SCORM 2004 Status and Evolution   Paul Jesukiewicz Angelo Panar

SCORM 2004 Situation et Evolution   Paul Jesukiewicz Angelo Panar

Conditions Before SCORM Couldn’t move learning objects from one server to another Couldn’t reuse learning objects across different courses Couldn’t easily apply a new sequencing strategy (such as branching or remediation) to existing instructional structures Couldn’t search learning object libraries or media repositories across different learning environments [dev notes] Participant Notes none Presenter Notes

Avant SCORM Impossiblilité de transporter des objets d’enseignement d’un serveur à un autre Impossibilité de réutiliser des objets d’enseignement entre différents cours Impossibilité d’appliquer facilement une nouvelle stratégie de séquencement (ex : arborescence ou remédiation) à des structures existantes Impossibilité de rechercher des bibliothèques d’objets pédagogiques ou des répertoires de médias au travers d’environnements d’apprentissage différents [dev notes] Participant Notes none Presenter Notes

High-level Requirements Interoperability: the ability to take instructional components developed in one system and use them in another system. ADL has identified six essential high-level attributes for all distributed learning environments. Accessibility: the ability to locate and access instructional components from multiple locations and deliver them to other locations. [dev notes] (dh—checked this against unified msg doc and wording and order is all correct) Participant Notes none Presenter Notes Interoperability example Your web-based project management course is popular and effective. Your counterparts at State and Tech would like to use it, and you're happy to let them. You used "Brand X," an authoring system that produces SCORM-conformant content which works just fine on your school's management system. Over at State they use "Brand Y," also SCORM conformant, so getting the course up and running is fairly straightforward. At Tech they have a custom system pulled together over the years from open source components. When they tried the course at Tech, you could see the pages, but all the navigation was broken and there was no ability to track student progress or record their answers. Because of SCORM, your materials were interoperable with other conformant systems. Other systems require unique custom solutions that only work with the system they were designed for and are therefore not interoperable. SCORM features that support Interoperability The SCORM addresses the Interoperability requirement by standardizing communications between management systems and content and specifying critical details about how content is aggregated and packaged. There's a common way to initialize and finish content, and content can only be launched by the management system, not by other Sharable Content Objects. SCORM provides a standard means and vocabulary for the exchange of data between the materials a learner is working on and the management system that is monitoring their progress. Accessibility example: An instructor would like to add an exercise on identifying cloud types to an online course on weather. It should work with basic browsers, take less than 10 minutes for a student to complete and should be available in a Spanish language version. Using a SCORM-savvy Learning Management System, the instructor conducts a search of multiple linked archives. A suitable module is retrieved as a content package and added to the instructor's course. Because both the content and the LMS are SCORM conformant, advanced features such as student progress tracking and score reporting work transparently in conjunction with the rest of the course. The completed course, composed of accessible Sharable Content Objects (SCOs) from several sources, is delivered to multiple remote locations. SCORM features that support Accessibility The SCORM addresses the Accessibility requirement by providing a standard way of packaging content as re-usable, self-contained objects. Rich, standardized meta-data is associated with the content, containing information about subject matter, design, rights, technical, and pedagogical aspects, and enabling sophisticated searches across distributed repositories. Course structure information is contained with the content, enabling a Learning Management System to make sophisticated use for the material. (Note: The type of repository described here exists only in experimental form at present. However, the SCORM anticipates the availability of such repositories and has many features to support this sort of functionality.) Reusability example You've developed interactive diagrams and simulations that are perfect for teaching basic concepts in logistics. At a national conference, half the people who saw your presentation asked for copies. Fortunately, because you've been creating SCORM-conformant materials, it's easy for you to give them your packages for importation into their systems. And those who are also using SCORM-conformant systems should be able to use the material without too much tinkering. Encouraged by your reception, you decide to place your materials on a national repository. You've included good meta-data (also part of the SCORM) so anyone interested should be able to find and use the materials quite easily--provided their systems also support the SCORM. Your materials are highly reusable, substantially increasing their value and providing more return for your investment of time and resources. SCORM features that support Reusability The SCORM addresses the reusability requirement in the following ways. It provides a uniform way of packaging content. Rich meta-data capabilities enable the location and legitimate use of learning materials. The SCORM provides a standard way of stopping, starting, and communicating with content that is widely published and therefore widely supported by content and tools producers. Reusability: the ability to use instructional components in multiple applications, courses and contexts.

Conditions de Haut Niveau Interopérabilité : capacité à prendre des composants développés sur un système donné et de les utiliser dans un autre système. ADL a identifié 6 principaux attributs de hauts niveaux pour tous les environnements d’apprentissage répartis. Accéssibilité : capacité à trouver et à accéder à des composants provenant de différentes sources et à les envoyer vers de nouveaux emplacements. [dev notes] (dh—checked this against unified msg doc and wording and order is all correct) Participant Notes none Presenter Notes Interoperability example Your web-based project management course is popular and effective. Your counterparts at State and Tech would like to use it, and you're happy to let them. You used "Brand X," an authoring system that produces SCORM-conformant content which works just fine on your school's management system. Over at State they use "Brand Y," also SCORM conformant, so getting the course up and running is fairly straightforward. At Tech they have a custom system pulled together over the years from open source components. When they tried the course at Tech, you could see the pages, but all the navigation was broken and there was no ability to track student progress or record their answers. Because of SCORM, your materials were interoperable with other conformant systems. Other systems require unique custom solutions that only work with the system they were designed for and are therefore not interoperable. SCORM features that support Interoperability The SCORM addresses the Interoperability requirement by standardizing communications between management systems and content and specifying critical details about how content is aggregated and packaged. There's a common way to initialize and finish content, and content can only be launched by the management system, not by other Sharable Content Objects. SCORM provides a standard means and vocabulary for the exchange of data between the materials a learner is working on and the management system that is monitoring their progress. Accessibility example: An instructor would like to add an exercise on identifying cloud types to an online course on weather. It should work with basic browsers, take less than 10 minutes for a student to complete and should be available in a Spanish language version. Using a SCORM-savvy Learning Management System, the instructor conducts a search of multiple linked archives. A suitable module is retrieved as a content package and added to the instructor's course. Because both the content and the LMS are SCORM conformant, advanced features such as student progress tracking and score reporting work transparently in conjunction with the rest of the course. The completed course, composed of accessible Sharable Content Objects (SCOs) from several sources, is delivered to multiple remote locations. SCORM features that support Accessibility The SCORM addresses the Accessibility requirement by providing a standard way of packaging content as re-usable, self-contained objects. Rich, standardized meta-data is associated with the content, containing information about subject matter, design, rights, technical, and pedagogical aspects, and enabling sophisticated searches across distributed repositories. Course structure information is contained with the content, enabling a Learning Management System to make sophisticated use for the material. (Note: The type of repository described here exists only in experimental form at present. However, the SCORM anticipates the availability of such repositories and has many features to support this sort of functionality.) Reusability example You've developed interactive diagrams and simulations that are perfect for teaching basic concepts in logistics. At a national conference, half the people who saw your presentation asked for copies. Fortunately, because you've been creating SCORM-conformant materials, it's easy for you to give them your packages for importation into their systems. And those who are also using SCORM-conformant systems should be able to use the material without too much tinkering. Encouraged by your reception, you decide to place your materials on a national repository. You've included good meta-data (also part of the SCORM) so anyone interested should be able to find and use the materials quite easily--provided their systems also support the SCORM. Your materials are highly reusable, substantially increasing their value and providing more return for your investment of time and resources. SCORM features that support Reusability The SCORM addresses the reusability requirement in the following ways. It provides a uniform way of packaging content. Rich meta-data capabilities enable the location and legitimate use of learning materials. The SCORM provides a standard way of stopping, starting, and communicating with content that is widely published and therefore widely supported by content and tools producers. Réutilisabilité : capacité à utiliser des composants pour de mutiples applications, cours et contextes.

High-level Requirements Durability: the ability to withstand technology changes over time without costly redesign, reconfiguration or recoding. Maintainability: the ability to withstand content evolution and changes without costly redesign, reconfiguration or recoding. [dev notes] (dh—checked this against unified msg doc and wording and order is all correct) Participant Notes Presenter Notes Durability example Several years ago you spent considerable time and resources moving your PC-based course onto the Web using a popular learning content management system. Now your institution no longer supports the system you used, and the new system won't run your course. Your materials are not durable. Since you will have to re-do the course from the ground up, this is your chance to make it durable so you'll never be in this position again. Make sure your new course is SCORM conformant so you'll be better able to navigate the next technology change — there's always one coming — with much less disruption and expense. SCORM features that support Durability The SCORM addresses the durability requirement by standardizing communications between management systems and content and specifying critical details about how content is aggregated and packaged. Combining the high-level attributes with web-based technologies creates the following capabilities: --The capability for a Learning Management System (LMS) to launch content that is authored using tools from different vendors and to exchange data with that content. --The capability of LMS products from different vendors to launch the same content and exchange data with that content during execution. --The capability of multiple LMS products/environments to access a common repository of executable content and to launch such content. Adaptability: the ability to change to satisfy differing user needs.

Conditions de Haut Niveau Durabilité : capacité à resister aux changements technologiques sans surcôut de reconception, reconfiguration ou recodage. Maintenabilité : capacité à resister à l’évolution des contenus et changements changements sans surcôut de reconception, reconfiguration ou recodage. [dev notes] (dh—checked this against unified msg doc and wording and order is all correct) Participant Notes Presenter Notes Durability example Several years ago you spent considerable time and resources moving your PC-based course onto the Web using a popular learning content management system. Now your institution no longer supports the system you used, and the new system won't run your course. Your materials are not durable. Since you will have to re-do the course from the ground up, this is your chance to make it durable so you'll never be in this position again. Make sure your new course is SCORM conformant so you'll be better able to navigate the next technology change — there's always one coming — with much less disruption and expense. SCORM features that support Durability The SCORM addresses the durability requirement by standardizing communications between management systems and content and specifying critical details about how content is aggregated and packaged. Combining the high-level attributes with web-based technologies creates the following capabilities: --The capability for a Learning Management System (LMS) to launch content that is authored using tools from different vendors and to exchange data with that content. --The capability of LMS products from different vendors to launch the same content and exchange data with that content during execution. --The capability of multiple LMS products/environments to access a common repository of executable content and to launch such content. Adaptabilité : capacité à évoluer afin de s’adapter aux divers besoins des utilisateurs.

Traditional Content Lab Safety General Chemistry Using the Battery Lab ----------------- Eyewash procedure General Chemistry Using the Battery Lab ----------------- Eyewash procedure Chemical Engineering Common Reagents & Safety Issues ----------------- Eyewash procedure Microbiology Each course covers “eyewash procedure” The content is integrated into the course and can’t be reused Although the subject matter doesn’t really change, the same content must be redeveloped for each specific use Participant Notes none Presenter Notes “Let’s compare traditional content with sharable content to see some of the advantages to creating sharable content…”

Contenu traditionnel Sécurité en Laboratoire Chimie générale ----------------- Eyewash procedure Chimie générale Utilisation du Battery Lab ----------------- Eyewash procedure Ingénierie chimique Réactifs communs & problèmes de sécurité ----------------- Eyewash procedure Microbiologie Chaque cours recouvre “la procédure de nettoyage de l’oeil” Le contenu est integré au cours et ne peut pas être réutilisé Bien que le sujet ne change pas vraiment, le même contenu doit être redéveloppé pour chaque usage spécifique Participant Notes none Presenter Notes “Let’s compare traditional content with sharable content to see some of the advantages to creating sharable content…”

Sharable Content Object Lab Safety Using the Battery Lab Chemical Engineering Common Reagents & Safety Issues Microbiology General Chemistry [dev notes] Participant Notes xxxxx Presenter Notes Each course uses the same module on eyewash procedure, because the content is sharable and reusable Sharable Content Object

Objet de contenu partageable (SCO) Sécurité en Laboratoire Utilisation du Battery Lab Ingénierie chimique Réactifs communs & problèmes de sécurité Microbiologie Chimie générale [dev notes] Participant Notes xxxxx Presenter Notes Chaque cours utilise le même module sur la procédure de nettoyage de l’oeil, car le contenu est partageable et réutlisable Objet de contenu partageable (SCO)

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.

Un modèle logiciel qui définit les inter relations entre les composants d’un cours, les modèles de données et les protocoles de telle sorte que les “objets” de contenu soient partageables par des systèmes différents conformes à ce même modèle.

Sequencing and Navigation SCORM Today SCORM Overview SCORM Sequencing and Navigation SCORM Content Aggregation Model SCORM Run-Time Environment At its simplest, SCORM is a model that references a set of interrelated technical specifications and guidelines designed to meet DODs high-level requirements ( the “ilities”) for Web-based learning content. SCORM's organizational structure is often described as a set of books on a book shelf. The books are: SCORM Overview Book SCORM Content Aggregation Model (CAM) Book SCORM Run-Time Environment Book SCORM Sequencing and Navigation Book. SCORM is a collection and harmonization of specifications and standards that defines the interrelationship of content objects, data models, and protocols such that objects are sharable across systems that conform to the same model.

SCORM Aujourd’hui SCORM SCORM Aperçu Séquencement et Navigation Modèle d’agrégation de contenu SCORM SCORM Environnement d’exécution At its simplest, SCORM is a model that references a set of interrelated technical specifications and guidelines designed to meet DODs high-level requirements ( the “ilities”) for Web-based learning content. SCORM's organizational structure is often described as a set of books on a book shelf. The books are: SCORM Overview Book SCORM Content Aggregation Model (CAM) Book SCORM Run-Time Environment Book SCORM Sequencing and Navigation Book. SCORM is a collection and harmonization of specifications and standards that defines the interrelationship of content objects, data models, and protocols such that objects are sharable across systems that conform to the same model.

ADL Technology Center Operates under direction of ADL Co-Lab, Alexandria, VA Technical Activities SCORM Development and Maintenance Conformance Test Suite Sample Run-Time Environment Content Examples Outreach Event Planning – Plugfests, Workshops Multimedia Elements, Presentation Support Web and Infrastructure ADLNet.org Help and Information Center

Centre technologique ADL Travaille sous la direction d’ADL Co-Lab, Alexandria, Virginie Activités techniques Développement et Maintenance des tests de conformité SCORM Environnement d’exécution Exemples de contenus Travail d’information Planning d’événements– Plugfests, Ateliers de travail Eléments Multimédia, Support de Présentation Web et Infrastructure ADLNet.org Centre d’assistance et d’Information

ADL Strategy Work closely with industry, government, and academia to promote common, open international specifications and standards that will enable reuse and interoperability of learning content Promote widespread collaboration that can satisfy common needs Enhance performance with emerging learning technologies Promote a coordinated implementation process with incentives for organizational and cultural change [Exact wording from Unified Message document] Participant Notes none Presenter Notes

Stratégie d’ADL Travailler en collaboration avec l’industrie, le gouvernement et les universités à la promotion de spécifications et standards internationaux ouverts, communs, qui permettront la réutilisation et l’interopérabilité des contenus pédagogiques Promouvoir une large collaboration qui permettra de satisfaire les besoins communs Améliorer la performance avec les technologies d’apprentissage émergentes Promouvoir un processus d’inplémentation coordonné motivé par le changement organisationnel et culturel [Exact wording from Unified Message document] Participant Notes none Presenter Notes

ADL Model for Standards Evolution Managing Adoption through the Model CEN/ISS -SCORM is not a standard, rather it is a model that references standards. ADL Initiative works with a variety of organizations to coordinate the development and adoption of technical standards that enable Internet-based delivery of rich learning content. Among ADL’s greatest achievements has been the coordination with multiple global organizations to establish a unified standard process that is industry-based. With research and development efforts being feed into organizations including AICC, ARIADNE, Dublin Core, IMS, etc, these research and development efforts grow into e-learning specifications. When specification is mature enough and of interest, ADL provides testing and proof of concepts in the ADL Co-laboratories. ADL feeds lessons learned, deficiencies, and comments back into the specification groups. This will occur again and again before the document moves from specification to accredited standard.

ADL Modèle pour l’évolution des standards et normes Gérer l’adoption au travers du Modèle CEN/ISS Concepts R&D Standards approuvés -SCORM is not a standard, rather it is a model that references standards. ADL Initiative works with a variety of organizations to coordinate the development and adoption of technical standards that enable Internet-based delivery of rich learning content. Among ADL’s greatest achievements has been the coordination with multiple global organizations to establish a unified standard process that is industry-based. With research and development efforts being feed into organizations including AICC, ARIADNE, Dublin Core, IMS, etc, these research and development efforts grow into e-learning specifications. When specification is mature enough and of interest, ADL provides testing and proof of concepts in the ADL Co-laboratories. ADL feeds lessons learned, deficiencies, and comments back into the specification groups. This will occur again and again before the document moves from specification to accredited standard. Modèles de référence Développement du prototype et évaluation Brouillon Spécifications techniques Standards accrédités

Editions and Addendums Editions are: Triggered by changes to the underlying standards and specifications Addendums are: Bug fixes, clarifications and resolved issues for an existing Edition release Considered implicitly part of SCORM upon release; take immediate effect An Edition does NOT: Change the features of SCORM 2004 Change the scope of SCORM 2004

Editions et Addendums Les éditions sont: Déclenchées par les changements apportés aux standards et spécifications Les Addendums sont: Des corrections de Bug, clarifications et résolutions de problèmes d’une version existante Considérés comme faisant partie implicite la version SCORM à venir ; ils prennent effet immédiatement An Edition does NOT: Change the features of SCORM 2004 Change the scope of SCORM 2004

SCORM Timeline SCORM Version 1.0 (Jan. 31, 2000) SCORM Version 1.2 (Oct. 1, 2001) SCORM 2004 2nd Edition (Jul. 22, 2004) SCORM 2004 2nd Edition Ad 2 (May. 11, 2005) 1999 2000 2001 2002 2003 2004 2005 2006 [dev notes] (dh--I’d like to re-format this a bit once we settle on exactly which events to show) Ideas about what to include or exclude? A couple suggestions: Sep 04 DoD Instruction on SCORM in review Participant Notes ( “History” from the unified message document could go here. Opinions? See below.) Presenter Notes From Unified Message document: The increased rate of deployments in recent years of DoD’s forces, which often involve rapid, unplanned movements to locations around the world, highlights the need for the Services to provide training on demand to soldiers and units deployed worldwide. Accordingly, because of more demanding deployment criteria and other time-sensitive constraints, DoD recognized that yesterday’s framework “right time, right place” learning, with its use of set times and places for training, may not meet future military requirements. It also recognizes that providing “anytime, anywhere” instruction is essential to maintaining military readiness in the information age, where future forces and their support activities need to be highly adaptive to meet threats effectively and rapidly. In response to the 1997 Quadrennial Defense Review (QDR), the U.S. Department of Defense developed a DoD-wide strategy to use learning and information technologies to modernize education and training. The initial effort in that development was the ADL Initiative. Its intent was to set forth a new framework to provide DoD personnel access to high quality education and training, tailored to individual needs and delivered cost effectively, whenever and wherever it is required. DoD envisioned using the Internet and other virtual or private wide-area networks, distributed learning experts, learning management, and diverse support tools to ensure a “learner-centric” ADL system that delivers high quality training, education, and job performance aiding. DoD sees ADL programs as part of a continuum of learning that encompasses many learning methodologies. In April 1999, DoD issued its ADL strategy in response to the 1997 DoD QDR. The strategy also responded to (1) the directive in the National Defense Authorization Act for Fiscal Year 1999 for DoD to develop a strategic plan to guide and expand distributed learning initiatives and (2) Executive Order 131119 that tasked DoD to provide guidance to Defense agencies and advise civilian agencies in developing and implementing collaborative distance learning standards. DoD’s strategic plan defined ADL as a way to leverage the power of computer, information, and communication technologies through the use of common standards in order to provide learning that can be tailored to individual needs and delivered anytime, anywhere, in either training or education environments. It also includes establishing an interoperable “computer-managed instruction” environment to support the needs of developers, learners, instructors, administrators, and managers. An ADL implementation plan followed in May 2000 to provide a federal framework. It described the department’s approach to carrying out its strategic plan and provided an update on each of the Services’ and the Joint Staff’s programs. OSD’s March 2002 Training Transformation Strategy emphasizes the use of ADL programs as critical to achieving the department’s training and overarching transformation goals and ensuring that training is readily available to both active and reserve military personnel, regardless of time and place. The training transformation strategy and recently released implementation plan are intended to reengineer training; enhance service members’ skills; and provide capabilities-based training to support service, joint, interagency, intergovernmental, and multinational operations. SCORM Version 1.1 (Jan. 16, 2001) SCORM 2004 (Jan. 30, 2004) SCORM 2004 2nd Edition Ad 1 (Dec. 02, 2004) SCORM 2004 3rd Edition (Early 2006)

SCORM, Chronologie SCORM Version 1.0 (Jan. 31, 2000) SCORM Version 1.2 (Oct. 1, 2001) SCORM 2004 2e Edition (Jul. 22, 2004) SCORM 2004 2e Edition Ad 2 (May. 11, 2005) 1999 2000 2001 2002 2003 2004 2005 2006 [dev notes] (dh--I’d like to re-format this a bit once we settle on exactly which events to show) Ideas about what to include or exclude? A couple suggestions: Sep 04 DoD Instruction on SCORM in review Participant Notes ( “History” from the unified message document could go here. Opinions? See below.) Presenter Notes From Unified Message document: The increased rate of deployments in recent years of DoD’s forces, which often involve rapid, unplanned movements to locations around the world, highlights the need for the Services to provide training on demand to soldiers and units deployed worldwide. Accordingly, because of more demanding deployment criteria and other time-sensitive constraints, DoD recognized that yesterday’s framework “right time, right place” learning, with its use of set times and places for training, may not meet future military requirements. It also recognizes that providing “anytime, anywhere” instruction is essential to maintaining military readiness in the information age, where future forces and their support activities need to be highly adaptive to meet threats effectively and rapidly. In response to the 1997 Quadrennial Defense Review (QDR), the U.S. Department of Defense developed a DoD-wide strategy to use learning and information technologies to modernize education and training. The initial effort in that development was the ADL Initiative. Its intent was to set forth a new framework to provide DoD personnel access to high quality education and training, tailored to individual needs and delivered cost effectively, whenever and wherever it is required. DoD envisioned using the Internet and other virtual or private wide-area networks, distributed learning experts, learning management, and diverse support tools to ensure a “learner-centric” ADL system that delivers high quality training, education, and job performance aiding. DoD sees ADL programs as part of a continuum of learning that encompasses many learning methodologies. In April 1999, DoD issued its ADL strategy in response to the 1997 DoD QDR. The strategy also responded to (1) the directive in the National Defense Authorization Act for Fiscal Year 1999 for DoD to develop a strategic plan to guide and expand distributed learning initiatives and (2) Executive Order 131119 that tasked DoD to provide guidance to Defense agencies and advise civilian agencies in developing and implementing collaborative distance learning standards. DoD’s strategic plan defined ADL as a way to leverage the power of computer, information, and communication technologies through the use of common standards in order to provide learning that can be tailored to individual needs and delivered anytime, anywhere, in either training or education environments. It also includes establishing an interoperable “computer-managed instruction” environment to support the needs of developers, learners, instructors, administrators, and managers. An ADL implementation plan followed in May 2000 to provide a federal framework. It described the department’s approach to carrying out its strategic plan and provided an update on each of the Services’ and the Joint Staff’s programs. OSD’s March 2002 Training Transformation Strategy emphasizes the use of ADL programs as critical to achieving the department’s training and overarching transformation goals and ensuring that training is readily available to both active and reserve military personnel, regardless of time and place. The training transformation strategy and recently released implementation plan are intended to reengineer training; enhance service members’ skills; and provide capabilities-based training to support service, joint, interagency, intergovernmental, and multinational operations. SCORM Version 1.1 (Jan. 16, 2001) SCORM 2004 (Jan. 30, 2004) SCORM 2004 2e Edition Ad 1 (Dec. 02, 2004) SCORM 2004 3e Edition (Début 2006)

Content Aggregation Model (CAM)

Modèle d’agrégation de contenus (CAM) Métadonnées Objet de contenu partageable Ressources Agrégation de contenus Méta données Information de séquencement Agrégation de contenus Information de séquencement

SCORM Content Aggregation Model Content Package Manifest Organization 5 SCOs (XML document) <?xml version="1.0" encoding="UTF -8" standalone="no"?> <metadata> All the physical <schema>ADL SCORM</schema> files needed for <schemaversion>1.2 this package </schemaversion> 8 <lom xmlns=”http:// Including the structure with www.imsglobal.org/imsd_rootv1p2"> sequencing behaviors/rules Content </metadata> Package Metadata <manifest identifier=”IRS_IFS_COURSE”> <organizations Package Interchange Format CD-ROM default=”xp_man0_toc1">

SCORM Modèle d’agrégation de contenus Agrégat de contenus en “paquet” Manifest Organisation 5 SCOs (XML document) <?xml version="1.0" encoding="UTF -8" standalone="no"?> <metadata> Tous les fichiers physiques <schema>ADL SCORM</schema> Nécessaires pour <schemaversion>1.2 Ce paquet </schemaversion> 8 <lom xmlns=”http:// Incluant la structure avec www.imsglobal.org/imsd_rootv1p2"> Sequencement comportement / règles Content </metadata> Package Métadonnées <manifest identifier=”IRS_IFS_COURSE”> <organizations Format d’échange de paquets CD-ROM default=”xp_man0_toc1">

Stabilization of SCORM Metadata SCORM 1.0 – IMS LRM Spec. V.1.0 based on IEEE LOM Working Draft Document 3 SCORM 1.1 – IMS LRM Spec. V.1.1 based on IEEE LOM: Base Scheme v3.5 SCORM 1.2 – IMS LRM Spec V.1.2 based on IEEE LOM Working Draft Document 6.1 SCORM 2004 – IEEE 1484.12.1-2002 LOM Standard and IEEE 1484.12.3 Draft Standard for Extensible Markup Language (XML) Binding for LOM DM SCORM 2004 2nd Ed. – Same as above SCORM 2004 3rd Ed. – IEEE 1484.12.1-2002 LOM Standard and IEEE 1484.12.3 Standard for Extensible Markup Language (XML) Binding for LOM DM

Stabilisation des Métadonnées SCORM SCORM 1.0 – IMS LRM Spec. V.1.0 basées sur la proposition de travail de IEEE LOM Document 3 SCORM 1.1 – IMS LRM Spec. V.1.1 basées sur IEEE LOM : Base Scheme v3.5 SCORM 1.2 – IMS LRM Spec V.1.2 basées sur la proposition de travail IEEE LOM Document 6.1 SCORM 2004 – IEEE 1484.12.1-2002 Standard LOM et IEEE 1484.12.3 Proposition de Standard pour le Binding LOM DM en XML (Extensible Markup Language) SCORM 2004 2nd Ed. – Idem ci-dessus SCORM 2004 3rd Ed. – IEEE 1484.12.1-2002 Standard LOM et IEEE 1484.12.3 Proposition de Standard pour le Binding LOM DM en XML (Extensible Markup Language)

Stabilization of SCORM Content Packaging SCORM 1.0 – SCORM Course Structure Format (CSF) Version 1.0 SCORM 1.1 – IMS CP Spec. V.1.1 SCORM 1.2 – IMS CP Spec. V.1.1.2 SCORM 2004 – IMS CP Spec. V.1.1.3 SCORM 2004 2nd Ed. – Same as above SCORM 2004 3rd Ed. – IMS CP Spec. V.1.1.4

Stabilisation des paquets pour l’agrégation de contenus SCORM SCORM 1.0 – SCORM Course Structure Format (CSF) Version 1.0 SCORM 1.1 – IMS CP Spec. V.1.1 SCORM 1.2 – IMS CP Spec. V.1.1.2 SCORM 2004 – IMS CP Spec. V.1.1.3 SCORM 2004 2nd Ed. – Idem ci-dessus SCORM 2004 3rd Ed. – IMS CP Spec. V.1.1.4

Run-Time Environment (RTE)

L’environnement d’exécution (RTE) API Instanciation de l’API Lancement Méthodes pour l’ouverture de session Méthodes pour le transfert de données Méthodes pour le support Modèle de temps Modèle de données API de communication Modèle de données

SCORM Run-Time Environment -3 aspects of Run-Time Environment are: -Launch - defines the common way for LMSs to start web-based content objects (any piece of content that can be launched for a learner:asset/sco). If content object = asset, SCORM launch model only requires LMS to launch asset via HTTO protocol. If content object = sco, LMS is required to launch and track 1 sco at a time. - defines procedures and responsibilities for the establishment of communication between launched content object and the LMS. Communication is standardized with a common API - API - Data Model Note in the slide above that the API is more or less conceptual. The API adapter – a piece of software – actually embodies the communication concepts of the API and must itself be made available by the LMS to SCOs. This adapter shields SCOs from the particular adapter implementation details so that the SCOs need not have any knowledge of the underlying communication infrastructure, and instead rely solely on the concepts of a standardized LMS API, as implemented by the adapter. The SCO communicates with the adapter via JavaScript calls. JavaScript is the common thread between SCO and LMS.

SCORM Environment d’exécution Serveur LMS Côté serveur Modèle de données : Donnée réelle retournée et faisant des aller-retour entre un SCO et le LMS La communication avec le serveur backend n’est pas spécifiée dans SCORM Lancement Côté Client Navigateur web -3 aspects of Run-Time Environment are: -Launch - defines the common way for LMSs to start web-based content objects (any piece of content that can be launched for a learner:asset/sco). If content object = asset, SCORM launch model only requires LMS to launch asset via HTTO protocol. If content object = sco, LMS is required to launch and track 1 sco at a time. - defines procedures and responsibilities for the establishment of communication between launched content object and the LMS. Communication is standardized with a common API - API - Data Model Note in the slide above that the API is more or less conceptual. The API adapter – a piece of software – actually embodies the communication concepts of the API and must itself be made available by the LMS to SCOs. This adapter shields SCOs from the particular adapter implementation details so that the SCOs need not have any knowledge of the underlying communication infrastructure, and instead rely solely on the concepts of a standardized LMS API, as implemented by the adapter. The SCO communicates with the adapter via JavaScript calls. JavaScript is the common thread between SCO and LMS. API : Lien de communication entre le SCO et le LMS Modèle de données : les données du SCO sont requises pour être récupérées et stockées dans le LMS.

Run-Time Environment Requirements LMS Required to provide all API functions Required to provide support of all data model elements SCO Required to locate API and make Initialize and Terminate calls Optional Data Model usage

Environment d’exécution Conditions d’utilisation LMS Fournit toutes les fonctions de l’API Fournit le support de touts les éléments du modèle de données SCO Trouve l’API et initilise et clôture les appels API Utilisation optionnelle du modèle de données

Stabilization of SCORM Run-Time API SCORM 1.0 – AICC/CMI CMI001 Guidelines for Interoperability Version 3.0.1 SCORM 1.1 – AICC/CMI CMI001 Guidelines for Interoperability Version 3.4 SCORM 1.2 – Same as above SCORM 2004 – IEEE 1484.11.2-2003 ECMAScript Application Programming Interface for Content to Runtime Services Communication Standard SCORM 2004 2nd Ed. – Same as above SCORM 2004 3rd Ed. – Same as above

Stabilisation de l’API de l’environnement d’exécution SCORM SCORM 1.0 – AICC/CMI CMI001 Guidelines for Interoperability Version 3.0.1 SCORM 1.1 – AICC/CMI CMI001 Guidelines for Interoperability Version 3.4 SCORM 1.2 – Idem ci-dessus SCORM 2004 – IEEE 1484.11.2-2003 ECMAScript Application Programming Interface for Content to Runtime Services Communication Standard SCORM 2004 2nd Ed. – Idem ci-dessus SCORM 2004 3rd Ed. – Idem ci-dessus

Stabilization of SCORM Run-Time Data Model SCORM 1.0 – AICC/CMI CMI001 Guidelines for Interoperability Version 3.0.1 SCORM 1.1 – AICC/CMI CMI001 Guidelines for Interoperability Version 3.4 SCORM 1.2 – Same as above SCORM 2004 – IEEE 1484.11.1 Draft Standard for Learning Technology – Data Model for Content Object Communication Draft 3 SCORM 2004 2nd Ed. – IEEE 1484.11.1 Draft Standard for Learning Technology – Data Model for Content Object Communication Draft 3 SCORM 2004 3rd Ed. – Same as above

Stabilisation SCORM Modèle de données SCORM 1.0 – AICC/CMI CMI001 Guidelines for Interoperability Version 3.0.1 SCORM 1.1 – AICC/CMI CMI001 Guidelines for Interoperability Version 3.4 SCORM 1.2 – Idem ci-dessus SCORM 2004 – IEEE 1484.11.1 Proposition de Standard pour les technologies de l’enseignement – Modèle de données pour la communication entre objets de contenu, Draft 3 SCORM 2004 2nd Ed. – IEEE 1484.11.1 Proposition de Standard pour les technologies de l’enseignement – Modèle de données pour la communication entre objets de contenu, Draft 3 SCORM 2004 3rd Ed. – Idem ci-dessus

Sequencing and Navigation (SN)

Séquencement et Navigation (SN) Information de séquencement &comportement API Arbre des activités Activités d’apprentissage Règles de séquencement Navigation Modèle de données pour la navigation

Stabilization of SCORM Sequencing SCORM 1.0 – aicc_script prerequisite statements (optional) SCORM 1.1 – Same as above SCORM 1.2 – Same as above SCORM 2004 – IMS Simple Sequencing Behavior and Information Model V.1.0 incorporating ADL extensions SCORM 2004 2nd Ed. – Same as above SCORM 2004 3rd Ed. – Same as above

Stabilisation de SCORM Séquencement SCORM 1.0 – Etablissement des pré-requis pour aicc_script (optionnel) SCORM 1.1 – Idem ci-dessus SCORM 1.2 – Idem ci-dessus SCORM 2004 – IMS Comportement pour le Séquencement Simple et Modèle d’information V.1.0 intégrant les extensions d’ADL SCORM 2004 2nd Ed. – Idem ci-dessus SCORM 2004 3rd Ed. – Idem ci-dessus

Sequencing & Navigation Module 2 Module 1 Course Lesson 1 Lesson 2 Glossary Part A Part B Assessment Activities are aggregated and organized into a conceptual tree. There is a default traversal path that can be modified by a learning designer. Traversal is triggered by a sequencing request. Request is triggered either by the learner through navigation events or by the delivery system. Sequencing rules are evaluated at runtime and can be conditional. Activities are delivered one at a time. Participant Notes none Presenter Notes

Séquencement et Navigation Module 2 Module 1 Cours Leçon 1 Leçon 2 Glossaire Partie A Partie B Evaluation Les activités sont agrégées et organisées en un arbre conceptuel. Le cheminement par défaut du parcours peut être modifié par le concepteur pédagogique. Le cheminement du parcours est déclenché par une requête de séquencement. La requête est déclenchée soit par l’apprenant à l’aide d’événements de navigation, soit par le système de diffusion. Les règles de séquencement sont déterminées à l’exécution et peuvent être conditionnelles. Les activités sont proposées l’une à la suite de l’autre. Participant Notes none Presenter Notes

Remediation Using Objectives Rule: Exit if Obj_1 AND Obj_2 are Satisfied. Else, Continue Rule: Skip Lesson 1 if Obj_1 is Satisfied Rule: Skip Lesson 2 if Obj_2 is Satisfied Objectives Obj_1 Learner Failed Test Item 1 Obj_2 Learner Passed Test Item 2

Remédiation avec Objectifs Règle : Fin si Obj_1 AND Obj_2 sont atteints. Sinon, Continuer Règle : Sauter Leçon 1 si Obj_1 est atteint Règle : Sauter Leçon 2 si Obj_2 est atteint Objectifs Obj_1 Echec de l’apprenant Test Item 1 Obj_2 Réussite de l’apprenant Test Item 2

Stabilization / Clarification / Issue Resolution SCORM 2004 January 2004 SCORM 2004 2nd Edition July 2004 SCORM 2004 3rd Edition Draft Release February 2006 150+ Bug Fixes, Corrections & Clarifications

Stabilisation / Eclaircissement / Problème Résolution SCORM 2004 Janvier 2004 SCORM 2004 2e Edition Juillet 2004 SCORM 2004 3e Edition Proposition de mise à jour Février 2006 150+ Résolution de Bugs, Corrections & Eclaircissements

SCORM 2004 3rd Edition Impacts Summary This document provides a summary of those key changes and the impacts to current SCORM 2004 2nd Edition products. Available on: www.adlnet.org

SCORM 2004 3e Edition Résumé des impacts Ce document fournit un résumé de ces changements clefs et des impacts sur la version actuelle des produits SCORM 2004 2nd Edition. Disponible sur: www.adlnet.org

SCORM 2004 3rd Edition SCORM 2004 3rd Edition Release incorporates final IEEE XML Binding of LOM Incorporates “bug fixes” to IMS Content Packaging Rolls contents of the SCORM Addendum Document into core document set Draft released to public February 2006 Beta Sample RTE Beta Conformance Test Suite 90 day review – comments submitted through ADL website “Ask the Expert” SCORM Technical Working Group met and reviewed comments

SCORM 2004 3e Edition SCORM 2004 3e Edition La mise à jour intègre le dernier binding XML de LOM de l’IEEE Elle intègre les résolutions de “bugs” de l’agrégation de contenus IMS Intègre les contenus des documents d’Addendum SCORM Proposition de mise à jour publique en Février 2006 Implémentation en version Béta du RTE Suite de tests de conformité en version Beta 90 Révisions – commentaires soumis sur le site ADL “Demandez l’Expert” Le groupe de travail technique SCORM se rencontre et fait le bilan des commentaires

SCORM Version 1.2 Deprecation SCORM 2004 is an improved SCORM Version 1.2 Specifications have been fixed and standardized Sequencing can be adopted slowly, due to defined default behaviors Pending DoD Instruction indicates use of the latest version of SCORM SCORM Version 1.2 will be deprecated

SCORM 2004 est une amélioration de SCORM Version 1.2 SCORM Version 1.2 Abandon SCORM 2004 est une amélioration de SCORM Version 1.2 Les spécifications ont été établies et standardisées Le séquencement peut être adopté progressivement suite à des problèmes identifiés de comportements La consigne du DoD (département de défense) indique l’utilisation de la dernière version de SCORM SCORM Version 1.2 sera abandonnée

Drivers for Future SCORM Editions Maintenance and Standardization of Content Packaging SCORM Sequencing No change in functional scope

Drivers pour les Futures éditions de SCORM Maintenance et Normalisation de : L’agrégation de contenu Séquencement SCORM Pas de changement sur le plan fonctionnel

ADL, CORDRA & SCORM CORDRA ADL Registry Instructional Capability, Modeling & Simulation, Intelligent Tutoring, Economic Models, Policy, R&D, etc. Technical Specifications CORDRA Instance ADL Registry CORDRA

ADL, CORDRA & SCORM CORDRA ADL Registry possibilité d’instructions, Maquette & Simulation, Tutorat intelligent, Modèles économiques, politique, R&D, etc. Spécifications techniques CORDRA ADL Registry CORDRA

Global Information Grid Toward the ADL Vision Accessible, Reusable, Durable Content Interoperable Affordable CORDRA = Content Object Repository Discovery and Registration Architecture. This is a formal model for registering and finding digital objects (learning objects) that can configure to SCORM. It is based on the Handle System, invented by Robert Kahn who was co-inventor of the Internet. See www.cordra.net This is really BIG stuff. SCORM = Sharable Content Object Reference Model. An integration of various e-learning specifications and standards into a single model. There are more than 150 products that are SCORM conformant. DoD will soon mandate SCORM for all online learning content (DoD is largest buyer/developer of training in the world. Note: The words at the top are the same as the ADL as Enabler slide. This illustrates good progress toward the goal. Simulations, embedded training, and online games are next on the agenda. Mobile Learning Immersive Learning Environments Global Information Grid

Visions d’ADL Accessible, Réutilisable, Contenu Durable Intéropérable Abordable Assemblé en temps réel et à la demande Contenus partageables sur le Web Pour proposer l’enseignement et l’assistance n’importe quand, n’importe où CORDRA = Content Object Repository Discovery and Registration Architecture. This is a formal model for registering and finding digital objects (learning objects) that can configure to SCORM. It is based on the Handle System, invented by Robert Kahn who was co-inventor of the Internet. See www.cordra.net This is really BIG stuff. SCORM = Sharable Content Object Reference Model. An integration of various e-learning specifications and standards into a single model. There are more than 150 products that are SCORM conformant. DoD will soon mandate SCORM for all online learning content (DoD is largest buyer/developer of training in the world. Note: The words at the top are the same as the ADL as Enabler slide. This illustrates good progress toward the goal. Simulations, embedded training, and online games are next on the agenda. Enseignement mobile Apprentissage en immersion Les Environments Grille d’Information générale

What you can do! Adopt and Implement Provide feedback Contribute SCORM Adopters Certification Provide feedback Plugfests ADLNet.org Forums ADLNet.org “Ask the Expert” Review Draft SCORM 2004 3rd Edition Contribute Developer Articles, Examples

Que peut-on faire ? Adopter and Implémenter Ceux qui ont adoptés SCORM Certification Fournir un retour d’expérience Plugfests Forums ADLNet.org ADLNet.org “Demandez l’Expert” Proposition de révision de SCORM 2004 3e Edition Contribuer Articles et Examples de développeurs