04 distance learning standards-scorm specification

Distance Learning
Standards – SCORM
(Specification)
Timothy K. Shih

Outline
• Distance Learning Standards and
Organizations
• SCORM Overview
• Content Aggregation Model
• Runtime Environment
• Sequence & Navigation
• Future Scope of SCORM
• Summary

Distance Learning
Standards
• Dublin Core (DC)
• QTI (Question & Test Interoperability)
• CELTS (China E-Learning Technology
Standards )
• IMS Learning Design
• The SCORM Specification

Metadata Specification
• Dublin Core (DC)
– Developed by OCLC (http://dublincore.org/)
– Dublin Core Metadata Initiative
– Version 1.1
– 15 items:
• Title, Creator, Subject and keyword, Description,
Publisher, Contributor, Date, Type, Format,
Identifier, Source, Language, Relation, Coverage,
Rights

Question and Test
Specification
• QTI (Question & Test Interoperability)
– Developed by IMS Global Learning Consortium
(http://www.imsglobal.org/question/index.html)
– To describe a data model for the representation
of question and test data and their
corresponding results reports
– QTI 2.1 (http://www.imsglobal.org/question/qti_v2p1pd/imsqti_oviewv2p1pd.html)

Distance Learning
Specification
• CELTS (China E-Learning Technology
Standards )
– http://www.celtsc.edu.cn
– Proposed by CELTSC (China E-Learning
Technology Standardization Committee)
– Uses IEEE 1484
– 5 Categories of Standard Projects
• Guidance
• Learning Resource
• Learning Environment
• Learner
• Educational Management

Learning Design
Specification
• IMS Learning Design
– http://www.imsglobal.org/learningdesign/
– The IMS Learning Design specification
supports the use of a wide range of
pedagogies in online learning.
– Version 1 Final Specification was approved
by the IMS Technical Board in February
2003.

The SCORM Specification
• SCORM (Sharable Content Object Reference
Model)
– Developed by Advanced Distributed Learning (ADL,
http://www.adlnet.gov)
– SCORM 2004
• Main Components:
– Content Aggregation Model
• Content Model
• Metadata (Standard)
• Content Packaging
– SCORM RTE
– Sequencing and Navigation Model
• Derived from IMS Simple Sequencing (SS) Version 1.0

Distance Learning
Organizations
• Advanced Learning Infrastructure Consortium
(ALIC)
• Alliance of Remote Instructional Authoring and
Distribution Networks for Europe (ARIADNE)
• Aviation Industry CBT Committee (AICC)
• Dublin Core Metadata Initiative
• IMS Global Learning Consortium, Inc.
• Institute of Electrical and Electronic Engineers
(IEEE) Learning Technology Standards
Committee (LTSC)

OLD: Related Standards/Specification
Development Orgs In Education & Learning
Technology
LTSC
(P1484)
Specs submitted by Consortia/Fora
IEEE, ANSI, ISO: Accredited Standards
GEM
PROMETEUS
GESTALT
Stds/
Specs
Sampling of
Organizations

LTSC
(P1484)
LTSC & JTC1/SC36: Close Collaboration
ISO/IEC
JTC1/SC36
GEM
PROMETEUS
GESTALT
Current, existing
Future possibilities
Sampling of
Organizations
New: Related Standards/Specification
Development Orgs In Education & Learning
Technology

AICC
• Aviation
• Industry
• CBT (Computer-Based Training)
• Committee

IEEE LTSC
• IEEE Learning Technology Standards Committee
(LTSC)
• P1484.1 Architecture and Reference Model WG
• P1484.11 Computer Managed Instruction (CMI) WG
• P1484.12 Learning Objects Metadata (LOM) WG
• P1484.18 Platform and Media Profiles WG
• P1484.20 Competency Definitions WG
• Digital Rights Expression Language Study Group

LTSA
Learner
Entity
Evaluation
Delivery
Coach Learner
Records
Learning
Resources
BehaviorMultimedia
Interaction Context
Assessment
Locator
Locator
Learning
Content
Catalog Info
Query
(history/obj.)
Learner Info
(new)
Learner Info
(current)
Learning
Preferences
PrivateOwner Rights Secure from
Attack
A Revised Learning Technology System Architecture

IMS
• Accessibility
• Competency Definitions
• Content Packaging
• Digital Repositories
• Enterprise
• Learner Information Package
• Learning Design
• Meta-data
• Question & Test
• Simple Sequencing

Specifications and Standards
Contact Information

Long term vision of the Advanced
Distributed Learning initiative
ADL emphasizes asynchronous technologies that can
deliver instruction and mentoring without requiring
students to gather in specific places at specific times.

The Development Groups
• IMS Global Learning Consortium, Inc.
http://www.imsglobal.org/
• Aviation Industry CBT (Computer-Based Training)
Committee (AICC) http://www.aicc.org/
• Alliance of Remote Instructional Authoring &
Distribution Networks for Europe (ARIADNE)
http://www.ariadne-eu.org/
• Institute of Electrical and Electronics Engineers (IEEE)
Learning Technology Standards Committee (LTSC)
http://ltsc.ieee.org/

The Missing SCORM Pieces
SCORM 1.2
(Add Packaging)
SCORM 1.0
SCORM 1.3
Seq. Application Profile
WORKING DRAFT 0.9
SCORM 2004
Sequencing
& Navigation
Improved
Data Model
Element
SCORM 1.3
Working Draft 1
November 27, 2002
January 31, 2000
October 1, 2001
October 22, 2003
Revised
Content
Aggregation
Model
Revised
Sequencing
& Navigation
July 22, 2004

Summary of Evolution
Version Timeline Features
SCORM 1.0 Jan. 2000
 The primitive version which introduces the concept of Sharable
Content Objects (SCOs) and some essential APIs for the
communication of courseware delivering process.
SCORM 1.1 Jan. 2001
 Use an XML-based file to describe the content structure
 Rename SCORM from “Sharable Courseware Object Reference
Model” to “Sharable Content Object Reference Model”
SCORM 1.2 Oct. 2001
 Concept of Metadata were fully defined in different levels of learning
contents
 Use learning content manifest to achieve the interoperability between
learning contents and back-end servers.
SCORM 2004 1st Edition Jan. 2004
 Improvements on SCORM 1.2
 Add Sequencing and Navigation specification into SCORM for
various learning activities.
SCORM 2004 2nd Edition Jul. 2004
 Refine the Content Aggregation Model and the Run-Time
Environment in SCORM specification to achieve better solutions of e-
Learning.
SCORM 2004 3rd Edition Oct. 2006
 It’s the current version, and probably, the final version of SCORM.
 Strengthen and solidify SCORM 2004 to enhance the development of
e-Learning related works
 Provide a comprehensive suite of e-learning capabilities

Overview
• The Department of
Defense of USA
established the
Advanced Distributed
Learning (ADL)
initiative in 1997.
• The Sharable Content
Object Reference
Model (SCORM)
includes
– Content Aggregation
Model
– Run-time Environment
– Simple Sequencing
Specification (in 1.3 WD)

Conceptual Point for
SCORM
• Accessibility: the ability to locate and access
instructional components from one remote
location and deliver them to many other
locations.
• Adaptability: the ability to tailor instruction to
individual and organizational needs.
• Affordability: the ability to increase efficiency
and productivity by reducing the time and
costs involved in delivering instruction.

Conceptual Point for
SCORM
• Durability: the ability to withstand technology
evolution and changes without costly redesign,
reconfiguration or recoding.
• Interoperability: the ability to take instructional
components developed in one location with one
set of tools or platform and use them in another
location with a different set of tools or platform.
• Reusability: the flexibility to incorporate
instructional components in multiple
applications and contexts.

Overview of the SCORM
Content Aggregation Model
• The purpose of the SCORM Content Aggregation
Model is to provide a common means for composing
learning content from discoverable, reusable, sharable
and interoperable sources.
• The SCORM Content Aggregation Model further
defines how learning content can be identified and
described, aggregated into a course or portion of a
course and moved between systems that may include
Learning Management Systems (LMS) and repositories.
– Content Packaging
– Meta-data
– Sequencing and Presentation

Run-Time Environment
• The purpose of the SCORM Run-time Environment is
to provide a means for interoperability between
Sharable Content Object-based learning content and
Learning Management Systems. A requirement of
the SCORM is that learning content be interoperable
across multiple LMSs regardless of the tools used to
create the content. For this to be possible, there
must be a common way to start content, a common
way for content to communicate with an LMS and
predefined data elements that are exchanged
between an LMS and content during its execution.
– Application Programming Interface (API)
– Data Model

Sequencing and Navigation
• Sequencing and Navigation describes how SCORM-
conformant content may be sequenced to the learner
through a set of learner-initiated or system-initiated
navigation events. The branching and flow of that
content may be described by a predefined set of
activities, typically defined at design time.
– The Sequencing Definition Model
– Sequencing Behaviors
– The SCORM Navigation Model

Functionality by Product
Authoring Tools
LMSs
Store Content
Gather Content
(push/pull using meta-data & federated
searches)
Publish Content
(provide meta-data to other repositories)
Repackage
Content
Export Content
Import Content
•Student Enrollment
•Course Enrollment
•Designate Instructors & Assign
Instructor Rights & Roles
•Match Students with Instructors
•Monitor/Track Student/Learner
Performance
•Sequence
Content
Presentation
•Create &
Associate
Meta-data
•Create Content
•Package Content
Repositories

For More Information – ADL
http://www.adlnet.org/

For More Information – IMS
http://www.imsglobal.org

The SCORM Content Aggregation Model (CAM) book describes the
components used in a learning experience, how to package those
components for exchange from system to system, how to describe
those components to enable search and discovery and how to define
sequencing rules for the components. The CAM promotes the
consistent storage, labeling, packaging, exchange and discovery of
content.

• Content Model: Nomenclature defining the content
components of a learning experience.
• Content Packaging: Defines how to represent the
intended behavior of a learning experience (Content
Structure) and how to aggregate activities of learning
resources for movement between different
environments (Content Packaging).
• Meta-data: A mechanism for describing specific
instances of the components of the content model.
• Sequencing and Navigation: A rule-based model for
defining a set of rules that describe the intended
sequence and ordering of activities. The activities may
or may not reference learning resources to be
delivered to the learner.

Content Model
• The SCORM Content Model is made up of the
following components
– Assets: basic forms, such as text, images, sound,
web pages, assessment objects or other pieces of
data that can be delivered to a Web client.
– Sharable Content Objects (SCOs): a collection of
one or more Assets.
– Content Organization: a map that represents the
intended use of the content through structured units
of instruction (Activities).

Assets
• Assets are an electronic
representation of media,
such as text, images,
sound, assessment
objects or any other
piece of data that can
be rendered by a Web
client and presented to
a learner.

Sharable Content Objects
• Sharable Content Objects (SCO): A Sharable Content
Object (SCO) represents a collection of one or more
Assets that include a specific launchable asset that utilizes
the SCORM Run-Time Environment to communicate with
Learning Management Systems (LMSs).

Content Organization
• Content Aggregation
– Activity
• The Activities
represented in a
Content Organization
may consist of other
Activities (sub-
Activities), which may
themselves consist of
other activities.
– Activity Tree
• Resource

Content Packaging
• The purpose of Content Packaging is to provide a
standardized way to exchange digital learning
resources between different systems or tools.
Content Package
Manifest File
(imsmanifest.xml)

Content Packaging Defines
• A Manifest file (imsmanifest.xml) describing the
package itself and which contains:
– Meta-data: data describing the content package as
a whole
– Organizations: contains the content structure or
organization of the learning resources making up a
stand-alone unit or units of instruction.
– Resources: defines the learning resources bundled
in the content package
– (sub)Manifest(s): describes any logically nested
units of instruction (which can be treated as stand-
alone units)

Package Interchange File
(PIF)
• A binding of the content package
components in the form of a compressed
archive file
• A directory for imsmanifest.xml
• All control files and the resources
referenced in the content package
• PIF be conformant with RFC 1951
– In zip file format or a CD-ROM

The SCORM Content Package
XML Binding
• The XML binding will adhere to the XML 1.0
specification of the W3C
• The XML binding must maintain the definitional
structure of the IMS Content Packaging Information
Model
• Example:
<manifest identifier=”SAMPLE1" version="1.3" xml:base=”mycontent”
xmlns="http://www.imsglobal.org/xsd/imscp_v1p1"
xmlns:adlcp="http://www.adlnet.org/xsd/adlcp_v1p3"
xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance"
xsi:schemaLocation="http://www.imsglobal.org/xsd/imscp_v1p1
imscp_v1p1.xsd
http://www.adlnet.org/xsd/adlcp_v1p3 adlcp_v1p3.xsd">

</manifest>

SCORM Content Packaging
Application Profiles
• The SCORM Packaging Application
Profiles describe how the IMS Content
Packaging Specification will be applied
within the overall context of the SCORM.
They provide practical guidance for
implementers and define the SCORM
conformance requirements
– Resource Packages (for Assets and SCOs)
– Content Aggregation Packages

Requirements
• “M”: Mandatory “O”: Optional “NP”: Not Permitted

Best Practices and Practical
Guidelines
• For the development of content packages
• Not considered as conformance
requirements
– Packaging Multiple Courses
– Multiple Organizations for a Single Course
– Packaging Learning Content for Reuse
– Using the <dependency> Element

Meta-Data
• A mechanism for describing specific
instances of the components of the content
model
• Meta-data provide a common nomenclature
enabling learning resources to be described
in a common way
• Learning resources that are described with
meta-data can be systematically searched for
and retrieved for use and reuse

SCORM Metadata
Components
• Meta-data can be applied to
– Content Aggregation Meta-data
• Enable discoverability of the Content Aggregation
• Provide descriptive information about the Content Aggregation
– Content Organization Meta-data
• enable discoverability within, for example, a content repository
• provide descriptive information about the content structure
– Activity Meta-data
• Describe an individual Activity.
• Make the Activity accessible (enabling discovery) within a content
repository
– SCO Meta-data
• Facilitate reuse and discoverability of such content within a content
repository.
– Asset Meta-data
• Facilitate reuse and discoverability, within a content repository during
content creation.

Sources of SCORM Meta-data
SCORM Version 1.3
SCORM Version 1.2
IEEE
P1484.12.1
LOM Draft
Standard
Version 6.1
IMS Learning
Resource Meta-
data Version
1.2
(Information
Model)
IEEE
P1484.12.1
LOM Draft
Standard
Version 6.1
IEEE
P1484.12.1
LOM Draft
Standard
Version 6.4
IEEE
1484.12.1-
2002 (June
2002)
IMS Learning
Resource Meta-
data Version
1.2 (XML
Binding)
IEEE
P1484.12.3
XML Binding of
LOM

Learning Object Metadata
• IEEE LTSC Learning
Object Metadata
• With 77 elements in
9 categories
• Mandatory / Optional
– 1.0 General
– 2.0 Life Cycle
– 3.0 Meta-Metadata
– 4.0 Technical
– 5.0 Educational
– 6.0 Rights
– 7.0 Relation
– 8.0 Annotation
– 9.0 Classification

Meta-data Information Model
(IEEE 1484.12.1-2002 Learning Object Metadata Standard)
• The SCORM Meta-data Information Model has nine categories
– The General category groups the general information that describes the
resource as a whole.
– The Lifecycle category groups the features related to the history and
current state of this resource and those who have affected this resource
during its evolution.
– The Meta-metadata category groups information about the meta-data
record itself (rather than the resource that the record describes).
– The Technical category groups the technical requirements and
characteristics of the resource.
– The Educational category groups the educational and pedagogic
characteristics of the resource.
– The Rights category groups the intellectual property rights and
conditions of use for the resource.
– The Relation category groups features that define the relationship
between this resource and other targeted resources.
– The Annotation category provides comments on the educational use of
the resource and information on when and by whom the comments were
created.
– The Classification category describes where this resource falls within a
particular classification system.

An Example of Information
Model
Nr Name Explanation Multiplicity Data Type
1 General This category groups the general information
that describes the resource as a whole.
1 and only 1 Container
1.1 Identifier A globally unique label that identifies the
resource. This is reserved and shall not
be used, as there is no uniformly
accepted method for the creation and
distribution of globally unique identifiers.
This element can be transparent to the meta-
data creator. It can be created by the
meta-data management system.
RESERVED String
1.2 Title Name given to this resource.
The title can be an already existing one or it
may be created by the indexer ad hoc.
1 and only 1 LangString Type
(smallest
permitted
maximum:
1000 characters)

Terms Used in Meta-Data
• Nr: Hierarchical number system
• Name: Element name
• Explanation: Detailed description of the element
• Multiplicity: How many instances of the element are
allowed within the immediate parent element.
• Data Type: Whether the element’s value is textual,
numerical or a date; and any constraints on its size and
format. There are three general-purpose types used in
the information model: LangString Type, Date Type
and Vocabulary Type. The information model for each
of these data types is specified following the SCORM
Meta-data Information Model

LOM XML Binding
• A collection of rules describing how to create meta-
data instances in XML.
• IEEE P1484.12.3 Standard for Extensible Markup
Language (XML) Binding for Learning Object Metadata
Data Model
• There are two varieties of vocabularies:
– Restricted vocabulary indicates that the element must
contain a value from the list provided as part of the element’s
description.
– Best Practice vocabulary presents a recommended list of
appropriate values for that element, but the element is not
mandated to contain a value from the list.

Symbols in XML Binging
Symbol Meaning
This symbol denotes that the element has one or more child
elements.
This symbol denotes that the element contains data.
This text denotes the XML Schema Definition (XSD) type
assigned to the element.
(no symbol)
When no multiplicity symbol is present, this denotes that the
element may exist one and only one time.
+
The plus sign denotes that the element may occur one or more
times within its parent element.
?
The question mark denotes that the element may occur zero or
one time within its parent element.
*
The asterisk denotes that the element may occur zero to many
times within its parent element.

An Example of XML Binding
• <lom> Element
indicates the
beginning of the
SCORM Meta-
data XML record.
one or more child elements
contains data
one and only one
one or more
zero or one
zero to many

Examples of Information Model
5 Educational This category describes the key educational or
pedagogic characteristics of this resource.
This is the pedagogical information essential to those
involved in achieving a quality learning
experience. The audience for this meta-data includes
teachers, managers, authors and learners.
0 or 1 Container
5.1 Interactivity
Type
The flow of interaction between this resource and the
intended user.
IEEE LOM Vocabulary:
Active
Expositive
Mixed
Undefined
In an expositive resource, the information flows
mainly from this resource to the learner. Expositive
documents are typically used for learning-by-reading.
These include essays, video clips, graphical material
and hypertext documents.
In an active resource, information also flows from the
learner to this resource. Active documents are
typically used for learning-by-doing. These include
simulations, questionnaires and exercises.
Note: Activating links to navigate in hypertext
documents is not considered as an information flow.
Thus, hypertext documents are expositive.
0 or 1 Vocabulary Type
(Restricted)
5.2 Learning
Resource Type
…

Examples of XML Binding
<interactivitytype> Element
Description: This data element describes the type of interactivity supported by the learning resource.
The vocabularies defined for this element are restricted vocabularies.
Multiplicity: The <interactivitytype> element occurs 0 or 1 time within the <educational> element.
Attributes:
• None
Elements:
• <vocabulary>
LOM Defined Vocabularies (<source> element set to LOMv1.0)
Restricted Vocabulary:
• Active
• Expositive
• Mixed
• Undefined
Example:
1 <educational>
2 <interactivitytype>
3 <vocabulary>
4 <source>
5 <langstring xml:lang=“x-none”>LOMv1.0</langstring>
6 </source>
7 <value>
8 <langstring xml:lang=“x-none”>Active</langstring>
9 </value>
10 </vocabulary>
11 </interactivitytype>
12 </educational>

<learningresourcetype> Element
Description: This data element describes a specific kind of resource, most dominant kind first. The
vocabularies defined for this element are recommended best practice vocabularies.
Multiplicity: The <learningresourcetype> element occurs 0 or more times within the <educational> element.
The smallest permitted maximum is 10 items.
Attributes:
• None
Elements:
• <vocabulary>
LOM Defined Vocabularies (<source> element set to LOMv1.0)
Best Practice Vocabulary:
• Exercise
• Simulation
• Questionnaire
• Diagram
• Figure
• Graph
• Index
• Slide
• Table
• Narrative Text
• Exam
• Experiment
• Problem Statement
• Self Assesment
Example:
1 <educational>
2 <learningresourcetype>
3 <vocabulary>
4 <source>
6 </source>
7 <value>
8 <langstring xml:lang=“x-none”>Simulation</langstring>
9 </value>
10 </vocabulary>
11 </learningresourcetype>
12 </educational>

<requirement> Element (under the <technical> element)
Description: This data element describes the technical capabilities
required in order to use this learning resource. If there are
multiple requirements, then all are required, i.e. the logical
connector is AND.
Multiplicity: The <requirement> element occurs 0 or more times
within the <technical> element. The smallest permitted
maximum is 40 items.
Attributes:
• None
Elements:
• <type>
• <name>
• <minimumversion>
• <maximumversion>

Example:
1 <technical>
2 <requirement>
3 <type>
4 <vocabulary>
5 <source>
7 </source>
8 <value>
9 <langstring xml:lang=“x-none”>Browser</langstring>
10 </value>
11 </vocabulary>
12 </type>
13 <name>
14 <vocabulary>
15 <source>
17 </source>
18 <value>
19 <langstring xml:lang=“x-none”>Mircosoft Internet Explorer</langstring>
20 </value>
21 </vocabulary>
22 </name>
23 <minimumversion>4.0</minimumversion>
24 <maximimversion>5.0</maximumversion>
25 </requirement>
26 </technical>

Example One
• <manifest> Elements
• Description: The first,
outermost <manifest>
element in the Manifest
encloses all the
reference data.
Subsequent
occurrences of the
<manifest> elements
inside the outermost
<manifest> are used to
compartmentalize files,
meta-data and
organization structure
for aggregation,
disaggregation and
reuse.
• All namespace
declarations should be
declared inside the
<manifest> element.

Example One Definition
• Data Type: This element is a container element and only contains other
elements.
• Multiplicity: The manifest element is the top-level element for content
package.
• Attributes:
– identifier (required) – An identifier, provided by an author or authoring tool, that
is unique within the Manifest.
– version (optional) – Identifies the version of the Manifest. It is used to
distinguish between manifests with the same identifier.
– xml:base (optional). This provides a relative path offset for the files contained
in the manifest. The usage of this element is defined in the XML Base
Working Draft from the W3C. Data type = String.
• Elements:
– <metadata>
– <organizations>
– <resources>
– <manifest>

Example One Binding
1 <manifest identifier=”Manifest" version="1.1"
xmlns="http://www.imsproject.org/xsd/imscp_rootv1p1p2"
xmlns:adlcp="http://www.adlnet.org/xsd/adl_cp_rootv1p1"
xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance"
xsi:schemaLocation="http://www.imsproject.org/xsd/imscp_rootv1p1p2
imscp_rootv1p1p2.xsd
http://www.imsproject.org/xsd/imsmd_rootv1p2
ims_md_rootv1p1.xsd
http://www.adlnet.org/xsd/adl_cp_rootv1p1
adl_cp_rootv1p1.xsd">
2 
3 </manifest>

Example Two
• <metadata> Element
• Description: This
element contains
context specific meta-
data that is used to
describe the content of
the overall package
(Package level meta-
data). Implementers are
free to choose from any
of the meta-data
elements defined in the
IMS Learning Resource
Meta-data Specification
Version 1.2.

Example Two Definition
• Data Type: This element is a container
element and only contains other elements.
• Multiplicity: The <metadata> element may
occur 0 or 1 time within the <manifest>
element.
• Attributes:
– None
• Elements:
– <schema>
– <schemaversion>
– <adlcp:location>
– IMS Meta-data

Example Two Binding
1 <metadata>
2 <schema>ADL SCORM</schema>
3 <schemaversion>1.2</schemaversion>
4 <imsmd:lom>
5 <imsmd:general>
6 <imsmd:title>
7 <imsmd:langstring xml:lang="en-US">Simple Manifest
</imsmd:langstring>
8 </imsmd:title>
9 </imsmd:general>
10 </imsmd:lom>
11 </metadata>

Example Three
• <organizations>
Element
• Description: This
element describes
one or more
structures or
organizations for
this package.

Example Three Definition
• Data Type: This element is a container element
and only contains other elements. When defining
a SCORM Resource Package, this element is
required to be empty. When defining a SCORM
Content Aggregation Package, this element is
required to contain at least one organization sub-
element.
• Multiplicity: The organizations element may
occur 0 or 1 time within a <manifest> element.
• Attributes:
– default (required). Identifies the default organization to
use. Data type = IDRef.
• Elements:
– <organization>

Example Three Binding
1 <organizations default="TOC1">
2 <organization identifier="TOC1" structure="hierarchical">
3 <title>default</title>
4 <item identifier="ITEM1" identifierref="RESOURCE1" isvisible="true">
5 <title>Lesson 1</title>
7 <title>Introduction 1</title>
8 </item>
10 <title>Content 1</title>
11 </item>
13 <title>Summary 1</title>
14 </item>
15 </item>
16 <item identifier="ITEM5" identifierref="RESOURCE5" isvisible="false">
20 </item>

23 </item>
26 </item>
27 </item>
30 <item identifier="ITEM10" identifierref="RESOURCE10" isvisible="true"
parameters="foo">
32 </item>
35 </item>
38 </item>
39 </item>
40 </organization>
41 </organizations>

Example Four
• <resources>
Element
• Description:
A collection of
references to
resources.
There is no
assumption of
order or
hierarchy.

Example Four Definition
• Data Type: This element is a container
element and only contains other elements.
• Multiplicity: The <resources> element
occurs 1 and only 1 time within the
<manifest> element.
• Attributes:
– xml:base (optional). This provides a relative path
offset for the content file(s). The usage of this
element is defined in the XML Base Working Draft
from the W3C. Data type = String.
• Elements:
– <resource>

Example Four Binding
1 <resources>
2 <resource identifier="RESOURCE1" type="webcontent" href="lesson1.htm">
3 <file href="lesson1.htm"/>
4 </resource>
5 <resource identifier="RESOURCE2" type="webcontent" href="intro1.htm">
6 <file href="intro1.htm"/>
7 </resource>
8 <resource identifier="RESOURCE3" type="webcontent" href="content1.htm">
9 <file href="content1.htm"/>
10 </resource>
11 <resource identifier="RESOURCE4" type="webcontent" href="summary1.htm">
12 <file href="summary1.htm"/>
13 </resource>
14 </resources>

The SCORM Meta-data
Application Profiles
• The application
profiles provide
specific
guidance for
how to
implement
meta-data in the
SCORM
environment.
– M: Mandatory
– O: Optional

Sequencing and
Presentation
• Describes how to encode specific
sequencing strategies in XML
– <sequencing> element: encapsulates all of
the necessary sequencing rules and
strategies for a given activity.
– <sequencingCollection> element: can be
used to collect a set of sequencing rules and
strategies to be reused by several activities.

Elements of <sequencing>
• <controlMode>
• <sequencingRules>
• <limitConditions>
• <auxiliaryResources>
• <rollupRules>
• <objectives>
• <randomizationControls>
• <deliveryControls>
• <adlseq:constrainedChoiceConsiderations>
• <adlseq:rollupConsiderations>

Element of
<sequencingCollection>
• <sequencing>
– the sequencing element shall exist 1 or more
times if a <sequencingCollection> is used to
define a set of sequencing information

Sequencing and
Content Packaging
• The Content Packaging <imscp:organization> element and the
<imscp:item> element can include the definition of sequencing
behaviors

Run-Time Environment
The SCORM Run-Time Environment (RTE) book describes the Learning
Management System (LMS) requirements in managing the run-time
environment (i.e., content launch process, standardized communication
between content and LMSs and standardized data model elements used for
passing information relevant to the learner’s experience with the content). The
RTE book also covers the requirements of Sharable Content Objects (SCOs)
and their use of a common Application Programming Interface (API) and the
SCORM Run-Time Environment Data Model.

General LMSs
• Testing/Assessment Service
• Sequencing Service
• Content Management Service
• Course Administration Service
• Learner Profiles Service
• Tracking Service
• Delivery Service

Launch, API and Data Model
• The Launch mechanism defines a common way for
LMSs to start Web-based learning resources. This
mechanism defines the procedures and responsibilities
for the establishment of communication between the
delivered learning resource and the LMS.
• The API is the communication mechanism for informing
the LMS of the state of the learning resource (e.g.,
initialized, finished or in an error condition), and is used
for getting and setting data (e.g., score, time limits, etc.)
between the LMS and the Sharable Content Object
(SCO).
• A Data Model is a standard set of data elements used to
define the information being communicated, such as the
SCO’s completion status or a score from an assessment
(i.e., a quiz or a test).

RTE – A Client-Server
Architecture
• SCORM has a common way to start learning resources, a common
mechanism for learning resources to communicate with an LMS and a
predefined language or vocabulary forming the basis of the
communication. These three aspects of the Run-Time Environment are
Launch, Application Program Interface (API) and Data Model.

RTE Temporal Model
• Learner Attempt – A tracked effort by a learner to satisfy the
requirements of a learning activity that uses a content object
• Learner Session – An uninterrupted period of time during
which a learner is accessing a content object
• Communication Session – An active connection between a
content object (i.e., SCO) and an application programming
interface
• Login Session – A period of time during login and logout

Launch
• The two SCORM components that can be
launched by an LMS are Assets and SCOs.
• An Asset does not need to communicate back
to the LMS
• An SCO needs to communicate back to the
LMS
– An LMS only launch one SCO at a time and that
only one SCO is active at a time
– The launch model requires that only LMSs may
launch SCOs. SCOs may not launch other SCOs.

Launch (continue)
• It is the responsibility of the LMS to manage
the sequencing and navigation between
learning resources.
• It is the responsibility of the LMS to determine
which learning resource is to be launched.
• The LMS may implement the launch in any
manner desired and may delegate the actual
launch responsibility to the client or server
portion of the LMS as needed.

Application Program Interface
(API)
• API is merely a set of predefined
functions.
• The LMS provides an API Adapter that
implements the functionality of the API
and exposes its interface to the client
SCO.
• It is assumed that once the SCO is
launched it can then “get” and “set”
information with an LMS. All
communications between the API Adapter and
the SCO are initiated by the SCO.

Categories of API Methods
• The API Implementation are divided into
three categories:
– Session Methods: Initialize(), Terminate()
– Data-Transfer Methods: GetValue(), SetValue(), Commit()
– Support Methods: GetLastError(), GetErrorString(),
GetDiagnostic()

API Instance State Transitions
• The states encountered by the API Instance are
defined as
– Not Initialized
– Running
– Terminated

API States
• Not Initialized: This describes the conceptual communication
state between the actual launching of the SCO and before the
Initialize(“”) API method is successfully invoked by the SCO.
During this state, it is the SCO’s responsibility to find the API
Instance provided by the LMS.
• Running: This describes the conceptual communication state
once the Initialize(“”) API method is successfully invoked by the
SCO and before the Terminate(“”) API method call is successfully
invoked by the SCO. The SCO is permitted to call the following
set of API functions:
– GetValue(), SetValue(), Commit(), GetLastError(), GetErrorString(),
GetDiagnostic()
• Terminated: This describes the conceptual communication state
once the Terminate(“”) API method is successfully invoked. The
SCO is permitted to call the following set of API functions:
– GetLastError(), GetErrorString(), GetDiagnostic()

Data Model
• The purpose of establishing a common data
model is to make sure that a defined set of
information about SCOs can be tracked by
different LMS environments.

Data Model in SCORM RTE
• Prior to SCORM 2004, the SCORM Run-Time Environment Data
Model was based on the AICC CMI
• The SCORM Run-Time Environment Data Model is based on the
1484.11.1 Draft Standard for Learning Technology - Data Model
for Content Object Communication standard produced by the
IEEE LTSC Computer Managed Instruction (CMI).
• AICC CMI
– cmi.core
– cmi.suspend_data
– cmi.launch_data
– cmi.comments
– cmi.comments_from_lms
– cmi.objectives
– cmi.student_data
– cmi.student_preference
– cmi.interactions

Data Model (Cont.)
• Examples include: student profile information,
question and test interactions, state information,
assessment, etc.
– cmi.core.student_id
– cmi.core.student_name
– cmi.core.lesson_location
– cmi.core.credit
• The IEEE CMI working group’s P1484.11.1 Data
Model for Content Object Communication

Some Examples
• GetValue(“cmi.comments_from_learner._children”)
• SetValue(“cmi.comments_from_learner.0.comment”,”S
ome comments about the SCO”)
• GetValue(“cmi.comments_from_lms._children”)
• SetValue(“cmi.completion_status”,”incomplete”)
• SetValue(“cmi.exit”,”suspend”).
• ………..

ADL Sample RTE Source: http://www.adlnet.gov/
Released
04/05/2007
SCORM 2004 3rd Edition Sample Run-Time Environment Version 1.0.1

• The SCORM Sequencing and Navigation (SN) book describes how
SCORM-conformant content may be sequenced to the learner
through a set of learner or system-initiated navigation events. The
branching and flow of that content may be described by a predefined
set of activities.

The SCORM Sequencing and
Navigation (SN)
• SCORM Sequencing depends on:
– A defined structure of learning activities, the Activity Tree
– A defined sequencing strategy, the Sequencing Definition
Model
– The application of defined behavior to external and system
triggered events, SCORM Sequencing Behaviors
• SCORM Navigation
– SCORM Navigation Model, the process by which a learner and
an LMS cooperate to identify navigation requests to realize a
learning experience

• Sequencing and Navigation: what and when
learning resource is to be presented to the
learner
– Based on the outcomes of a learner’s interactions
– The conditions under which a piece of content is
delivered or skipped
– Does not define the following:
• other actors, such as instructors, mentors, or peers
• content look and feel and presentation style
• other sequencing techniques (i.e., AI-based, simulation,
customized learning, etc.), but does not necessarily
preclude

Learning Activity
• A learning activity may be
loosely described as an
instructional event or
events embedded in a
content resource or as an
aggregation of activities
that eventually resolve to
discrete content
resources with their
contained instructional
events. A Sample Learning Activity

Learning Activities
Characteristics
• Learning activities have a discrete start
and finish
• Learning activities have well-defined
completion and mastery conditions
• Learning activities can consist of sub-
activities, nested to any depth
• Learning activities occur in context of their
parent activity, if one exists

Tracking Activities
• Tracking status for each activity attempted by
the learner
• Learning objectives are separate from
learning activities. Learning objectives
represent a set of locally and globally scoped
data items, each with a satisfaction status and
a satisfaction measure.
– Activities may have more than one associated local
objective and may reference multiple globally
shared objectives.
– Multiple activities may reference the same global
objective, thus sharing the data values.

Activity Duration Tracking
• An attempt is defined as an effort to complete a
learning activity.
Attem pt Attem ptAttem pt
Activity
Exit/Suspend Resum e ExitExit/Suspend Resum e
Activity Experienced
Duration
Atctivity Absolute Duration
+ +
Tim e
Activity Duration Tracking

Activity Tree
• The Activity Tree is an LMS internal representation of
the defined learning activities, including the tracking
status information for each activity in the hierarchy on a
per learner basis.

Cluster
• A cluster is an organized
aggregation of activities
consisting of a single parent
activity and its first level
children, but not the
descendants of its children.
• Cluster is considered the
basic sequencing building
block.
• Sets of clusters are combined
to form an activity tree.
• The parent activity of a cluster
will contain the information
about the sequencing strategy
for the cluster.
Cluster Examples

Relationship between a Content
Organization an Activity Tree (I)

Relationship between a Content
Organization an Activity Tree (II)

Sequencing Definition
Model
• Derived from the IMS Simple Sequencing
(SS) Specification
• A set of elements that can be used to
describe and affect various sequencing
behaviors
• The definition model elements are
applied to learning activities within the
context of an Activity Tree.
• Each element has a default value

Sequencing Definition Model
• Sequencing Control Modes – control the sequencing behavior for a cluster (i.e.,
Choice, Choice Exit, Flow, and Forward Only)
• Sequencing Rules – a set of if [condition_set] then [action/behavior].
• Limit Conditions – based on the Tracking Model, override Sequencing Rules (e.g.,
max number of attempt, max duration, etc).
• Auxiliary Resource – additional services or resources associated with an activity.
• Rollup Rules – the process of evaluating the Objective and Attempt Progress data
for a set of child activities for a parent activity.
• Objectives – to associate learning objectives with an activity.
• Objective Map – defines a mapping of an activity’s local objective information to
and from a shared global objective (sharing objective information).
• Rollup Controls – three types of tracking status model information for rollup
process (i.e., Objective Satisfaction, Objective Measure, and Activity Completion
Status).
• Selection Controls – include descriptions of how the children of an activity should
be selected during the sequencing process.
• Randomization Controls – decide whether or not a sequencer shall randomly
select activities for delivery.
• Delivery Controls – shall be used by LMSs to aid in the tracking of data
associated with activities.

Sequencing Control Modes (1/4)
• The Control Modes are defined to allow the content
developer to control the sequencing behavior for a
cluster. Multiple modes can be enabled
simultaneously, for a cluster, to create combinations of
sequencing control behaviors.
• Six Sequencing Control Modes:
– Sequencing Control – Choice
– Sequencing Control – Choice Exit
– Sequencing Control – Flow
– Sequencing Control – Forward Only
– Use Current Attempt Objective Information (using
sequencing rules)
– Use Current Attempt Progress Information (using
sequencing rules)

• Sequencing Control Choice
– the learner is free to choose any activity in
any order
– a requirement of an LMS to provide a user
interface control such as a “menu”, ”map” or
“table of contents” to permit the “Choice”
navigation event
– is always enabled unless explicitly disabled
• Example: table of contents of a book

• Sequencing Control Choice Exit
– The sequencing request shall cause the current
activity to Exit and the new chosen activity is
attempted.
– Example: website (choose a new page and
abandon the previous page)
• Sequencing Control Flow
– requires that the Continue and Previous sequencing
requests are enabled for an LMS to process
– Example: PowerPoint presentation (bi-direction)

• Sequencing Control Forward Only
– traversal of the children of that node is
always in forward order
– Example: mission-based video game (one
step after the other)
• Use Current Attempt Objective
Information (using sequencing rules)
• Use Current Attempt Progress
Information (using sequencing rules)

Sequencing Rules
• The application of sequencing rules to an
activity may alter the default sequencing
path (e.g., forward only, choice, etc)
• if [condition_set] then [action/behavior]

The Sequencing XML Binding
• The XML Binding
defines how the IMS
Simple Sequencing
Definition model is
interpreted and
bound into XML.
• <sequencing> Element

Sequencing and Content
Packaging
• The Content Packaging organization element and each
item element within it can have defined sequencing
behaviors through the association of sequencing
information.
Physical Files
(The actual C ontent,
M edia, A ssessm ent,
C ollaboration and other
files)
Package
M anifest
M eta-data
O rganizations
R esources
(sub)M anifests
O rganizations
O rganization
O rganization
O rganization
O rganization
Item
Item
Item
Item
Item
Item
Item
ItemSequencing inform ation can be
associated w ith the
O rganization and/or each Item
in the O rganization
Content
Packaging
Structure

Sequencing and Content
Packaging (Cont.)
• Sequencing information can also be associated at a
resource level (<resourceSequencing> element).
R esources
O rganization
Item
Item
Item
Item
Item
Item
Item
Item
R esource
R esource
R esource
R esource
R esource
R esource
Lim ited sequencing inform ation
can also be associated w ith
each learning resource
associated w ith a learning
activity.

Sequencing Default
• If a SCORM Content Package does not
include any sequencing rules, the implied
default behavior is to allow a learner to
freely choose any activity with no
guidance or constraints.

Overall Sequencing Process
• Navigation Behavior – Describes how a navigation request is
validated and translated into termination and sequencing requests.
• Termination Behavior – Describes how the current attempt on an
activity ends, how the state of the activity tree is updated, and if
some action should be performed due to the attempt ending.
• Rollup Behavior – Describes how tracking information for cluster
activities is derived from the tracking information of its child
activities.
• Selection and Randomization Behavior – Describes how the
activities in a cluster should be considered during processing a
sequencing request.
• Sequencing Behavior – Describes how a sequencing request is
processed on an Activity Tree in attempt to identify the “next”
activity to deliver.
• Delivery Behavior – Describes how an activity identified for
delivery is validated for delivery, and how an LMS should handle
delivery of a validated activity.

Future Scope of SCORM
• Designing new run-time and content data
model architectures
• Incorporating simulation aspects
• Implementing SCORM-based intelligent
tutoring capabilities
• Incorporating gaming technologies

Summary
• SCORM is a collection of specifications adapted from
multiple sources to provide a comprehensive suite of e-
learning capabilities that enable interoperability,
accessibility and reusability of Web-based learning
content
• SCORM-«Ilities»: Reusability, Affordability, Durability,
Accessibility, Interoperability.
• 3 Main Components in SCORM:
– Content Aggregation Model
– Run-Time Environment
– Sequencing and Navigation model

04 distance learning standards-scorm specification

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