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How To Write A Learning System Standard

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Corporate Training and

Education Technology

Standards

Corporate Training and

Education Technology

Standards

The 10th International Conference on Information Systems Analysis and

Synthesis: ISAS 2004

and

International Conference on Cybernetics and Information Technologies,

Systems and Applications: CITSA 2004

July 23. 2004

The 10th International Conference on Information Systems Analysis and

Synthesis: ISAS 2004

and

International Conference on Cybernetics and Information Technologies,

Systems and Applications: CITSA 2004

July 23. 2004

G.A. Redding

Institute for Defense Analyses

G.A. Redding

(2)

EPSS WBT

Distance

Learning

SCORM ADL

IMS

Project

Registration/

Certification

VTC VTT

Distributed

Training

Help Desk IVT

Learning

Resource

Center

Teacher

Training

Digital

Libraries

Accreditation

Knowledge Management

Standards = Organizational Imperative

Standards = Organizational Imperative

...

multiple

independent

initiatives

multiple

multiple

independent

independent

initiatives

initiatives

(3)

3

E

E

-

-

Learning Objectives

Learning Objectives

...

1. WHAT are E-learning Standards?

Identify key set of E-learning Standards, state their purpose, and

determine scenarios & technology to which they apply.

2. WHY are they important?

Communicate the advantages of using standard-compliant products

to:

Customers

Colleagues

Decision makers

3. HOW do they work in theory and in practice?

Articulate the main features and applications of:

Learning Object Metadata

AICC CMI Specifications

SCORM Runtime API

IMS Packaging

(4)

ADL Standards Focus

ADL Standards Focus

ADL is focusing on web-based learning system standards

But not Internet

standards

(others are doing that)

Internet Technologies

HTML

HTTP

XML

JAVA/JavaScript

...

Learning System Standards

content

metadata

LMS data model

(5)

5

If data is exchanged, we need to know how!

Certifications

Learner’s

Profile

O ……….. O ……….. O ……….. O ………..

Assessment

Content

Learner’s Computer

The Learner

E-learning

Catalog

E-learning

Content

Exchanging Data

Exchanging Data

How?

How?

If data is exchanged, we need to know how!

(6)

Exchanging Data

Exchanging Data

Where?...

Where?

9

Encoding certifications & competencies

9

Exchanging learner profile information

9

Labeling content (metadata)

9

Querying a catalog

9

Portable content that runs on any LMS

9

Communicating between an LMS and content

9

Encoding assessment tests

(7)

7

Simple CMS Model

Component

Component

Content

Content

Structure/

Structure/

Hierarchy

Hierarchy

Course

Course

Unit

Unit

Module

Module

Server/

Server/

Display

Display

Engine

Engine

HTML/Java/

HTML/Java/

Streaming Media

Streaming Media

User/Browser

User/Browser

Internet

Internet

(8)

Learning Management System

Profiles/

Profiles/

Registratio

Registratio

n

n

(Roster

(Roster

Operations)

Operations)

Component

Component

Content

Content

Structure/

Structure/

Hierarchy

Hierarchy

Course

Course

Unit

Unit

Module

Module

Server/

Server/

Display

Display

Engine

Engine

HTML/Java/

HTML/Java/

Streaming Media

Streaming Media

User/Browser

User/Browser

Internet

Internet

Testing

Testing

Tracking

Tracking

(Data

(Data

Management)

Management)

Reporting

Reporting

(Data

(Data

Managemen

Managemen

t)

t)

Content/

Content/

Course

Course

Admin

Admin

-

-istration

istration

Data File Data File Data File Data File Data File Data File Data File

Data File

Content Format

Content Format

Protocols

Protocols

(9)

9

LMS Components

EPSS Knowledge

Management

Databases

EPSS Knowledge

Management

Databases

• Learning Objects

• Chat Sessions

• Whiteboard

Presentations

• Collaborative

Files

Needs of Total Learning Environment

System

Administration

System

Administration

• Sign-On and Logins

• Help Desk

• User Maintenance

Student/

Instructor

Student/

Instructor

• Course Catalog

• Search Features

• Synchronous and

Asynchronous Learning

• Test and Course Results

• Collaborative Tools

• Skills History

• Student Training Records

• Student Registrations and

Personal Data

• Skill History

• Evaluation Results

• Finance & Accounting

Student

Administration

Student

Administration

Developer

Developer

• Authoring Tools

• Instructional Design

• Change Control

Process

• Adult Learning

Theories

• Collaborative Tools

• Intellectual Property

Rights

System

Maintenance

System

Maintenance

• Site Modifications and

Upgrades

• Operation and

Maintenance

• Publish and Update

Courseware

Information

Technology

Information

Technology

• Integration

Infrastructure

• Security

• System Operations

University

Enterprise

University

Enterprise

Security

Security

Access

Access

(10)

Functional Alignments

Headlight.com

TrainingNet

Learn2.com

eMind.com

Eduprise.com

MindLever.com

KnowledgePlanet.com

HungryMinds.com

SmartForce

Ninth House

SkillSoft

Digital Think

Pensare

Docent/HP

Click2learn.com

Lotus

Macromedia

Blackboard.com

Technology Focus

Education Focus

Custom Solutions &

Consulting Services

Pre-Packaged Solutions & Tools

CMS + LMS

+

KMS

+

Repositories

Medicine

Arts & Science

Fine Arts

(11)

11

The Standards Process

The Standards Process..

Specifications & Standards

• Specifications are instructions

• If specifications are accepted and used,

they become de facto standards

– Most of us care most about de facto

standards

• Formal standards bodies create formal

standards.

– Requires consensus

– Process has withstood legal

challenges

– Formal standards have legal weight

and stability

– Formal standards have conformance

(12)

ect

s

Tes

t B

eds

, R

efe

ren

ce

Im

ple

men

tat

ion

s

Fo

rm

al

Sta

nd

ard

iza

tio

n

A

cad

em

ic

Ins

titu

tio

ns,

Pu

bli

c A

gen

cie

s

1. Specification

2. Implementation & Testing

3. Improvement

4. Industry Support

5. Standardization

Standards Development

Standards Development

Co

nso

rti

Re

sear

ch

y

a,

Pro

j

ers

: V

end

ors

,

This process has feedback as well as

(13)

13

Customer Perspective

Customer Perspective

Can buy one LMS and use any content

– Wider choice

– Lower cost

– Quicker adoption of new content

providers and technologies

– Consistent user experience and

higher quality

Not locked in

– Can replace LMS and keep content

– LMS can interoperate with other

systems

Enterprise solution

– Interoperability enables

enterprise-level consistency

– Longer lifetime of platforms

– More efficient use of maintenance

(14)

Education Perspective

Education Perspective

• Allows choice among delivery

systems

• Reusability & Modularity

– Makes content easier to

customize

– Parallels current practice of

picking & choosing content

– Increases audience for good

content

• E-learning standards enable

adaptivity

– Faster and easier adoption of new

technologies

(15)

15

LMS

LMS

Vendor Perspective

Vendor Perspective

• No more one-off

integrations

• Can compete with

other LMS vendors on

features, not content

• Can apply resources to

LMS features, not

multiple interoperability

links

(16)

Content Production

Content Production...

• Reduce cost of production

– programming is left up to LMS

• Ability to run on any LMS

– Creates larger potential market

• Reusability & Modularity

– Creates larger potential market

– Increases value of good content

– Offers opportunities to add value

(17)

17

The SCORM

The SCORM

®

®

Sharable Content Object - Reference Model

• Integration of industry specifications from many other organizations

-AICC, IMS, IEEE, ARIADNE, etc.

• Provides a unified learning content model

• Defines a standardized web “run-time” environment

• The first step on the path to defining a true learning architecture A

reference model that defines a web-based learning “content model”

• A set of interrelated specifications designed to meet DoD’s high level

“-ilities”

• A process to knit together disparate groups and interests

• A bridge from general emerging technologies to commercial

implementations

• Establishes a process for certifying courses and content

(18)

The ADL SCORM

The ADL SCORM

• S

harable

C

ontent

O

bject -

R

eference

M

odel

• “Bookshelf” of specifications and standards

• Based on CMI

• Uses LOM and IMS content specs

• Wide adoption and large mind-share (e.g. RFP’s)

• Being productized by all major LMS vendors

• Content-LMS communication via SCORM

JavaScript API

• Requires very little coding on content side.

• Content & structure separate but in one package.

E-learning

Content

JavaScript

API

(19)

19

SCORM

SCORM

Content to

LMS API

From AICC

Content to

LMS data

model

From AICC

RUN-TIME

ENVIRONMENT

CONTENT

AGGREGATION MODEL

Meta-data

XML Binding

Best Practice

From IMS

Course Structure

Format

-Derived from

AICC

Meta-data

dictionary

From IEEE

(20)

Other Specifications

Other Specifications

Learner profiles

Competency definitions

Agents/simulations

Adaptive sequencing

Architectural diagrams

Platform profiles

Glossaries

Quality standards

Rights managements

Security

System to system

communication

The E-learning standards community

is trying to follow the specification Æ

implementation Æ standardization

path in most of its work.

The E-learning standards community

is trying to follow the specification Æ

implementation Æ standardization

path in most of its work.

LOM Bindings

CMI – based Content

Architectural Models; Glossary; “Meta-standards”

Learner Information

Content Packaging & Sequencing

LOM Data Model

Future Directions

Expected 2002

(21)

21

Working Title

Working Title

Content Object Repository

Discovery and Registration/Resolution

Architecture

“CORDRA”

++++

A Three Part Model

• CONTEXT

• DISCOVERY

(22)

The “Problem Space”

The “Problem Space”

• There are many specifications related to

repositories

• None individually address the entire problem of

finding and then retrieving exactly the right

instructional material

• Many issues are not technical – they are “policy”

• The result: many incompatible repository

systems of learning content that cannot be found,

accessed or mined in an ADL environment

• ADL needs a framework for building learning

repositories that meet its requirements

(23)

23

ADL’s Approach

ADL’s Approach

Articulate the high level requirements, policies and business

rules for instructional content repositories that constrain the

architecture such that it can be implemented consistently.

Identify and relate the most relevant technologies and

specifications that can be applied to the architecture (connect

the dots).

Define a framework on which a number of services may be built

(but without defining the implementation of such services).

(24)

Enabling Services

Enabling Services

• We need lots of services…

– Policy enforcement

– Resolution/retrieval

– Authentication

– Processing community specific business rules

– “Smart” search/discovery

– … many others

• We need a framework that enables such

services

(25)

25

Some of the People We’re Working With

Some of the People We’re Working With

• CNRI (Corporation for National Research Initiatives)

• National Science Foundation

• U.S. Library of Congress

• DTIC (Defense Technical Information Center)/CENDI

• U.S. Military Services

• CDC (Center for Disease Control and Prevention)

• IRS (Internal Revenue Service)

• GPO (Government Printing Office)

• U.K. TSO (The Stationary Office)

• Medbiquitous (Professional medical education consortium)

• Many others…

(26)

Tentative Plans

Tentative Plans

VERY, VERY EARLY DAYS

• Gather and vet assumptions and requirements

• Study existing specifications (few if any new ones are

required)

• Identify key policy issues and positions

• Identify business rules requirements

• Prototype the approach

• Develop guidelines for how the model might be

adapted to other communities of practices

(27)

27

www.adlnet.org

www.adlnet.org

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