Title: Dr. Elena Shoikova Eng. MSc. Technical University - Sofia eLearning R
1E-LEARNING STANDARDS OVERVIEW
- Dr. Elena Shoikova Eng. MSc. Technical University
- Sofia eLearning RD Laboratory
VIEWDET 2002 Vienna International Working
Conference - eLearning and eCulture, 4.-6. Dec.
2002, Vienna University of Technology
2IN THIS TALK
- A TYPICAL E-LEARNING SOLUTION
- INTEROPERABILITY IN E-LEARNING
- MANAGING KNOWLEDGE WITH LEARNING OBJECTS
- THE ORIGIN OF E-LEARNING STANDARDS
- WHAT IS SCORM?
- THE IEEE LEARNING TECHNOLOGY SYSTEMS ARCHITECTURE
(LTSA)
3I. A TYPICAL E-LEARNING SOLUTION
- AT ITS HIGHEST LEVEL, A COMPLETE E-LEARNING
SOLUTION IS COMPRISED OF THREE CORE COMPONENTS,
WITH THE ORGANIZATION AND LEARNER AT THE HEART.
4COMPONENTS OF A TYPICAL E-LEARNING SOLUTION
- CONTENT
- SERVICES
- INFRASTRUCTURE
5CONTENT
- WITHIN AN ORGANISATION CONTENT REQUIREMENTS WILL
VARY IN TERMS OF - SUBJECT MATTER,
- PREFERRED FORMAT (TEXT, VIDEO, SIMULATIONS), and
- LANGUAGE.
Infrastructure
Learner
Services
Content
6SERVICES
- SUCCESSFUL IMPLEMENTATIONS OF E-LEARNING
TECHNOLOGY REQUIRE APPROPRIATE - PLANNING,
- CUSTOMIZATION,
- INTEGRATION, and
- APPLICATION MANAGEMENT.
7INFRASTRUCTURE
- APPLICATION-LEVEL SOFTWARE THAT ALLOWS ALL
ASPECTS OF LEARNING, FROM CLASSROOM TO WEB, TO BE - CREATED,
- MANAGED,
- DELIVERED, and
- MEASURED
8INFRASTRUCTURE
- BUILDS ON CLASSIC NETWORKING AND ENTERPRISE
INFRASTRUCTURE SERVICES AND STANDARDS - IP-BASED NETWORKS,
- WEB BROWSERS,
- DATABASE and
- INDUSTRY STANDARDS SUCH AS ORACLE, MICROSOFT
WINDOWS, AND SUN SOLARIS.
9INFRASTRUCTURE COMPONENTS
- THERE ARE THREE PRIMARY SETS OF TECHNOLOGIES THAT
CAN BE INTEGRATED TO PROVIDE AN INFRASTRUCTURE
FRAMEWORK FOR DELIVERING E-LEARNING SERVICES - LEARNING MANAGEMENT SYSTEM (LMS),
- LEARNING CONTENT MANAGEMENT SYSTEM (LCMS), and
- VIRTUAL CLASSROOM (VC).
10THE LEARNING MANAGEMENT SYSTEM
- INCLUDES
- A DATABASE OF STUDENT RECORDS
- ADMINISTRATION AND DELIVERY INTERFACES FOR
LEARNING.
11THE LEARNING MANAGEMENT SYSTEM
- FUNCTIONALITY
- COMPETENCY AND SKILLS MANAGEMENT
- SKILLS GAP ANALYSIS
- RESOURCE MANAGEMENT
- INTER-CONNECTIVITY WITH VC, LCMS, AND ENTERPRISE
APPLICATIONS
12THE LEARNING CONTENT MANAGEMENT SYSTEM
- A LINK BETWEEN KNOWLEDGE MANAGEMENT AND
E-LEARNING.
13THE LEARNING CONTENT MANAGEMENT SYSTEM
- IDC DEFINES A LCMS AS A SYSTEM THAT IS USED TO
CREATE, STORE, ASSEMBLE, AND DELIVER PERSONALISED
E-LEARNING CONTENT IN THE FORM OF LEARNING
OBJECTS.
14THE LEARNING CONTENT MANAGEMENT SYSTEM
FUNCTIONALITY
- CONTENT MIGRATION AND MANAGEMENT
- LEARNING OBJECT REPOSITORY
- CONTENT REUSE AND ADAPTIVE INDIVIDUALISED
LEARNING PATHS BASED ON LEARNING OBJECTS - ASYNCHRONOUS COLLABORATIVE LEARNING VIA EMAIL AND
DISCUSSION GROUPS - TESTING AND CERTIFICATION
- INTER-CONNECTIVITY WITH VC, LMS, AND ENTERPRISE
APPLICATIONS
15THE VIRTUAL CLASSROOM TECHNOLOGY
- IS DESIGNED TO SUPPORT SYNCHRONOUS COLLABORATION
BY ALLOWING A LIVE CLASSROOM EXPERIENCE TO BE
CONDUCTED OVER THE WEB.
16THE VIRTUAL CLASSROOM FUNCTIONALITY
- VOICE OVER IP (VOIP)
- VIDEO CONFERENCING
- SHARED WHITEBOARDS, APPLICATION SCREEN SHARING,
AND LIVE FEEDBACK - ARCHIVING OF CLASSES AS LEARNING OBJECTS
- INTER-CONNECTIVITY WITH LMS AND LCMS
17LMS-LCMS INTEGRATION
Virtual classroom tools
User interface
New Content Media creation and knowledge capture
tools
LCMS Development/ convert Repository (object
storagemanagement Dynamic delivery
LMS Registration and scheduling Competency
mapping Community
Existing Content Text, HTML, Multimedia, Java
applets...
eLearning content
Enterprise Systems
Printed materials
CD-ROM
EPS
18II. INTEROPERABILITY IN E-LEARNING
- CONVEYING A MESSAGE IN A UNIFORM METHOD USABLE BY
HETEROGENEOUS USERS TO LEARN. - INTEROPERABILITY EMPHASIZES THE NEED TO HAVE A
STANDARD COMMUNICATING METHODOLOGY (PROTOCOLS)
BETWEEN VARIOUS COMPONENTS OF ELEARNING.
19ANY E-LEARNING SYSTEM OPERATES ON
OFF-LINE INSTRUCTIONAL ACTIVITIES
ON-LINE CONTENT
DATA ANALYSIS
20ON-LINE CONTENT
- CONSISTS OF
- INSTRUCTIONAL ELEMENTS,
- STRUCTURE and
- BEHAVIORAL ELEMENTS.
21ON-LINE CONTENT
- THE INSTRUCTIONAL ELEMENTS INCLUDE
- ALL THE LESSONS, TESTS AND OTHER ASSIGNABLE UNITS
IN THE COURSE TO MEET SPECIFIC OBJECTIVES OF THE
COURSE.
22ON-LINE CONTENT
- THE STRUCTURE
- DETERMINES THE ORDER IN WHICH THE INSTRUCTIONAL
ELEMENTS ARE TO BE EXPERIENCED BY EACH STUDENT.
23ON-LINE CONTENT
- BEHAVIOR
- CAN BE EXPRESSED AS THE PROGRESSION LOGIC
PHILOSOPHY FOR THE WHOLE INSTRUCTIONAL MATERIAL
OF A COURSE. IT IS DETERMINED BY A SPECIFIC
BEHAVIOR DESCRIPTION.
24INTEROPERABILITY FOR ON-LINE CONTENT
- STUDENT INTERACTIONS PERFORMANCE
- COURSE STRUCTURE
- COURSE BEHAVIOR
- STUDENT INTERACTIONS PERFORMANCE
25OFF-LINE INSTRUCTIONAL ACTIVITIES
- FUNCRION TO DEFINE DEMOGRAPHIC DATA OF STUDENTS,
STUDENT CLASSES AND ASSIGNMENT, - INSTRUCTOR FUNCTIONS TO OVERSEE THE DAY-TO-DAY
TRAINING OPERATIONS AND INTERVENE WHEN NECESSARY
26OFF-LINE INSTRUCTIONAL ACTIVITIES
- ASSIGNMENT MANAGER FUNCTIONS TO CONTROL STUDENT
ASSIGNMENTS BASED ON SETS OF RULES, STANDARD
APPROACH TO LESSON INITIATION TO PROVIDE A METHOD
TO START-UP LESSONS
27OFF-LINE INSTRUCTIONAL ACTIVITIES
- STUDENT LOGON FUNCTIONS TO CONTROL AND MANAGE
STUDENT ACCESS - MAINTAIN STUDENT-ACCESSIBLE DATA RECORDS AND
DISPLAY THE STUDENTS CURRENT ASSIGNMENT
28INTEROPERABILITY FOR OFF-LINE INSTRUCTIONAL
ACTIVITIES
ASSIGNMENT
COURSE STRUCTURE
29INTEROPERABILITY FOR OFF-LINE INSTRUCTIONAL
ACTIVITIES
RECORD KEEPING
- STUDENT INTERACTIONS PERFORMANCE
- LESSON EVALUTION
30INTEROPERABILITY FOR OFF-LINE INSTRUCTIONAL
ACTIVITIES
CONTROL
- STUDENT INTERACTIONS PERFORMANCE
31DATA ANALYSIS
- FUNCTION TO COLLECT AND MAINTAIN PERFORMANCE DATA
ON STUDENT AT ALL LEVELS OF COURSEWARE
PRESENTATION - FUNCTIONS TO PROVIDE STANDARD ANALYSIS ON
PERFORMANCE OF THE COURSEWARE TO MEET THE
OBJECTIVES.
32INTEROPERABILITY FOR DATA ANALYSIS
- STUDENT INTERACTIONS PERFORMANCE
- LESSON EVALUTION
33INTEROPERABILITY - Summary
- STUDENT INFO
- STUDENT INTERACTIONS PERFORMANCE
- COURSE STRUCTURE
- COURSE BEHAVIOR
- LESSON EVALUTION
- STUDENT INTERACTIONS PERFORMANCE
- LESSON EVALUTION
34III. MANAGING KNOWLEDGE WITH LEARNING OBJECTS
- IT ALLOWS ANY PART OF A COURSE TO BE MODULARISED,
SAVED, AND REUSED AS A LEARNING OBJECT,
ESSENTIALLY LEADING TO THE REUSE OF CONTENT AT
ANY LEVEL OF GRANULARITY SUCH AS COURSES,
LESSONS, MODULES, AND EVEN A SINGLE PAGE.
35MANAGING KNOWLEDGE WITH LEARNING OBJECTS
-
- THE LEARNING OBJECTS ARE THE FUNDAMENTAL BUILDING
BLOCKS OF CONTENT IN AN E-LEARNING SOLUTION.
36LEARNING OBJECT
- A LEARNING OBJECT IS ESSENTIALLY A STRUCTURED,
REUSABLE LEARNING MODULE CREATED TO ACCOMPLISH A
SPECIFIC LEARNING OBJECTIVE. - XML-BASED METADATA DESCRIBES EACH LEARNING OBJECT
IN THE OBJECT REPOSITORY.
37THE LEARNING OBJECT
CONSISTS OF
- LEARNING OBJECTIVES
- LEARNING CONTENT
38LEARNING OBJECTIVES
- THE OBJECT IS ASSEMBLED TO HELP LEARNERS ACHIEVE
SPECIFIC EDUCATIONAL GOALS.
39LEARNING CONTENT
CONTENT IS ESSENTIALLY THE MATERIAL USED TO
CONVEY THE SUBJECT MATTER.
40PRE-ASSESSMENT
- BEFORE WORKING WITH THE CONTENT, USERS MAY
UNDERGO A PRE-ASSESSMENT TO ENSURE THE
PREREQUISITE KNOWLEDGE NECESSARY TO COMPLETE THE
LEARNING TASK AT HAND.
41POST-ASSESSMENT
- AFTER WORKING WITH THE CONTENT, USERS TYPICALLY
UNDERGO SOME FORM OF TESTING TO APPRAISE WHETHER
OR NOT THEY HAVE SUFFICIENTLY ACCOMPLISHED THE
OBJECTIVES.
42METADATA
- METADATA IS USED TO DESCRIBE WHAT THE OBJECT
CONTAINS. OBJECTS ARE CATALOGUED USING
SUBJECT-SPECIFIC METADATA AND CAN BE INDEXED,
SEARCHED, AND REUSED.
43ZOOMING IN THE REUSABLE INFORMATION OBJECT (RIO)
STRATEGY
CISCO
44CISCO - THE RIO STRATEGY
- TO DESIGN A BUILDING-BLOCK STRATEGY BASED ON
INSTRUCTIONAL DESIGN PRINCIPLES. - AT ITS CORE IS THE THE REUSABLE INFORMATION
OBJECT, A LEARNING NUGGET THAT CONTAINS CONTENT,
PRACTICE, AND ASSESSMENT COMPONENTS.
45 CISCO - THE RIO STRATEGY
- EACH RIO IS DEFINED AS A CONCEPT, FACT, PROCESS,
PRINCIPLE, OR PROCEDURE-AND TAGGED APPROPRIATELY.
46CISCO - INSIDE REUSABLE INFORMATION OBJECT
47CISCO - INSIDE REUSABLE INFORMATION OBJECT
48CISCO - INSIDE REUSABLE INFORMATION OBJECT
49 CISCO - THE RIO STRATEGY
- SEVERAL RIOs-AS FEW AS FIVE AND AS MANY AS
NINE-ARE COMBINED TOGETHER TO CREATE A REUSABLE
LEARNING OBJECT (RLO).
50CISCO - THE RIO STRATEGY
- IF A RIO CAN BE EQUATED WITH AN INDIVIDUAL
COMPONENT OF A LEARNING OBJECTIVE, AN RLO IS THE
SUM OF RIOs NEEDED TO FULFILL THAT OBJECTIVE.
51CISCO - THE RIO STRATEGY
- RLOs CAN BE SEQUENCED TO CREATE A FULL-BLOWN
COURSE ON A PARTICULAR SUBJECT. - AND RIOs CAN BE COMBINED TOGETHER TO BUILD CUSTOM
RLOs THAT MEET THE NEEDS OF INDIVIDUAL LEARNERS.
52CISCO - THE RIO STRATEGY
- LIKE ALL LEARNING OBJECT APPROACHES, THE RIO
STRATEGY USES AN OBJECT DATABASE TO STORE RIOs IN
AN XML FORMAT.
53CISCO - THE RIO STRATEGY
- THE OBJECTS ARE FLOWED INTO TEMPLATES THAT
CONVERT THEM INTO THE NEEDED FORMAT-EVERYTHING
FROM WEB-BASED COURSEWARE TO PRINTED MATERIALS
54CISCO - THE RIO STRATEGY
- CISCO'S LARGER STRATEGY CALLS FOR CREATION OF
PERSONALISED "ROAD MAPS" THAT SHOW EACH LEARNER
WHICH RIOs THEY'VE EXPERIENCED AND WHICH ARE
RECOMMENDED TO GET THEM TO A SKILLS
"DESTINATION.
55IV. THE ORIGIN OF E-LEARNING STANDARDS
- WHO'S INVOLVED IN STANDARDS?
- THE SCOPE - ZOOMING IN THE
- IMS SPECIFICATIONS
- UNDERSTANDING THE STANDARDS CONCEPT
56WHO'S INVOLVED IN STANDARDS?
- IMS - Instructional Management System Global
Learning Consortium - ADLNet/SCORM - Advanced Distributed Learning
Network/Sharable Content Object Reference Model - CEN/ISSS-the Centre de European
Normalisation/Information Society Standardisation
System
57WHO'S INVOLVED IN STANDARDS?
- DCMI - Dublin Core Metadata Initiative
- PROMETEUS - Promoting Multimedia Education and
Training in European Society - IEEE LTSC - Institute of Electrical and
Electronics Engineers Learning Technology Systems
Architecture
58WHO'S INVOLVED IN STANDARDS?
- BSI/ISO - International Standards Organisation
- ARIADNE - Association of Remote Instructional
Authoring and Distribution Networks for Europe - AICC - Aviation Industry CBT (Computer-Based
Training) Committee
59ORGANISATIONS WEB-SITES
60THE SCOPE
61THE SCOPE
- ZOOMING IN THE
- IMS SPECIFICATIONS
62IMS SPECIFICATIONS AT A GLANCE
- IMS GOAL
- DEFINING THE TECHNICAL SPECIFICATIONS FOR
INTEROPERABILITY OF APPLICATIONS AND SERVICES IN
DISTRIBUTED LEARNING
63IMS SPECIFICATIONS AT A GLANCE
- IMS CONTENT PACKAGING SPECIFICATIONS AIMS AT
FACILITATING THE IMPORT, EXPORT, SPLIT AND
ASSEMBLING OF LEARNING MATERIALS THROUGH
DIFFERENTIATION BETWEEN CONTENTS AND PACKAGING OF
A RESOURCE.
64IMS SPECIFICATIONS AT A GLANCE
- IMS META DATA
- SPECIFIES LEARNING RESOURCE DESCRIPTORS FOR
RETRIEVAL SYSTEMS. ARIADNE WAS HIGHLY INVOLVED IN
IMS META DATA.
65IMS SPECIFICATIONS AT A GLANCE
- IMS QUESTION AND TEST INTEROPERABILITY
- DEFINES THE STRUCTURE OF TESTS AND QUESTIONNAIRES
AND THE MODALITIES OF TRANSFER OF INFORMATION
BETWEEN LEARNING RESOURCES AND LMS.
66IMS SPECIFICATIONS AT A GLANCE
- IMS ENTERPRISE (V.1.1 APRIL 2002) DEFINES THE
INFORMATION DESCRIBING PEOPLE.
67IMS SPECIFICATIONS AT A GLANCE
- IMS LEARNER INFORMATION PACKAGE (JUNE 2001)
- DEFINES A SET OF INFORMATION RELATED TO PEOPLE
SUCH AS LEARNER PREFERENCES, COMPETENCE,
DIPLOMAS, CENTERS OF INTEREST ETC.
68IMS SPECIFICATIONS AT A GLANCE
- IMS REUSABLE COMPETENCIES DEFINITION INFORMATION
MODEL - IS A PROJECT OF SPECIFICATION DEFINING THE
INFORMATION TO DESCRIBE COMPETENCE.
69IMS SPECIFICATIONS AT A GLANCE
- IMS SIMPLE SEQUENCING (APRIL 2002)
- IS A SPECIFICATION PROJECT RELATED TO THE
STRUCTURE OF A LEARNING PATH AND THE ASSIGNMENT
OF LEARNING ACTIVITIES.
70IMS SPECIFICATIONS AT A GLANCE
- IMS ACCESSIBILITY (V. 0.9)
- IS A SPECIFICATION PROJECT RELATED TO PEOPLE
WITH DISABILITIES.
71IMS SPECIFICATIONS AT A GLANCE
- IMS LEARNING DESIGN
- IS A WORK IN PROGRESS WHERE EDUCATIONAL MODELLING
LANGUAGE (DEVELOPED BY THE OU, NL AND THE OU, UK)
IS INTEGRATED WITH IMS CONTENT PACKAGING AND IMS
SIMPLE SEQUENCING.
72IMS SPECIFICATIONS AT A GLANCE
- IMS DIGITAL REPOSITORIES
- IS A SPECIFICATION PROJECT THAT AIMS AT MODELING
DOCUMENTS DATABASES AND LEARNING MATERIALS.
73IMS SPECIFICATIONS AT A GLANCE
- IMS CONTENT FRAMEWORK PROVIDES SPECIFICATIONS FOR
ON-LINE LEARNING CONTENT THAT ALLOW - AUTHORS TO BUILD ONLINE LEARNING CONTENT
- ADMINISTRATORS TO MANAGE AND DISTRIBUTE CONTENT
- LEARNERS TO INTERACT WITH AND LEARN FROM THE
CONTENT.
74IMS SPECIFICATIONS AT A GLANCE
75IMS SPECIFICATIONS AT A GLANCE
IMS Content Framework
76UNDERSTANDING THE STANDARDS CONCEPT
- E-LEARNING STANDARDS HELP TO ENSURE
- INTEROPERABILITY - CAN THE SYSTEM WORK WITH ANY
OTHER SYSTEM? - RE-USABILITY - CAN COURSEWARE (LEARNING OBJECTS)
BE RE-USED? - MANAGEABILITY - CAN A SYSTEM TRACK THE
APPROPRIATE INFORMATION ABOUT THE LEARNER AND THE
CONTENT?
77E-LEARNING STANDARDS HELP TO ENSURE
- ACCESSIBILITY - CAN A LEARNER ACCESS THE
APPROPRIATE CONTENT - DURABILITY - WILL THE TECHNOLOGY EVOLVE WITH THE
STANDARDS TO AVOID OBSOLESCENCE?
78E-LEARNING STANDARDS
79V. WHAT IS SCORM?
- THE SCORM IS NOT A STANDARD ITSELF, BUT RATHER A
REFERENCE MODEL THAT SERVES TO TEST THE
EFFECTIVENESS AND REAL-LIFE APPLICATION OF A
COLLECTION OF INDIVIDUAL SPECIFICATIONS AND
STANDARDS.
80WHAT IS SCORM?
- THE SCORM IS A SET OF SPECIFICATIONS DESCRIBING
- HOW TO CREATE WEB-BASED LEARNING CONTENT THAT CAN
BE DELIVERED AND TRACKED BY VARIOUS
SCORM-COMPLIANT LEARNING MANAGEMENT SYSTEMS.
81THE SCORM IS A SET OF SPECIFICATIONS DESCRIBING
- WHAT A SCORM-COMPLIANT LEARNING MANAGEMENT SYSTEM
MUST DO TO DELIVER AND TRACK SCORM-COMPLIANT
LEARNING CONTENT PROPERLY.
82ORGANISATION OF THE SCORM
- ALL OF THE SPECIFICATIONS AND GUIDELINES
CONTAINED OR REFERENCED IN THE SCORM CAN BE
VIEWED AS SEPARATE BOOKS GATHERED TOGETHER IN A
GROWING LIBRARY.
83(No Transcript)
84BOOK 2 THE SCORM CONTENT AGGREGATION MODEL
85BOOK 2 THE SCORM CONTENT AGGREGATION MODEL
86IEEE LEARNING OBJECT META-DATA SYSTEM
87IEEE META-DATA ELEMENTS AND STRUCTURE
- GENERAL
- LIFECYCLE
- META-METADATA
- TECHNICAL
- EDUCATIONAL
- RIGHTS
- RELATION
- ANNOTATION
- CLASSIFICATION
88IEEE META-DATA ELEMENTS AND STRUCTURE
89IEEE META-DATA ELEMENTS AND STRUCTURE
90IEEE META-DATA ELEMENTS AND STRUCTURE
91IEEE META-DATA ELEMENTS AND STRUCTURE
92IEEE META-DATA ELEMENTS AND STRUCTURE
93IEEE META-DATA ELEMENTS AND STRUCTURE
94BOOK 3 THE SCORM RUN-TIME ENVIRONMENT
95BOOK 3 THE SCORM RUN-TIME ENVIRONMENT
- INCLUDES GUIDANCE FOR LAUNCHING, COMMUNICATING
WITH AND TRACKING CONTENT IN A WEB-BASED
ENVIRONMENT. - PROVIDES MEANS FOR INTEROPERABILITY BETWEEN
SHARABLE CONTENT OBJECT-BASED LEARNING CONTENT
AND LEARNING MANAGEMENT SYSTEMS.
96BOOK 3 THE SCORM RUN-TIME ENVIRONMENT
97VI. THE IEEE LEARNING TECHNOLOGY SYSTEMS
ARCHITECTURE (LTSA)
- A STANDARD FOR INFORMATION TECHNOLOGY-SUPPORTED
LEARNING, EDUCATION, AND TRAINING SYSTEMS THAT
DESCRIBES THE HIGH-LEVEL SYSTEM DESIGN AND THE
COMPONENTS OF THESE SYSTEMS. - DOCUMENT P1484.1/D9, 2001-11-30
98THE IEEE LTSA ABSTRACTION- IMPLEMENTATION LAYERS
99THE IEEE LTSA COMPONENTS ORGANIZATION
- 13 INFORMATION FLOWS AMONG THE COMPONENTS
100THE LTSA SYSTEM COMPONENTS OPERATION
(1) The learning styles, strategies, methods,
etc. are negotiated among the learner and other
stakeholders and are communicated as learning
preferences
101THE LTSA SYSTEM COMPONENTS OPERATION
(2) The learner is observed and evaluated in the
context of multimedia interactions
102THE LTSA SYSTEM COMPONENTS OPERATION
(3) The evaluation produces assessments and/or
learner information
103THE LTSA SYSTEM COMPONENTS OPERATION
(4) The learner information is stored in the
learner history database
104THE LTSA SYSTEM COMPONENTS OPERATION
(5) The coach reviews the learner's assessment
and learner information, such as preferences,
past performance history, and future learning
objectives
105THE LTSA SYSTEM COMPONENTS OPERATION
(6) The coach searches the learning resources,
via query and catalog info, for appropriate
learning content
106THE LTSA SYSTEM COMPONENTS OPERATION
(7) The coach extracts the locators from the
available catalog info and passes the locators to
the delivery process, e.g., a lesson plan
107THE LTSA SYSTEM COMPONENTS OPERATION
(8) The delivery process extracts the learning
content from the learning resources, based on
locators, and transforms the learning content to
an interactive multimedia presentation to the
learner.
108CONCLUSION
- WHERE ARE WE TODAY?
- WHILE THE WORD STANDARDS GENERALLY EVOKES SUCH
ACRONYMS AS AICC, SCORM OR IMS, THIS IS THE
HARD PART OF LEARNING TECHNOLOGIES.
109CONCLUSION
- WHERE ARE WE TODAY?
- STANDARDISATION EFFORTS ALSO CONCERN THE
SOFTER ORGANISATIONAL AND PERSONAL DIMENSIONS
OF E-LEARNING
110CONCLUSION
- WHERE ARE WE TODAY?
- INTEROPERABILITY GOES BEYOND INTEROPERABILITY
BETWEEN PIECES OF SOFTWARE, TO THAT OF PEOPLE,
SYSTEMS AND ORGANISATIONS.
111Thank you .
- shoikova_at_vmei.acad.bg
- http//demlab.vmei.acad.bg