Online learning in the age of scorm
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Transcript of Online learning in the age of scorm
Leader in Enterprise Productivity SolutionsAspen | ToolBook | Consulting | Implementation | Solutions
Online Learning in the Age of SCORM
Claude OstynLearning Standards Strategist
September 23, 2003
Leader in Enterprise Productivity Solutions
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
Leader in Enterprise Productivity Solutions
Not the 20th Century E-learning anymore
The push model
Learner
LearningContent
Manage-ment
Trainer
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Not the 20th Century E-learning anymore
ISD
Learner
LearningContent
Manage-ment
Trainer
Analysis Design Implementation Evaluation
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This is not your parent’s E-learning anymore
Working = Learning
Sub-ordinate Client
Learner
LearningContent
Manage-ment
Trainer
Informalknowledge
Informalknowledge
Informalknowledge
Timesensitive
data
Trivia
InformalknowledgeCo-
worker
Supplier
1 2 3
4 5 6
7 8 9
* 8 #
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Working = Learning = Working = Learning
Businessresults
Competencydata
Trainer
LearnerInformalknowledge
LearningContent
Sub-ordinate
Client
Manage-ment
Co-worker
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Evolution
From Focus on InstructionTo Focus on Outcomes
From Know it allTo Just in time
From CBTTo Blended learning
From Individual pedagogyTo Social pedagogy
From Lone LearnerTo Learning together
From e-learningTo Learning
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Is there still a place for ISD?
Yesterday’s model
Task-specific
Stabledesign
Big $$$, lots oftime
Training-specific
Analysis Design Implementation Evaluation
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Is there still a place for ISD?
Yesterday’s model
Today’s model
Task-specific
Stabledesign
Big $$$, lots oftime
Training-specific
Analysis Design Implementation Evaluation
Working & learningecosystem
Competencyrequirements
Businessrequirements
Focus onstrategy
Flexible
Reconfigurable
Short timeAutomation
Cannibalize &reuse
Make new contentstandards-compliant 360°
Analysis Design Implementation Evaluation
Start Here
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Is there still a place for ISD?
Yesterday’s model
Today’s model
Task-specific
Stabledesign
Big $$$, lots oftime
Training-specific
Analysis Design Implementation Evaluation
Working & learningecosystem
Competencyrequirements
Businessrequirements
Focus onstrategy
Flexible
Reconfigurable
Short timeAutomation
Cannibalize &reuse
Make new contentstandards-compliant 360°
Analysis Design Implementation Evaluation
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The Content Delivery Challenge
LearningContent
Learner
Gigabit
Broadband
Modem
Sporadicconnection
Offline
Desktopcomputer
Limitedresolution
laptop
PDA
Mobiledevice
("phone")
Languagerequirements
Perceptualaccessibilityrequirements
Motoraccessibilityrequirements
Otheraccessibilityrequirements
Bandwidth Deliverydevice
Rendering
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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
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A closer look at two standards initiatives
• Which• Reusable Competency Definitions (RDCEO)
• SCORM
• Point of view• How they can impact learning
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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)
ContextDefinition
Evidence Dimen
sions
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Context
Evidence Dimen
sions
Context
Evidence Dimen
sions
DefinitionDefinition
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”
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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
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Context
Application example
Competencymodel
AB
CP
QR
AB
PQ
DE F
Y
KN T C
P
R
Learner’s CompetencyRecords
Learner’s TargetCompetencies
B
Required competency
Acquired competency
ID of competencydefinition
Legend
Skill gap analysis
Definitions
Evidence
Dimensio
ns
Dim
ensi
ons
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.
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SCORM
Shareable Content Object Reference Model • 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
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SCORM
Shareable Content Object Reference Model • 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
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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
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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
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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
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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
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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.
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A designed learning activity “cluster”
Pre-test
Topic 1
Topic 2
Topic 3
Post-test
Tutorial
Unit X
Unit X+1
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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 neatlywith that specification by allowing you to associate custom objective identifiers with one or more activities.
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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
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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
Pre-test
Topic 1
Topic 2
Topic 3
Post-test
Tutorial
Unit X
Unit X+1
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Navigation mode: Guided flow
The designer enables the “flow” mode.
This guides the learner through each activity in a predictable sequence.
Pre-test
Topic 1
Topic 2
Topic 3
Post-test
Tutorial
Unit X
Unit X+1
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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.
Pre-test
Topic 1
Topic 2
Topic 3
Post-test
Tutorial
Unit X
Unit X+1
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The design may also embed rules
Rules
Pre-test
Topic 1
Topic 2
Topic 3
Post-test
Tutorial
Unit X
Unit X+1
•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
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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?
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Example: Learner tries, fails, tries again
Rules
Pre-test
Topic 1
Topic 2
Topic 3
Post-test
Tutorial
Unit X
Unit X+1
•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
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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
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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
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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
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Scenario 1: “Test out” of the learning 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
User skips the pre-test and chooses some activity
The post-test may update the status of the objectives even if the pre-test was not taken
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Example: Different strategy second time around
Rules
Pre-test
Topic 1
Topic 2
Topic 3
Post-test
Tutorial
Unit X
Unit X+1
•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
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Example: Use different method on retry
Rules
On 1st pass, use Method 1; on 2nd pass, use Method 2; on 3rd 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
1st pass2nd pass3rd pass
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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”.
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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.
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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
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So, where to start
Focus on the goals
1. What are the business drivers?
2. Which competencies or skills do we need to build?
3. Where do they apply?
4. Are they already defined somewhere? (if so, reuse those definitions; otherwise create them)
5. What resources are already available? (are there learning objects described by standard metadata we can search)
Then do it
1. Easier said than done, need tools and platforms. A traditional LMS is no longer enough
2. Let learners be the guide—if they need it they’ll use it
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Thank you
(See next slide for some acronyms, buzzword definitions and links)
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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 DesignA 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