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Dr. Elena Shoikova Eng. MSc. Technical University - Sofia eLearning R

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Title: Dr. Elena Shoikova Eng. MSc. Technical University - Sofia eLearning R


1
E-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
2
IN 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)

3
I. 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.

4
COMPONENTS OF A TYPICAL E-LEARNING SOLUTION
  • CONTENT
  • SERVICES
  • INFRASTRUCTURE

5
CONTENT
  • WITHIN AN ORGANISATION CONTENT REQUIREMENTS WILL
    VARY IN TERMS OF
  • SUBJECT MATTER,
  • PREFERRED FORMAT (TEXT, VIDEO, SIMULATIONS), and
  • LANGUAGE.

Infrastructure
Learner
Services
Content
6
SERVICES
  • SUCCESSFUL IMPLEMENTATIONS OF E-LEARNING
    TECHNOLOGY REQUIRE APPROPRIATE
  • PLANNING,
  • CUSTOMIZATION,
  • INTEGRATION, and
  • APPLICATION MANAGEMENT.

7
INFRASTRUCTURE
  • APPLICATION-LEVEL SOFTWARE THAT ALLOWS ALL
    ASPECTS OF LEARNING, FROM CLASSROOM TO WEB, TO BE
  • CREATED,
  • MANAGED,
  • DELIVERED, and
  • MEASURED

8
INFRASTRUCTURE
  • 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.

9
INFRASTRUCTURE 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).

10
THE LEARNING MANAGEMENT SYSTEM
  • INCLUDES
  • A DATABASE OF STUDENT RECORDS
  • ADMINISTRATION AND DELIVERY INTERFACES FOR
    LEARNING.

11
THE LEARNING MANAGEMENT SYSTEM
  • FUNCTIONALITY
  • COMPETENCY AND SKILLS MANAGEMENT
  • SKILLS GAP ANALYSIS
  • RESOURCE MANAGEMENT
  • INTER-CONNECTIVITY WITH VC, LCMS, AND ENTERPRISE
    APPLICATIONS

12
THE LEARNING CONTENT MANAGEMENT SYSTEM
  • A LINK BETWEEN KNOWLEDGE MANAGEMENT AND
    E-LEARNING.

13
THE 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.

14
THE 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

15
THE VIRTUAL CLASSROOM TECHNOLOGY
  • IS DESIGNED TO SUPPORT SYNCHRONOUS COLLABORATION
    BY ALLOWING A LIVE CLASSROOM EXPERIENCE TO BE
    CONDUCTED OVER THE WEB.

16
THE 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

17
LMS-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
18
II. 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.

19
ANY E-LEARNING SYSTEM OPERATES ON
OFF-LINE INSTRUCTIONAL ACTIVITIES
ON-LINE CONTENT
DATA ANALYSIS
20
ON-LINE CONTENT
  • CONSISTS OF
  • INSTRUCTIONAL ELEMENTS,
  • STRUCTURE and
  • BEHAVIORAL ELEMENTS.

21
ON-LINE CONTENT
  • THE INSTRUCTIONAL ELEMENTS INCLUDE
  • ALL THE LESSONS, TESTS AND OTHER ASSIGNABLE UNITS
    IN THE COURSE TO MEET SPECIFIC OBJECTIVES OF THE
    COURSE.

22
ON-LINE CONTENT
  • THE STRUCTURE
  • DETERMINES THE ORDER IN WHICH THE INSTRUCTIONAL
    ELEMENTS ARE TO BE EXPERIENCED BY EACH STUDENT.

23
ON-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.

24
INTEROPERABILITY FOR ON-LINE CONTENT
  • STUDENT INTERACTIONS PERFORMANCE
  • COURSE STRUCTURE
  • COURSE BEHAVIOR
  • STUDENT INTERACTIONS PERFORMANCE

25
OFF-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

26
OFF-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

27
OFF-LINE INSTRUCTIONAL ACTIVITIES
  • STUDENT LOGON FUNCTIONS TO CONTROL AND MANAGE
    STUDENT ACCESS
  • MAINTAIN STUDENT-ACCESSIBLE DATA RECORDS AND
    DISPLAY THE STUDENTS CURRENT ASSIGNMENT

28
INTEROPERABILITY FOR OFF-LINE INSTRUCTIONAL
ACTIVITIES
ASSIGNMENT
COURSE STRUCTURE
  • STUDENT INFO

29
INTEROPERABILITY FOR OFF-LINE INSTRUCTIONAL
ACTIVITIES
RECORD KEEPING
  • STUDENT INTERACTIONS PERFORMANCE
  • LESSON EVALUTION

30
INTEROPERABILITY FOR OFF-LINE INSTRUCTIONAL
ACTIVITIES
CONTROL
  • STUDENT INTERACTIONS PERFORMANCE
  • COURSE BEHAVIOR

31
DATA 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.

32
INTEROPERABILITY FOR DATA ANALYSIS
  • STUDENT INTERACTIONS PERFORMANCE
  • LESSON EVALUTION

33
INTEROPERABILITY - Summary
  • STUDENT INFO
  • STUDENT INTERACTIONS PERFORMANCE
  • COURSE STRUCTURE
  • COURSE BEHAVIOR
  • LESSON EVALUTION
  • STUDENT INTERACTIONS PERFORMANCE
  • LESSON EVALUTION

34
III. 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.

35
MANAGING KNOWLEDGE WITH LEARNING OBJECTS
  • THE LEARNING OBJECTS ARE THE FUNDAMENTAL BUILDING
    BLOCKS OF CONTENT IN AN E-LEARNING SOLUTION.

36
LEARNING 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.

37
THE LEARNING OBJECT
CONSISTS OF
  • LEARNING OBJECTIVES
  • LEARNING CONTENT
  • ASSESSMENT
  • METADATA

38
LEARNING OBJECTIVES
  • THE OBJECT IS ASSEMBLED TO HELP LEARNERS ACHIEVE
    SPECIFIC EDUCATIONAL GOALS.

39
LEARNING CONTENT
CONTENT IS ESSENTIALLY THE MATERIAL USED TO
CONVEY THE SUBJECT MATTER.
40
PRE-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.

41
POST-ASSESSMENT
  • AFTER WORKING WITH THE CONTENT, USERS TYPICALLY
    UNDERGO SOME FORM OF TESTING TO APPRAISE WHETHER
    OR NOT THEY HAVE SUFFICIENTLY ACCOMPLISHED THE
    OBJECTIVES.

42
METADATA
  • METADATA IS USED TO DESCRIBE WHAT THE OBJECT
    CONTAINS. OBJECTS ARE CATALOGUED USING
    SUBJECT-SPECIFIC METADATA AND CAN BE INDEXED,
    SEARCHED, AND REUSED.

43
ZOOMING IN THE REUSABLE INFORMATION OBJECT (RIO)
STRATEGY
CISCO
44
CISCO - 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.

46
CISCO - INSIDE REUSABLE INFORMATION OBJECT
47
CISCO - INSIDE REUSABLE INFORMATION OBJECT
48
CISCO - 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).

50
CISCO - 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.

51
CISCO - 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.

52
CISCO - THE RIO STRATEGY
  • LIKE ALL LEARNING OBJECT APPROACHES, THE RIO
    STRATEGY USES AN OBJECT DATABASE TO STORE RIOs IN
    AN XML FORMAT.

53
CISCO - THE RIO STRATEGY
  • THE OBJECTS ARE FLOWED INTO TEMPLATES THAT
    CONVERT THEM INTO THE NEEDED FORMAT-EVERYTHING
    FROM WEB-BASED COURSEWARE TO PRINTED MATERIALS

54
CISCO - 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.

55
IV. THE ORIGIN OF E-LEARNING STANDARDS
  • WHO'S INVOLVED IN STANDARDS?
  • THE SCOPE - ZOOMING IN THE
  • IMS SPECIFICATIONS
  • UNDERSTANDING THE STANDARDS CONCEPT

56
WHO'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

57
WHO'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

58
WHO'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

59
ORGANISATIONS WEB-SITES
60
THE SCOPE
61
THE SCOPE
  • ZOOMING IN THE
  • IMS SPECIFICATIONS

62
IMS SPECIFICATIONS AT A GLANCE
  • IMS GOAL
  • DEFINING THE TECHNICAL SPECIFICATIONS FOR
    INTEROPERABILITY OF APPLICATIONS AND SERVICES IN
    DISTRIBUTED LEARNING

63
IMS 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.

64
IMS SPECIFICATIONS AT A GLANCE
  • IMS META DATA
  • SPECIFIES LEARNING RESOURCE DESCRIPTORS FOR
    RETRIEVAL SYSTEMS. ARIADNE WAS HIGHLY INVOLVED IN
    IMS META DATA.

65
IMS 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.

66
IMS SPECIFICATIONS AT A GLANCE
  • IMS ENTERPRISE (V.1.1 APRIL 2002) DEFINES THE
    INFORMATION DESCRIBING PEOPLE.

67
IMS 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.

68
IMS SPECIFICATIONS AT A GLANCE
  • IMS REUSABLE COMPETENCIES DEFINITION INFORMATION
    MODEL
  • IS A PROJECT OF SPECIFICATION DEFINING THE
    INFORMATION TO DESCRIBE COMPETENCE.

69
IMS 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.

70
IMS SPECIFICATIONS AT A GLANCE
  • IMS ACCESSIBILITY (V. 0.9)
  • IS A SPECIFICATION PROJECT RELATED TO PEOPLE
    WITH DISABILITIES.

71
IMS 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.

72
IMS SPECIFICATIONS AT A GLANCE
  • IMS DIGITAL REPOSITORIES
  • IS A SPECIFICATION PROJECT THAT AIMS AT MODELING
    DOCUMENTS DATABASES AND LEARNING MATERIALS.

73
IMS 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.

74
IMS SPECIFICATIONS AT A GLANCE
75
IMS SPECIFICATIONS AT A GLANCE
IMS Content Framework
76
UNDERSTANDING 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?

77
E-LEARNING STANDARDS HELP TO ENSURE
  • ACCESSIBILITY - CAN A LEARNER ACCESS THE
    APPROPRIATE CONTENT
  • DURABILITY - WILL THE TECHNOLOGY EVOLVE WITH THE
    STANDARDS TO AVOID OBSOLESCENCE?

78
E-LEARNING STANDARDS
79
V. 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.

80
WHAT 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.

81
THE 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.

82
ORGANISATION 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)
84
BOOK 2 THE SCORM CONTENT AGGREGATION MODEL
85
BOOK 2 THE SCORM CONTENT AGGREGATION MODEL
86
IEEE LEARNING OBJECT META-DATA SYSTEM
87
IEEE META-DATA ELEMENTS AND STRUCTURE
  • GENERAL
  • LIFECYCLE
  • META-METADATA
  • TECHNICAL
  • EDUCATIONAL
  • RIGHTS
  • RELATION
  • ANNOTATION
  • CLASSIFICATION

88
IEEE META-DATA ELEMENTS AND STRUCTURE
89
IEEE META-DATA ELEMENTS AND STRUCTURE
90
IEEE META-DATA ELEMENTS AND STRUCTURE
91
IEEE META-DATA ELEMENTS AND STRUCTURE
92
IEEE META-DATA ELEMENTS AND STRUCTURE
93
IEEE META-DATA ELEMENTS AND STRUCTURE
94
BOOK 3 THE SCORM RUN-TIME ENVIRONMENT
95
BOOK 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.

96
BOOK 3 THE SCORM RUN-TIME ENVIRONMENT
97
VI. 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

98
THE IEEE LTSA ABSTRACTION- IMPLEMENTATION LAYERS
99
THE IEEE LTSA COMPONENTS ORGANIZATION
  • 4 PROCESSES
  • 2 STORES
  • 13 INFORMATION FLOWS AMONG THE COMPONENTS

100
THE 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
101
THE LTSA SYSTEM COMPONENTS OPERATION
(2) The learner is observed and evaluated in the
context of multimedia interactions
102
THE LTSA SYSTEM COMPONENTS OPERATION
(3) The evaluation produces assessments and/or
learner information
103
THE LTSA SYSTEM COMPONENTS OPERATION
(4) The learner information is stored in the
learner history database
104
THE 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
105
THE LTSA SYSTEM COMPONENTS OPERATION
(6) The coach searches the learning resources,
via query and catalog info, for appropriate
learning content
106
THE 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
107
THE 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.
108
CONCLUSION
  • 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.

109
CONCLUSION
  • WHERE ARE WE TODAY?
  • STANDARDISATION EFFORTS ALSO CONCERN THE
    SOFTER ORGANISATIONAL AND PERSONAL DIMENSIONS
    OF E-LEARNING

110
CONCLUSION
  • WHERE ARE WE TODAY?
  • INTEROPERABILITY GOES BEYOND INTEROPERABILITY
    BETWEEN PIECES OF SOFTWARE, TO THAT OF PEOPLE,
    SYSTEMS AND ORGANISATIONS.

111
Thank you .
  • shoikova_at_vmei.acad.bg
  • http//demlab.vmei.acad.bg
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