SCORM 2'0: Is it Time to Grow Up

1
SCORM 2.0 Is it Time to Grow Up?

• Atsusi 2c Hirumi, Ph.D.
• Associate Professor and Co-ChairInstructional
  Technology
• University of Central Florida
• hirumi_at_mail.ucf.edu
• August 27, 2008

2
Context

• SCORM 1.1 (Jan. 2001) - The first production
  version. Used Course Structure Format XML file
  based on AICC specifications to describe content
  structure.

SCORM 1.2 (Oct. 2001) - First version that got
wide usage. Added the ability to package
instructional material and metadata for import
and export.
SCORM 2004, Eds. 1-3 (Jan. 2004-Oct. 2006) -
Based on new IEEE standards for API , includes
ability to specify adaptive sequencing and to
share information content objects and courses.
3
Context

• SCORM 2.0 (Oct. 2009) LETSI leading process to
  generate next version. Requesting white papers
  informal context submissions discussing issues
  and alternatives .

?
Purpose
To identify challenges and discuss alternatives
for achieving goals (reusability and
effectiveness) and realizing the potential of
SCORM as LETSI, ADL and others work to establish
Version 2.0.
4
Contents

• Challenges and Issues
• Monitoring Measuring SCORM Goals
• Does Size Matter?
• Composition of Objects
• Applying Instructional Theories Research
• What about Games and Neurobiology?

5
SCORM Goals

• Accessibility Learning content is accessible
  anywhere, from anywhere
• Interoperability Courseware is independent from
  authoring tools and operating environments
• Durability Designed for operation regardless
  technological advancements
• Reusability Developed once and applied in
  various ways
• Adaptability Ability to adapt content to
  learner needs
• Affordability Increase in effectiveness for
  less time and money

6
SCORM Goals
7
SCORM Goals

• Questions to consider
• How do we know if SCORM is successful?
• Should we quantify and qualify progress and
  achievement?
• How and when do we quantify and qualify progress
  and achievement?
• Are goals still appropriate?
• Are goals measurable?
• How will data be gathered, compiled, analyzed and
  used?

8
Contents

• Challenges and Issues
• Monitoring Measuring SCORM Goals
• Does Size Matter?
• Composition of Objects
• Applying Instructional Theories Research
• What about Games and Neurobiology?

9
Does Size Matter?
Hodgins, W. (n.d.). Content Object Model. Figure
retrieved 08-12-2008 from http//www.tektank.it/w
p-content/uploads/www/oftfo/ui/img/context-reusabi
lity.jpg
10
Does Size Matter?

• Size inversely related to reuse smaller the
  size, greater potential reuse
• Standards neither specify size, nor composition
• Size depends on nature of the objectives, subject
  matter, instructional strategy and delivery tools
• Size and composition defined by designers/
  developers.

11
Does Size Matter?

• Broad definitions any entity, digital or
  non-digital, that may be used for learning,
  education or training (IEEE, 2002, p. 5).
• Varied and broad definitions lead to
  complications. If everything is an object, then
  nothing is a learning object (Merrill, cited in
  Welsch, 2002, p. 17).
• Military does specify size but definitions not
  consistent across branches (Hirumi, 2007).

12
Does Size Matter?

• Questions to consider
• What is the central tendency of SCOs in
  repository in terms of size?
• Are there direct correlations or causal
  relationships between size, reuse (and other
  SCORM goals)?
• Should we establish guidelines and/or standards
  for size to facilitate reuse?
• What should such guidelines/standards look like
  and who publish them?

13
Contents

• Challenges and Issues
• Monitoring Measuring SCORM Goals
• Does Size Matter?
• Composition of Objects
• Applying Instructional Theories Research
• What about Games and Neurobiology?

14
Composition of Objects

• Content Object Model (slide 9)
• Raw Assets (e.g., audio, video, text, graphic,
  simulation)
• Information Blocks (e.g., overview, concept,
  principle, procedure, summary).
• Application Objects (e.g., learning object,
  support object, marketing, reference).
• Aggregate Assemblies (e.g., lessons, chapters,
  units, modules, brochures).
• Collections (e.g., Courses, Stories, Movies,
  Books).

15
Composition of Objects

• Metadata ( Education element/Learning
  Resource child element)

• table
• narrative text
• exam
• experiment
• problem statement
• self assessment
• lecture

• exercise
• simulation
• questionnaire
• diagram
• figure
• graph
• index
• slide

16
Composition of Objects

• Simple Sequencing Templates

• Asset
• Objective
• Question
• Assessment
• Test Item
• html, mpg, jpeg, gif

• SCO
• Pre-test
• Post-test
• Instruction
• Remediation

17
Composition of Objects

• Questions to consider
• What is the central tendency of SCOs in
  repository in terms of composition?
• Are there direct correlations or causal
  relationships between composition, reuse (and
  other goals)?
• Should we establish further guidelines and/or
  standards for composition to facilitate reuse
  and/or other goals (e.g. standardized naming
  convention)?
• What is the relationship between Size and
  Composition?

18
Composition of Objects

• Questions to consider
• What should such guidelines/standards look like
  and who publish them?
• How about other classes of objects (e.g.,
  programming scripts, subroutines, sequencing
  skeletons)?
• What about Simulations?

19
Contents

• Challenges and Issues
• Monitoring Measuring SCORM Goals
• Does Size Matter?
• Composition of Objects
• Applying Instructional Theories Research
• What about Games Neurobiology?

20
Instructional Theories Research

• Instruction is defined as the, deliberate
  arrangement of events to promote learning and
  facilitate goal achievement (Driscoll, 2000, p.
  25).
• Difference between systematically designed
  instruction versus SME approach to instruction.
• Arrangement (design sequencing) of events
  should be grounded in theory and research, and
  based on specified learning outcomes.
• What does theory and research say?

21
Instructional Theories Research
Grounded Strategies

• 9 Events of Instruction
• 8 Events for Student-Centered Learning
• Simulation Model
• WebQuests
• Interplay Strategy

• Inquiry Training
• Problem-Based Learning
• Direct Instruction
• Inductive Thinking
• 5E Instructional Model

22
Instructional Theories Research

• Grounded Events
• Verbal Information
• Concepts
• Procedures, Rules and Principles
• Problem Solving
• Cognitive Strategies
• Attitudes

23
Instructional Theories Research

• Questions to consider
• Should we establish guidelines/standards for
  applying grounded strategies and events? If so,
  how and at what level(s)(e.g., course or lesson
  level)?
• Should (simple) sequencing templates apply
  grounded strategies and events?
• Should we include process oriented guidelines/
  standards for selecting and applying grounded
  strategies and events?
• Should we establish consistent naming conventions
  for instructional events? If so, how?

24
Contents

• Challenges and Issues
• Monitoring Measuring SCORM Goals
• Does Size Matter?
• Composition of Objects
• Applying Instructional Theories Research
• What about Games Neurobiology

25
Games Neurobiology

• Serious games reemerged as outgrowth of video
  game industry.
• Why play Games?
• use action instead of explanation,
• create personal motivation and satisfaction,
• accommodate multiple learning styles and skills,
  
• reinforce mastery skills, and
• provide interactive and decision making context
• (Charles McAlister, 2004 Holland, Jenkins
  Squire, 2002 Sheffield, 2005).

26
Games Neurobiology

• People acquire new knowledge and complex skills
  from game play, suggesting gaming could help
  address one of the nations most pressing needs
  strengthening our system of education and
  preparing workers for 21st century jobs.
• Federation of American Scientists, 2006, p. 3

27
Games Neurobiology

• Fundamental Challenge
• Edutainment like Dinner Theater
• If Ed/ID dominant, learning requirements may
  undermine flow of story and disrupt interactions
  of gameplay.
• If GD dominant, entertainment requirements may
  overlook importance of contents and vital
  instructional events.
• Mutual respect and integration of GD ID
  processes required to balance education
  entertainment.
• ID must understand GD process, know when/how ID
  tasks contribute, and bring strong pedagogical
  foundation.

28
Games Neurobiology

• Neurobiology (some highlights)
• Revolutionized surgery and understanding of human
  brain behavior.
• Brain structure organization changes throughout
  life.
• Different experiences lead to different brain
  structures.
• Enriched environment enhance dendritic branching
  and cognitive development,
• Brain cells constantly replenished.

29
Games Neurobiology

• Neurobiology (some highlights)
• Understanding mechanisms of attention to make
  most use of available capacity.
• Frontal lobe and cerebral catecholamines control
  attention.
• Subcortical mechanisms govern allocation of
  attention.
• Readers can attend to 10 items right, but only
  3-4 items left of fixation point.

30
Games Neurobiology

• Neurobiology (some highlights)
• Stories stimulate both hemispheres.
• Emotion stimulates amygdala that codes
  information differently.
• Neurobiology, cognitive neuroscience and
  brain-based learning theories may better explain
  predict game-based learning.

31
Games Neurobiology

• Questions to consider
• Should we integrate instructional, game and SCO
  development processes? If so, how?
• Can games be broken down into reusable objects?
• What components of games should be considered an
  object (e.g., multimedia assets subroutines for
  interactions, animations and simulations)?
• Should be establish pedagogical standards?
• Should/can standards be written to ensure
  advances in neuroscience (and other fields) are
  incorporated into objects overtime?

32
Conclusion

• Challenges and Issues
• Monitoring Measuring SCORM Goals
• Does Size Matter?
• Composition of Objects
• Applying Instructional Theories Research
• What about Games and Neurobiology?

33
Conclusion
Challenge to LETSI Consider and address
questions regarding measurement, size,
composition, instructional theories and research,
games and neurobiology to achieve SCORM goals and
grow into powerful, mature young adult.
?
SCORM 1.1
SCORM 1.2
SCORM 2004
SCORM 2.0