
Topic 3
Post-test
Tutorial
Unit X
Unit X+1
Navigation mode: Guided flow
The designer enables the flow
mode.
This guides the learner through
each activity in a predictable
sequence.
Pre-test
Topic 1
Topic 2
Topic 3
Post-test
Tutorial
Unit X
Unit X+1
Navigation mode: Choice + Flow
The learner can choose any
activity, in any order.

The learner can also follow the
guided flow. For example, just
clicking a Continue button will
go to the next activity in the flow.

Two different learning styles can
be accommodated by this simple
combination. Field independent
learners do not want to follow a
flow, but field dependent learners
tend to use the guided flow.
Pre-test
Topic 1
Topic 2
Topic 3
Post-test
Tutorial
Unit X
Unit X+1
The design may also embed rules
Rules
Pre-test
Topic 1
Topic 2
Topic 3
Post-test
Tutorial
Unit X
Unit X+1
Use pre-test to determine
which topics to suggest to the
user in the guided flow
Can be taken only once
If passed, skip to next unit
Once post-test taken, learner
can no longer take the pretest.
In the tutorial
Skip topics already mastered
Skip all if pre-test passed
Retry until successful
Tracking data model for each activity
Success
Successful?
How successful? (score)

Applies to activity objective.
The objective can be implicit or
explicit (e.g. reference to a
reusable competency definition)
Completion
Completed?
Example: Learner tries, fails, tries again
Rules
Pre-test
Topic 1
Topic 2
Topic 3
Post-test
Tutorial
Unit X
Unit X+1
In the tutorial
Scenario 1: Test out of the learning activity
Pre-test
Topic 1
Topic 2
Topic 3
Post-test
Tutorial
Unit X
Unit X+1
User masters every
objective in the pre-test
Objective SKILL1
Objective SKILL2
Objective SKILLSET1
Objective SKILL3
Pretest results
Pre-test
Topic 1
Topic 2
Topic 3
Post-test
Tutorial
Unit X
Unit X+1
User masters 2 of 3
objectives in the pre-test
Objective SKILL1
Objective SKILL2
Pretest results
Objective SKILLSET1
Objective SKILL3
Pre-test
Topic 1
Topic 2
Topic 3
Post-test
Tutorial
Unit X
Unit X+1
User masters none of the 3
objectives in the pre-test
Pretest results
Objective SKILL1
Objective SKILL2
Objective SKILLSET1
Objective SKILL3
Pre-test
Topic 1
Topic 2
Topic 3
Post-test
Tutorial
Unit X
Unit X+1
Pretest results
Objective SKILL1
Objective SKILL2
Objective SKILLSET1
Objective SKILL3
User skips the pre-test and
chooses some activity
The post-test may update
the status of the objectives
even if the pre-test was not
taken
Example: Different strategy second time around
Rules
Pre-test
Topic 1
Topic 2
Topic 3
Post-test
Tutorial
Unit X
Unit X+1
In the tutorial
Example: Use different method on retry
Rules

On 1
st
pass, use Method 1; on 2
nd

pass, use Method 2; on 3
rd
pass, use
Method 3; on any subsequent pass,
use the Else method.
Introduction
Method 2
Method 3
Else
Method 1
Topic 1 (cluster)
Next in flow
Skip if completed previously
(no special rule)
Skip if completed previously
Exit cluster when completed
1
st
pass
2
nd
pass
3
rd
pass
Applications of the SCORM activity model
The SCORM 1.3 simple sequencing model and rule can
be applied to various scales and purposes
A curriculum
A course
A game
The workflow through a task
Patterns of activity rules may become reusable strategy
templates
Independent of the goal
Independent of the learning resources used
Conceptual challenge
Think in terms of skip and retry, and check status rather
than traditional CBT branching.
Activities and competency management
Existing competency records may affect sequencing
E.g. Skip activity if existing records show that the objective
has been mastered already
A learning plan is no longer tied to specific learning
resources
Whatever resource can achieve the same objective will do
Content can be modified and updated without having to
lose user tracking information, because competency
records are keyed to competency definitions, not to
specific learning resources.
Summary
Before, effective design meant
Active engagement of the
learner
Adaptability to learners
knowledge and traits
Alignment with training goals
and objectives
Creating a nice piece of content
Strong graphic design and
continuity
Progressive, planned
elaboration of conceptual
knowledge and skills.
5 year plans

Now, effective design means
Active engagement of the
learner
Adaptability to learners
knowledge and traits
Alignment with business goals
and objectives
Using whatever means will lead
to learning, often in a blended
approach
MTV approach learning is a
discontinuous process.
Guerilla learning whatever
works, when it needs to work
So, where to start
Focus on the goals
1. What are the business drivers?
2. Which competencies or skills do we need to build?
3. Where do they apply?
4. Are they already defined somewhere? (if so, reuse those
definitions; otherwise create them)
5. What resources are already available? (are there learning
objects described by standard metadata we can search)

Then do it
1. Easier said than done, need tools and platforms. A
traditional LMS is no longer enough
2. Let learners be the guideif they need it theyll use it

Thank you

Claude.Ostyn@Click2learn.com

(See next slide for some acronyms, buzzword definitions and links)

Acronyms and buzzwords
SCORM (explained in this presentation)
AICC Aviation Industry CBT Committee (http://www.aicc.org)
One of the first organizations that published CBT technology standards for the
aviation industry. SCORM is based in part on some elements of an AICC
specification.
IMS IMS Global Learning Consortium (http://imsglobal.org)
Consortium of higher education, industry and government organizations to
develop E-learning standards. SCORM is based in part on IMS specifications.
IEEE LTSC -- Learning Technology Standards Committee of the International Electrical
and Electronic Engineers standards association. (http://ltsc.ieee.org) An
international accredited standards organization.
SCORM is based in part on IEEE standards and drafts.
ISD Instructional System Design
A methodology that was developed a few decades ago large size military and
industrial instructional design and training deployment, to try to guarantee that a
standard process is followed and documented. Hotly debated for years.
HR-XML Consortium (http://hr-xml.org)
A consortium of corporations and HR services vendors, that specified XML
schemas for exchange and storage of HR information

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