SCORM Research Papers - Academia.edu (original) (raw)

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- SCORM, Localization, Learning Management Systems, Key words

In assessing SCORM 2004 for its affordances facilitating the implementation of specific requirements representing a simulation-based model optimized for interoperability and reusability several implications have come to light ranging from gaps in the technical architecture to standard implementation practice to instructional designers and programmers perspectives and understanding. They were identified technically within the RTE and Sequencing as well as in the common implementation practice of designing SCOs purely for content presentation. Findings also point to the need for persistent arbitrary SCO to SCO communication and the ability to conceptualize, design, and implement reusable functional SCOs to fully implement a simulation as an interoperable model within a SCORM environment. Also implied, are gaps in instructional design practice for SCORM-based solutions as well as gaps in the understanding of IT engineers and practitioners in relation to learning theories and practices. In respect to SCORM 2004 and simulations in general as a valuable reusable pedagogical model, the underlying behaviorist pedagogy inherent in SCORM's design needs to be revisited and in so doing the academic community needs to become more involved in its evolution. These findings were derived from a gap analysis using a specific set of requirements derived from an existing online simulation learning environment as the criterion and the Run-time Environment (RTE) and Sequencing of the SCORM 2004 technical architecture as the condition. Results were based on an analysis of quantitative and qualitative data collected from 26 members of the SCORM community employed in industry, government, standards/specifications entities, and academia. Participants were asked to provide levels of agreement to indicator statements of the relevance of the SCORM 2004 targets to the SIMREF at both the individual and set levels. They were also asked to describe alternate standards, specifications, technologies, and capabilities necessary to fulfill the requirements. ABOUT THE AUTHOR Patrick Shane Gallagher, Ph. D. is currently the technical lead for the Advanced Distributed Learning (ADL) initiative and a program manager for SI International. He was the Chief Knowledge Engineer/Instructional Technologist for the Performance Improvement Operation within the Analysis, Simulations, Systems Engineering, and Training (ASSET) Business Unit of Science Applications International Corporation (SAIC). Dr. Gallagher has a successful track record in leading, designing, and implementing enterprise learning and development solutions specializing in the convergence of enterprise learning and knowledge technologies. He led the knowledge management support for the NASA Johnson Space Center office of the CKO and was also the analysis team lead and knowledge architect for the Joint Knowledge Development and Distribution Capability (JKDDC) project for the Department of Defense (DoD) and the JKDDC Joint Management Office. Dr. Gallagher has extensive experience in designing and developing learning and knowledge architectures and systems and has led an internal research and development project for SAIC in the design and development of new content object models to support smart enterprise systems. Dr. Gallagher has accrued customer recognition and awards for thought leadership, innovation, and design and continues to pursue models for convergence in the areas of e-learning, learning technology standards, and knowledge management.

- by Shane Gallagher
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- E-learning, SCORM, Simulation, Cyberlearning Environment
- by Marina Usberti
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- MOODLE, SCORM

The Sharable Content Object Reference Model (SCORM) has evolved in recent years as a standard for linking digital interactive Learning Objects (LO) into digital learning management systems (LMS). This standard has been used in a variety of teaching and learning contexts. We are experimenting with SCORM in teaching and have developed a number of SCORM compliant LOs. In particular we have authored SCORM LOs by application of the freely available software Courselab, and have hosted these LOs within the Learning Management System (LMS) Blackboard Vista. In one case study we have deployed a SCORM LO for the purpose of testing the numeracy capabilities of new students for business-related courses. Within this LO 20 mathematical problems were presented, based on variables that were created through random number generators. This ensured that each student received an individual problem within the specific scope of the task. The students had a number of attempts, and if these had been used up, the solution was displayed, and the student could try the problem again, with a different set of numbers. After the problems had been solved by the student, the SCORM module gave an automatic assessment of the numeracy capabilities of each student, classified into various categories as defined by the scope of each of the 20 problems. In this study the SCORM module had not been hosted by a LMS but was run as standalone, due to limitations of our LMS regarding the handling of variables (in SCORM 1.2 there is a limit of 100 Javascript variables). This meant that the students’ results were not automatically transferred into the gradebook of the LMS. However, since this was only an informal assessment of the students’ capabilities without grading, it was not a problem that this test was not embedded within the LMS. Feedback provided by students was very positive, and also the teaching staff found it very effective to use. The online evaluation has been carried out with the cohort of students who used the LO in the winter semester 2009/10 to receive feedback on their views as to ease of use, appearance of the test and several other areas to be presented in the full version of the paper. In winter semester 2010/11 there are further students accessing this mode of numerical evaluation, and it has been made available on the University repository to be used as required by others. A second case study investigated the employment of SCORM as the main electronic teaching method within a technical field. While this module used traditional lectures and tutorials as the main teaching method, the SCORM objects were hosted within the LMS and provided the backbone of the learning material. Consequently, the student’s were enabled to review the lecture slides as SCORM slides and to solve small assignments and quizzes given within the SCORM module. Because the LOs were embedded within the LMS, the progress of each individual student could be monitored and on that basis important feedback is possible Some technical problems occurred related to the embedding of the SCORM objects within the LMS, which made the overall process of teaching and grading slightly cumbersome but which did not present insurmountable difficulties. Overall the use of SCORM LO appears to be a method well suitable for interactive teaching. The interaction from the student with the virtual learning environment (VLE) does mean that it can be used for distance learning students as once the LO is made available, the tutor is mainly a facilitator for the technology rather than an assessor.

- by Reinhold Behringer
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- E-learning, SCORM

In the past, Sharable Content Object Reference Model (SCORM) had been the most successful learning standard in recording learning activities within web-based training systems, but it was created prior to widespread use of other types of delivery platforms and learning environments such as mobile devices, intelligent tutors, virtual worlds, games, wearables, and social networking tools. For example, mobile learning is now a ubiquitous educational technology; it can accommodate both formal and informal learning, in collaborative or individual learning modes.
Jessie Chuang discusses the paradigm shifts in training and learning leading to the birth of Experience API (xAPI), which allows us to pull data together from multiple tools, devices, applications, and systems, and will ultimately provide a more personalized learning experience.

- by Ramesh Chander Sharma and +1
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- Discourse Analysis, Computer Architecture, Information Technology, Education

While the term “e-learning” has been thrown around quite a lot in recent years, many are still unaware of what it actually means and how it can help them achieve success in both their professional and personal lives. This short e-book aims to provide an introductory level overview of the e-learning field for those people.
This e-book is divided into five main topics. The first topic sets the case for e-learning by dealing with subjects such as its history, its advantages and any drawbacks, and whether it can actually lead to learning. The second topic describes important types of learning tools that are available today. The third topic deals with the characteristics of online courses and how one can create successful learning communities. The fourth topic is about emerging learning trends. Here we explain themes such as micro-learning and gamification. And the final topic describes the application of e-learning in different industries.

- by Coxy Coxnatist
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- Instructional Design, Educational Technology, Distance Education, SCORM

Το Sharable Content Object Reference Model (SCORM) είναι ένα σύνολο προτύπων και προδιαγραφών για την ανάπτυξη, τη συσκευασία (packaging) και τη διανομή εκπαιδευτικού υλικού υψηλής ποιότητας, όποτε και οπουδήποτε αυτό απαιτείται. Το SCORM «επιβάλει» κανόνες για τη δημιουργία μαθησιακών αντικειμένων (ΜΑ) (Learning Objects - LOs), τα οποία θα μπορούν να φορτωθούν σε διαφορετικά Συστήματα Διαχείρισης Μάθησης (ΣΔΜ) (Learning Management Systems - LMSs). Έτσι, χρησιμοποιώντας συγκεκριμένα εργαλεία συγγραφής (Authoring Tools), μπορούμε να δημιουργήσουμε πακέτα τα οποία θα μπορούν να φορτωθούν σε διάφορα ΣΔΜ όπως το Moodle, το Chamilo, το LAMs, το Sakai κ.α. Στην παρούσα εργασία θα γίνει μια σύντομη αναφορά σε δωρεάν εργαλεία για τη δημιουργία μαθησιακών αντικειμένων σε μορφή SCORM, όπως το eXe, ο Reload Editor, το Udutu και το Course Lab.

- by Stamatis Papadakis and +1
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- SCORM, Learning Objects (Education), Authoring Tools

In our busy daily life, there are a large number of people who want to pursue higher education, but lack the time or separated by distance or other circumstances intervening between them and their dream of completing their education. To accommodate the needs of these people, the higher educational institution started to offer distance education programs including e-learning. In this article. An analysis of the literature was conducted to identify the different approaches implemented in designing the database for an e-learning system. The findings of the analysis suggest that there are four main trends when designing a database for the e-learning systemi) The System Requirement. ii) The SCORM Standards. iii) Technology-based. iv) Content-based.

- by Husam A . S . Khalifa
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- Computer-Based Learning, SCORM, E Learning Management System, Database

En este artículo se presenta una aplicación generadora contenidos reutilizables para la impartición de actividades docentes on-line, que supera las desventajas existentes en herramientas similares a la aquí propuesta. Esta aplicación está basada en el estándar de facto del e-learning: el estándar Scorm. Este estándar nos proporciona los mecanismos necesarios para una eficaz reutilización de los contenidos generados en posteriores actividades docentes y posibilita, de una forma sencilla, la adaptación de los contenidos generados al perfil del alumno. Una vez analizadas las herramientas existentes en el mercado en este sector, se decidió poner especial énfasis en la facilidad de manejo de la aplicación, ya que ésta es un a carencia presente en todas las herramientas examinadas.

- by Hernan Sagastegui
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- MOODLE, SCORM, Content of Learning
- by Clarissa Biotto
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- Supply Chain Management, SCORM, Supply Chain, VMI

To reinforce competitiveness, companies must focus Q1 4 on competitive priorities including cost, quality, delivery, and flex-5 ibility. The competitiveness also depends on the adherence to en-6 vironmental requirements and the ability of companies to survive 7 unforeseen disruptions. Lean, agile, resilient, and green (LARG) 8 paradigm is a hybrid supply chain paradigm, which can enhance 9 competitiveness in today's complex markets. In this article, we pro-10 pose a new conceptual decision-making model to evaluate LARG 11 supply chain performance in medical equipment companies. In 12 this regard, supply chain operations reference model attributes 13 were utilized as performance evaluation criteria. Furthermore, 14 the appropriate practices of LARG supply chain are selected 15 through fuzzy Delphi method. Also, an extension of decision making 16 trial and evaluation laboratory-based analytic network process 17 method is proposed to uncover network relationships and obtain 18 the weights for dimensions and elements. According to the results, 19 the agile paradigm, responsiveness, and quick introduction of new 20 products are determined as the most prioritized elements in their 21 corresponding dimensions, which emphasize the importance of the 22 customer satisfaction. Finally, the extended hesitant fuzzy linguistic 23 VIKOR (Vlsekriterijumska Optimizacija I Kompromisno Resenje) 24 is applied to rank LARG performance of Iranian needles and 25 syringes companies via qualitative group decision-making process. 26 The results of this study are conformed to conventional selection 27 results of needles and syringes suppliers conducted by Iran's Min-28 istry of Health. 29 Index Terms-Extended hesitant fuzzy linguistic (EHFL)-30 Vlsekriterijumska Optimizacija I Kompromisno Resenje 31 (VIKOR), group decision making, interval-valued hesitant fuzzy 32 DANP (IVHF-DANP), lean, agile, resilient, and green (LARG) 33 supply chain (SC), needle and syringe, supply chain operations 34 reference (SCOR) model. 35

- by mehdi divsalar
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- Supply Chain Management, SCORM, Health Care Management

Objeto de aprendizaje organizado en forma de 6 módulos. Desarrollado en la Escuela Graduada de Ciencias y Tecnologías de la Información, Universidad de Puerto Rico, Recinto de Río Piedras, para el Hispanic Educational Technology... more

- by Pura Centeno
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- Distance Education, SCORM, Metadata, Distance Learning

The Sharable Content Object Reference Model (SCORM) afforded major benefits to the learning and training industry by creating an environment of interoperability for e-learning content and systems. However, the data that resulted from a learner experiencing SCORM content was often stored in proprietary data stores. As a result, potentially important data was locked away and unable to be used.
Recently, emerging trends in big data, predictive analytics and data visualization renewed interest in accessing massive amounts of learning experience data. Paradata and correlations can be evaluated to provide learner recommendations for relevant content, to present visualizations to teachers so they can see how their content is being used, and to view meaningful analytics that among other things, can be used to refine and improve learning content. But how can this be accomplished when the requisite data is locked in proprietary learning management systems?
This paper will discuss a novel method of intercepting SCORM communications and translating to standard Experience API (xAPI) ‘statements’. The xAPI is an emerging technology that allows tracking of experiential data and provides secure access to data once stored. After applying this solution, SCORM run-time data is stored in a learning record store (LRS) allowing secure access for analysis and visualization. It is possible to apply this solution in two distinct ways: content or server-side updates. Both of these are viable, and in some cases almost automatable solutions to exposing vast amounts of SCORM data.
This paper will explore both methods for removing legacy data silos, will discuss the pros and cons of both content and server side updates, will report on the feasibility of these methods by describing software proofs-of-concept, and will illustrate several use cases and examples of the value of leveraging SCORM e-learning data once it is available en masse.

- by Tom Creighton and +1
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- E-learning, Mobile Learning, Learning and Teaching, SCORM
- by Francisco Javier Zamora N.
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- CMS, SCORM, Cloud Computing, TIC

En pleno siglo XXI, en la era de la digitalización, las comunicaciones y el internet las nuevas tecnologías de información se vuelven el común denominador de esta era, la educación no es la excepción hoy en día las prácticas docentes son más interesantes e innovadoras para el verdadero aprendizaje significativo en los alumnos. La Universidad Tecnológica de Tecámac, a través de la División de Informática tiene el compromiso de desarrollar materiales didácticos de calidad, que cumplan los objetivos parciales y totales de las materias que forman parte del mapa curricular de la carrera de Ingeniería en Tecnologías de Información y Comunicación. Tomando como eje de acción la misma carrera se diseñó un Objeto de Aprendizaje (OA) para la materia de Auditoria de Sistemas de Tecnologías de Información, utilizando las plataformas tecnológicas E-learning Maker y E-learning Animgallery. Los objetos de aprendizaje son parte de una filosofía en la elaboración de un material didáctico con soporte digital y está principalmente orientado para su utilización en la educación virtual. Uno de sus propósitos es mejorar las prácticas para la elaboración de material digital, en el sentido de unificar su formato y estructura. En ocasiones, se elabora material digital para cursos en línea y no hay un verdadero aprovechamiento o posibilidades de mejora a futuro, lo cual supone un uso ineficiente del tiempo. También se podrían estar elaborando materiales que ya existen, pero que no se encuentran en un formato de soporte de fácil edición, es por esto que el Cuerpo Académico de Servicios Tecnológicos trabajó en el Diseño del Objeto de Aprendizaje para la materia de Auditoria de Sistemas de TI de 9no. Cuatrimestre de la carrera de Ingeniería en Tecnologías de Información y Comunicación.

- by Francisco León Pérez
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- E-learning, SCORM, Objetos de Aprendizaje
- by Biljana Cvetic
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- Supply Chain Management, SCORM, Supply Chain, VMI

The teaching tools have known a big evolution with the integration of the new technology in the learning process, especially the serious games, thus the appearance of several input devices, e.g. " leap motion controller, kinect, etc. " , has expanded the scope of the users which reaches people with disabilities e.g. "blind, deaf, etc. " , who can also use this kind of video games. This paper will detail the development of a web based serious game dedicated for deaf children, in order that they learn the Arabic sign alphabet, through both an input device called leap motion controller and hand gesture recognition based on the artificial neural network. The proposed serious game will be integrated in a learning management system via the use of the Scorm standards, in order to make the course on e-learning platform more interactive.

- by Lotfi Elaachak
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- E-learning, Serious Games, SCORM, Sign Languages

process in which ideas and objects are recognized,
differentiated, and understood. Classification is an
important data mining technique with broad
applications. It classifies data of various kinds.
Recent developments of e-learning specifications
such as Learning Object Metadata (LOM), Sharable
Content Object Reference Model (SCORM),
Learning Design and other pedagogy research in
semantic e-learning have shown a trend of applying
innovative computational techniques, especially
Semantic Web technologies, to promote existing
content-focused learning services to semantic-aware
and personalised learning services. This paper has
been carried out to make a performance evaluation
of PART and FT classification algorithm. The paper
sets out to make comparative evaluation of
classifiers PART and FT in the context of dataset of
Indian news to maximize true positive rate and
minimize false positive rate. For processing Weka
API were used. The results in the paper on dataset
of Indian news also show that the efficiency and
accuracy of FT is good than PART.

- by SDIWC Organization and +1
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- SCORM, LOM, Ft, Part
- by Gökhan Deniz Dinçer
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- SCORM

Ce chapitre a pour but de décrire les six normes d’apprentissage par ordinateur les plus utilisées et de porter un jugement sur leur capacité à prendre en compte l’évaluation des apprentissages. Plus spécifiquement, il
s’agira des conventions du noyau de Dublin, de CMI, de LOM, d’IMS, de SCORM et de MINE SCORM. Soulignons qu’il s’agit uniquement des normes qui semblent être les plus utilisées et connaître la croissance la plus importante actuellement. Ensuite, au regard des préoccupations et des
contributions des praticiens et des chercheurs liées à l’évaluation des apprentissages, des pistes d’amélioration des normes d’apprentissages actuelles seront
suggérées de façon telle que nous puissions, dans le futur, tenir compte aussi de normes pour l’évaluation des apprentissages à l’aide des TIC.

- by Martin Lesage and +1
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- Human Computer Interaction, E-learning, SCORM, Evaluation

Considered innovative technologies in the educational process on the basis of competence-based approach, taking into account the formation of professional
competence in teaching engineering graphics. The authors argue that the use of
independent work of modern information technology, interactive e-learning courses,
student involvement in project activities to enhance motivation and learning
efficiency.

- by Darya Volodina
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- E-learning, MOODLE, SCORM, Massive Open Online Courses (MOOCs)
- by Jason Haag
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- Instructional Design, E-learning, SCORM

This paper summarizes the current progress and future direction of a research effort on the next generation of the Sharable Content Object Reference Model (SCORM). While the SCORM was successful in addressing high-level requirements to solve the challenges within military training systems, it was engineered prior to the widespread use of mobile devices, intelligent tutors, virtual worlds, games, and other new technologies that augment today’s learner beyond formal training scenarios.
The DoD training community now requires support of a next generation solution to allow for the delivery and tracking of digital learning content on any device or platform. The approach detailed in this paper uses Activity Streams, a technology widely used in social media. Activity Streams are composed of three elements: an actor, a verb, and an activity, such as “John.Doe@acme.com completed Information Assurance 101”.
This paper will reveal research findings for a future capability to support the tracking and delivery of digital learning content on any device or platform. This capability is not simply a replacement for SCORM, but it will further enhance the other types of learning opportunities that can be made available for the military training and education community.

- by Jonathan Poltrack and +1
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- Software Engineering, E-learning, Mobile Learning, Lifelong Learning

The appeal of online education and distance learning as an educational alternative is ever increasing. To support and accommodate the over-specialized knowledge available by different experts, information technology can be employed to develop virtual distributed pools of autonomous specialized educational modules and provide the mechanisms for retrieving and sharing them. New educational standards such as SCORM and Healthcare LOM enhance this process of sharing by offering qualities like interoperability, accessibility, and reusability, so that learning material remains credible, up-to-date and tracks changes and developments of medical techniques and standards through time. Given that only a few e-learning courses exist in aerospace medicine the material of which may be exchanged among teachers, the aim of this paper is to illustrate the procedure of creating a SCORM compliant course that incorporates notions of recent advances in social web technologies. The course is in accordanc...

- by E. Perantoni
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- SCORM, Online Education, Healthcare, Aerospace Medicine

Öğrenme nesneleri, belirli bir konudaki bir dosyayı veya küçük dosyaları farklı amaçlar kapsamında yeniden kullanmak ve güncellemek için eğitim amaçlı kullanılabilen koleksiyonlardır. Türkiye'de öğrenme nesneleri ile ilgili çeşitli çalışmalar olmakla birlikte konu ile ilgili yeterli araştırma olmadığı görülmüştür. Bu araştırma için 2005-2019 yılları arasında Türkçe tezler kullanılmıştır. Bu tezler, öğrenme nesneleri ve özellikleri hakkında bilgi veren tezlerdir. Bu çalışmada içerik analizi yapılmış ve öğrenme nesnelerine ilişkin bir bakış açısı sunulması amaçlanmıştır. Öğrenme nesneleri çerçevesinde, "erişilebilirlik ve arama yeteneği", "yeniden kullanılabilirlik", "çeşitlilik", "esneklik", "ayrıntı düzeyi",
"düşük maliyet ve ekonomik" ve "taşınabilirlik" özellikleri incelenmiştir. İncelenen tezlerde; "Erişilebilirlik ve arama" en çok incelenen özelliklerden biridir. En az çalışılmış özellik ise taşınabilirliktir. Ayrıca öğrenme nesneleri ile ilgili en çok çalışmanın 2011 yılında yapıldığı görülmüştür.

- by Hakan Özcan
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- SCORM, Content Analysis, LMS, Learning Object
- by Manuel Gentile and +3
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- SCORM, Computer Supported Collaborative Learning CSCL, Learning Objects (Education), Learning Objects Repositories
- by Jason Haag
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- Instructional Design, Educational Technology, E-learning, Distance Education

Yapılan çalışmada, literatürde yer alan ders tasarım modelleri ile desteklenerek, uzaktan eğitim programlarında kullanılabilecek etkili bir ders tasarım modeli sunulmaktadır. Yapılan ders tasarımında, verimlilik, etkinlik ve öğrenmenin artırılması amacıyla, yazılı materyaller dışında, video, görsel, animasyon, seslendirilmiş sunumlar, sınavlar, ödevler, forumlar, anketler ve canlı dersler ile desteklenmesi sağlanmaktadır. Çalışmada, seslendirilmiş sunum dosyaları, videolar, yazılı ve görsel materyaller SCORM paketler içerisinde sunulmaktadır. Ayrıca ders verimliliği ve etkinliğini artırmak amacıyla, öğrenciye sunulan SCORM paketler içerisinde ölçme ve değerlendirme işlemi uygulanmaktadır. Öğrenci elde edeceği değerlendirme sonuçlarına göre, sistem tarafından otomatik olarak konu tamamlatılmakta veya tekrar etmek zorunda bırakılmaktadır. Makalede, yapılan tasarım, örnek uygulamalar ve uygulanan tasarım sonucunda elde edilen deneyimler yer almaktadır.

- by Solak Serdar
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- SCORM, Uzaktan eğitim, Ders Tasarımı

Abstract: - In this paper we present FreeLoms a collaborative environment for sharing and creating Learning Objects in an open perspective. FreeLoms combines the functionalities of a Learning Object Repository with those of a... more

- by Mario Allegra and +2
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- SCORM, Computer Supported Collaborative Learning CSCL, Learning Objects (Education), Learning Object

Nowadays, open source e-learning applications are complete and reliable solutions that are in no case inferior to the commercial ones. Though gratis, they offer unique advantages such as support of various operating systems and the chance to experiment with their source code. Additionally, there is a vast community of developers willing to aid users in installing or using these systems. Besides the fact that they are of excellent quality, open source Learning Management Systems (LMSs) such as Dokeos, Moodle, ILIAS and ATutor can be easily adapted to new demands and challenges thus gaining popularity. This paper initially presents an authoring methodology of SCORM lessons in the Greek language which can be applicable to any of the aforementioned systems. Moreover, it focuses on Dokeos and proposes a new extension of this system in order to meet synchronous communication requirements such as videoconferencing and streaming video.

- by Panagiotis Fotaris and +1
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- E-learning, Greek Language, SCORM, Technology Enhanced Learning
- by Michele Scalera
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- Instructional Design, E-learning, SCORM, Taxonomy

Human-to-Human communication has changed in the last few years. Social networking sites have been used by university students and teachers in their daily communication. Additionally, these tools provide institutions and organizations with an interactive mean to build community skills. In particular, open source social networks have a lot of features that allow people to build social relations and supply institutions with enhanced learning capabilities. Some researchers claim that introducing social networks improves students’ academic performance and increases institutional revenues. In Lebanon, 80% of higher educational institutions have adopted learning management systems, like Moodle, to provide both students and teachers with online interactive learning opportunities. Moodle is limited to some basic features (user collaboration, group discussions, file sharing…). These features might be complemented through the integration of a powerful social networking tool like Elgg. On the other hand, Elgg is not Sharable Content Object Reference Model (SCORM) compliant, so its lack of course management might be made for with the integration with Moodle. This paper discusses the benefits of integrating the next generation of SCORM with Elgg and attempts to describe the integration process and technical procedures involved. It is organized as follows: 1) A literature review to properly express the terms and concepts, 2) an exhibition of the requirements for the Next Generation SCORM, 3) a description of Elgg that shows that it does not have those requirements, 4) highlight the necessity why Elgg should meet these requirements, 5) propose a solution to integrate Tin Can API with Elgg, 6) a conclusion with the future works.

- by Michel Chammas
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- Educational Technology, E-learning, Social Networking, Higher Education
- by Maya Satratzemi
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- Instructional Design, Educational Technology, Adaptive Hypermedia, E-learning

Traditionally SCORM was used to track student progress and course results from e-learning content installed in a SCORM-Conformant Learning Management System (LMS). This has two inherent limitations: 1) content must be web-based and must reside entirely within the LMS, and 2) content can only track a pre-determined set of data values including, but not limited to, scores, success and completion. Not really very flexible for the students.
The new Experience API specification, created through an ADL Initiative broad agency announcement (BAA) and improved via a public groups, allows tracking of activities on mobile devices, full-scale simulators, augmented reality devices, sensors that detect real-world events and any other activity with access to a network.
The ADL Initiative and several ADL Partnership labs have conducted a proof-of-concept project during the first 6 months of 2013 to learn more about the Experience API and gain more knowledge about this approach.
This paper will cover how the ADL Partners tested and used the new specification to host native mobile applications. Native applications reside on a mobile device and are not tied to a specific LMS. Thus a new approach for authentication, authorization and launch is required. Further, this project will look at new types of data tracking to enable complex reporting and analytics not possible with SCORM. Instead of tracking that a user completed a learning experience, this project will track granular interactions with the learning experience and then later use that data for reporting, analysis and to derive completion.
This study will look at what kind of data is relevant to retrieve from a course distributed as a mobile application and will feed lessons learn back to the core Experience API group. Finally, the study will compare data tracked with the Experience API to data available in existing SCORM implementations.

- by Jonathan Poltrack and +1
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- SCORM, Learning Record store, XAPI, TINCAN
- by Ismar Silveira
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- SCORM, Granularity, Learning Objects

Nos últimos anos, diversos estudos têm apontado inúmeras vantagens do eLearning, ao nível das organizações que o pretendem implementar, destacando-se a redução de custos: na forma como a formação é distribuída e divulgada; nas deslocações e estadias; no pessoal responsável mas também pela facilidade e rapidez com que é possível alterar e distribuir os conteúdos, valência, muitas vezes, descorada. O frágil panorama internacional ao qual temos vindo a assistir nos últimos anos, faz-nos crer que o excesso de material disponível na Internet não irá ser devidamente acompanhado pela existência de conteúdos educacionais ou de formação com qualidade. Pretende-se, essencialmente, que este ensaio sirva de alerta para alguns autores de conteúdos digitais e responsáveis por formação e ensino a distância.

- by Ricardo Oliveira
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- E-learning, SCORM, Monitoring And Evaluation, E-learning quality
- by Geir B Isaksen
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- SCORM, NATO, CORDRA, SHARING SCO
- by Putri Oriniati
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- E-learning, SCORM, Content Aggregation

The aim of this paper is to present a collaborative environment developed within the framework of the SLOOP project, co-financed by the European Commission under the Leonardo Da Vinci programme. The environment is called FreeLOms and allows teachers to share and reuse Learning Objects, including cooperative and repository functionalities. In fact, the production and sharing of digital contents according to the Learning Object approach at school is limited to a small number of teachers, and so a key opportunity to reuse them is lost. The FreeLOms system, described in this paper, includes features for LO Metadata editing, versioning and differencing at metadata and content levels and managing LO in SCORM vision.

- by Agostino Marengo
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- Instructional Design, SCORM, Taxonomy, Knowledge

SCORM Cloud es una herramienta gratuita que los desarrolladores de e-learning pueden usar para testear sus cursos en SCORM. En este escrito presentamos 8 tablas con ejemplos de los estados de SCORM 1.2 y 2004.
Scorm Cloud es útil para resolver algunos de los errores más comunes que pueden cometerse en el estándar, por ejemplo en archivos como imsmanifest.xml cuando son creados o modificados en forma manual.

- by Learning Report
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- E-learning, SCORM, Online Learning, E-elarning, Corporate Learning

Tin Can API, the successor to SCORM has been making news in the eLearning industry for a while due to its unique features such as offline tracking, tracking learner experience, reducing the need for an LMS, etc. In this blog, we will... more

- by Syed Amjad ali
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- Mobile Learning, SCORM, LMS, Elearning
- by Paul Lefrere and +1
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- SCORM, Online Education, Library and Information Studies, IMS

- by Alain Derycke
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- SCORM
- by Rosaria Carpano
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- Grid Computing, E-learning, SCORM