Online Learning in the Age of SCORM (PowerPoint)

Online Learning in the Age of SCORM Claude Ostyn Learning Standards Strategist Aspen | ToolBook | Consulting | Implementation | Solutions September 23, 2003 Leader in Enterprise Productivity Solutions

Synopsis
This presentation was designed to achieve the following objectives:
Provide a synopsis of SCORM 1.2 and 1.3
Provide a synopsis of Reusable Competency Definitions
Describe some of the ways SCORM and Reusable Competency Definitions affect instructional design
Explore one or more simple sequencing scenarios
Relate sequencing and competency management
Copyright © 2003 Click2learn, Inc. – All rights reserved

Not the 20 th Century E-learning anymore
The push model

Not the 20 th Century E-learning anymore
ISD

This is not your parent’s E-learning anymore
Working = Learning

Working = Learning = Working = Learning

Evolution
From
Focus on Instruction
To
Focus on Outcomes
From
Know it all
To
Just in time
From
CBT
To
Blended learning
From
Individual pedagogy
To
Social pedagogy
From
Lone Learner
To
Learning together
From
e-learning
To
Learning

Is there still a place for ISD?
Yesterday’s model

Yesterday’s model
Today’s model
Start Here

Yesterday’s model
Today’s model

The Content Delivery Challenge

Where can learning technology standards help?
To design and implement:
Competency requirements
Adaptive instructional strategies
Flexible and reconfigurable
Content gathering automation
Content reuse, cannibalization
Quick deployment, regardless of platforms
Accessibility, ADA compliance
Assessment data collection
Reusable Competency Definitions
Simple sequencing, SCORM 1.3
SCORM
IEEE Metadata, SCORM metadata
SCORM
SCORM, IEEE API
IMS Accessibility profiles
IEEE content object communication

A closer look at two standards initiatives
Which
Reusable Competency Definitions (RDCEO)
SCORM
Point of view
How they can impact learning

General competency data framework
Competency data may include
Reusable (generic) definition of the competency
Evidence of competency (e.g. result of assessment)
Context within which the competency is defined, or that defines the competency (e.g. social or work context)
Dimensions (e.g. proficiency on a scale, duration of a certification)
Context Definition Evidence Dimensions

Reusable Competency Definition
Reusable
For different people
In different contexts
With different evidence
With different metrics
Example
“Can diagnose a fault in a Cat5 network cable”

For example
X001 is the identifier of a competency definition
Here is an activity designed to learn X001
Here is a learning object designed to learn X001
Here is a different learning object designed to learn X001; this one is a video clip
Here is someone who is an expert resource on X001
Here is a learning object designed to practice X001
Here is an assessment designed to test X001
Here is some evidence that Ann knows how to do X001
Here is some evidence that Joe was assessed on X001, using instrument XYZ on June 2, 2003, with a 72% score

Application example Context Skill gap analysis Definitions Evidence Dimensions Dimensions Unique identifiers of competency definitions, regardless of the content of the definition, can be used as “currency” in learning system operations. System view = “This learner needs A, B, and Q but not P” Human view = Understand what is defined by A, B, Q, P, etc.

SCORM
S hareable C ontent O bject R eference M odel
Advanced Distributed Learning initiative
Dept. of Defense, Dept. of Labor, Industry, Education
Initial focus: Distributed learning accessible through a web browser
Deliver and track through any LMS, any browser, anywhere

SCORM
S hareable C ontent O bject R eference M odel
Advanced Distributed Learning initiative
Dept. of Defense, Dept. of Labor, Industry, Education
Initial focus: Distributed learning accessible through a web browser
Deliver and track through any LMS, any browser, anywhere
SCORM 1.2
How to package content to make it portable
Metadata (information about it)
How a LMS launches the content in a browser
How content communicates with the LMS
What is being communicated

SCORM works today
Adopted by all major LMS & LCMS vendors
Used by Fortune 1000 enterprises
Mandated by DoD, other federal agencies
Content vendors are slower to adopt
Time to deploy content
Before SCORM: Weeks, months…
With SCORM: Seconds, minutes…
Cost of content integration
Before SCORM with SCORM

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

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

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

For example
The following slides illustrate some simple sequencing scenarios in SCORM 1.3
Except as otherwise noted, these scenarios are not supported by SCORM 1.2, but must be supported by every SCORM 1.3 conformant player.
This functionality is defined in the current SCORM 1.3 draft and is stable. Other aspects of the SCORM 1.3 draft are subject to change before the final version is released.

A designed learning activity “cluster” Pre-test Topic 1 Topic 2 Topic 3 Post-test Tutorial Unit X Unit X+1

Activities associated to competency definitions Pre-test Topic 1 Topic 2 Topic 3 Post-test Tutorial Unit X Unit X+1 Relevant for: SKILLSET1 also SKILL1, SKILL2, SKILL3 Relevant for: SKILLSET1 also SKILL1, SKILL2, SKILL3 Relevant for: SKILL1 Relevant for: SKILL2 Relevant for: SKILL3 Relevant for: SKILLSET1 also SKILL1, SKILL2, SKILL3 Note: SCORM 1.3 does not specify or require the use of competency definitions, but it dovetails neatly with that specification by allowing you to associate custom objective identifiers with one or more activities.

Resource association
Each “leaf” activity (activity that does not have sub-activities) typically uses a learning resource: Content, assessment, ILT course, …
In SCORM 1.2, the user can choose any activity in any order.
SCORM assumes that every leaf activity uses a resource accessible through a web server.
Pre-test Topic 1 Topic 2 Topic 3 Post-test Tutorial Unit X Unit X+1

Navigation mode: Choice
The learner can choose any activity, in any order.
This is the only navigation mode that can be assumed in SCORM 1.2

Navigation mode: Guided flow
The designer enables the “flow” mode.
This guides the learner through each activity in a predictable sequence.

Navigation mode: Choice + Flow
The learner can choose any activity, in any order.
The learner can also follow the guided flow. For example, just clicking a “Continue” button will go to the next activity in the flow.
Two different learning styles can be accommodated by this simple combination. Field independent learners do not want to follow a flow, but field dependent learners tend to use the guided flow.

The design may also embed rules
Rules
Use pre-test to determine which topics to suggest to the user in the guided flow
Can be taken only once
If passed, skip to next unit
Once post-test taken, learner can no longer take the pretest.
In the tutorial
Skip topics already mastered
Skip all if pre-test passed
Retry until successful

Tracking data model for each activity
Success
Successful?
How successful? (“score”)
Applies to activity objective.
The objective can be implicit or explicit (e.g. reference to a reusable competency definition)
Completion
Completed?

Example: Learner tries, fails, tries again
Rules
In the tutorial

Scenario 1: “Test out” of the learning activity Pre-test Topic 1 Topic 2 Topic 3 Post-test Tutorial Unit X Unit X+1 User masters every objective in the pre-test Objective SKILL1 Objective SKILL2 Objective SKILLSET1 Objective SKILL3 Pretest results

Scenario 1: “Test out” of the learning activity Pre-test Topic 1 Topic 2 Topic 3 Post-test Tutorial Unit X Unit X+1 User masters 2 of 3 objectives in the pre-test Objective SKILL1 Objective SKILL2 Pretest results Objective SKILLSET1 Objective SKILL3

Scenario 1: “Test out” of the learning activity Pre-test Topic 1 Topic 2 Topic 3 Post-test Tutorial Unit X Unit X+1 User masters none of the 3 objectives in the pre-test Pretest results Objective SKILL1 Objective SKILL2 Objective SKILLSET1 Objective SKILL3

Scenario 1: “Test out” of the learning activity
User skips the pre-test and chooses some activity
Pre-test Topic 1 Topic 2 Topic 3 Post-test Tutorial Unit X Unit X+1 Pretest results Objective SKILL1 Objective SKILL2 Objective SKILLSET1 Objective SKILL3 The post-test may update the status of the objectives even if the pre-test was not taken

Example: Different strategy second time around
Rules
In the tutorial

Example: Use different method on retry
Rules
On 1 st pass, use Method 1; on 2 nd pass, use Method 2; on 3 rd pass, use Method 3; on any subsequent pass, use the Else method.
Introduction Method 2 Method 3 Else… Method 1 Topic 1 (cluster) Next in flow Skip if completed previously (no special rule)
Skip if completed previously
Exit cluster when completed
1 st pass 2 nd pass 3 rd pass

Applications of the SCORM activity model
The SCORM 1.3 simple sequencing model and rule can be applied to various scales and purposes
A curriculum
A course
A game
The workflow through a task
Patterns of activity rules may become reusable strategy templates
Independent of the goal
Independent of the learning resources used
Conceptual challenge
Think in terms of “skip and retry, and check status” rather than traditional CBT “branching”.

Activities and competency management
Existing competency records may affect sequencing
E.g. Skip activity if existing records show that the objective has been mastered already
A “learning plan” is no longer tied to specific learning resources
Whatever resource can achieve the same objective will do
Content can be modified and updated without having to lose user tracking information, because competency records are keyed to competency definitions, not to specific learning resources.

Summary
Before, effective design meant
Active engagement of the learner
Adaptability to learner’s knowledge and traits
Alignment with training goals and objectives
Creating a nice piece of content
Strong graphic design and continuity
Progressive, planned elaboration of conceptual knowledge and skills.
5 year plans
Now, effective design means
Active engagement of the learner
Adaptability to learner’s knowledge and traits
Alignment with business goals and objectives
Using whatever means will lead to learning, often in a blended approach
MTV approach –learning is a discontinuous process.
Guerilla learning – whatever works, when it needs to work

So, where to start
Focus on the goals
What are the business drivers?
Which competencies or skills do we need to build?
Where do they apply?
Are they already defined somewhere? (if so, reuse those definitions; otherwise create them)
What resources are already available? (are there learning objects described by standard metadata we can search)
Then do it
Easier said than done, need tools and platforms. A traditional LMS is no longer enough
Let learners be the guide—if they need it they’ll use it

Thank you
[email_address]
(See next slide for some acronyms, buzzword definitions and links)

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

Online Learning in the Age of SCORM (PowerPoint)

by Agcristi

Accessibility

Upload Details

Usage Rights

Statistics

Online Learning in the Age of SCORM (PowerPoint) Presentation Transcript