Dynamic publishing: a content-centric approach to learning personalization

Dynamic Publishing
A content-centric approach to learning personalization

Summary favor a Dynamic Publishing roadmap
interoperating with potentially -any LMS or
The need for a content-centric strategy to delivery portal already in place.
corporate training and learning
personalization to address various converging Why a content-centric approach?
business pressures has been emerging in
Today, knowledge has the primary
recent years.
characteristic of being highly distributable,
Distributed software architectures support practically anywhere both within and outside
effective publishing and learning strategies by an organization. Continuous changes in laws
focusing on organizational business goals and and procedures, technical product
the needs of key stakeholders in the end-to- specifications and compliance regulations -
end learning and training scenario. especially in highly regulated sectors -
demand rapid re-distribution of up-to-date
This paper reviews the concept of distributed knowledge both within and between
architectures and introduces the advantages organizations. This applies to all knowledge-
of passing from “Static Publishing” to related processes within an organization,
“Dynamic Publishing. Dynamic Publishing is an including but not limited to blended training
innovative approach to content production and development initiatives.
and distribution capable of adapting learning
content to the user’s device, platform and A sustainable approach to continuous learning
skills. The last part of the paper describes content production, distribution and
how eXact LCMS may be adopted as a central maintenance requires effective workflow
Learning Content Management Solution to definition, agile project management,

© eXact learning solutions 2012

Dynamic Publishing - A content-centric approach to eLearning

template-based content development, simple to new communicative and formative needs
though effective tagging and classification, resulting from globalization, among other
ease of content/asset retrieval and reuse, as changes to business processes in the last
well as highly efficient overall asset decade. It reduces costs of traditional training
management policies. and enables more effective knowledge
distribution channels. It also addresses the
Field staff needs access to up-to-date challenges faced by distributed and dynamic
material on demand, while the training and organizations, such as multi-brand course
learning organization must control the catalogues, multi-language learning programs
consistency and quality of all material that and multi-device delivery channels.
circulates in its complex, geographically
dispersed operations. This results in a strong Finally, a large number of content producers
need for a single-source, centralized content need to integrate content management with
strategy for every growing or emerging different delivery platforms and HR solutions.
enterprise. During this transition, mixing and matching
various authoring and delivery architectures
Digital information is undergoing a major and formats will be necessary.
change thanks to the proliferation of new
distributive models. These models will not Content and delivery strategies
only reform the way that information has
Adopting a content-centric strategy is key for
been distributed for the past ten years, but
those organizations that rely heavily on
will also become the ideal channels for
content within their learning and training
reaching communities that require training,
processes. Those may include organizations
which is increasingly personalized and social
acting in highly-regulated sectors or having
in nature.
global, multi-language and geographically
Implementing a solid content strategy is of dispersed operations.
paramount importance to support blended
A solid publishing strategy generates a high
learning processes. Blended learning responds

LMS or LCMS?
LMS LCMS
Simply stated, a Learning Management System A Learning Content Management System (LCMS) is a
(LMS) is a learner–centric system that focuses on content–centric system that focuses on the authoring
the management of learning processes, from and management of content to be used - and possibly
planning to delivery and accounting. reused - during learning processes
LMSs are about learners and organizations - the LCMSs are about creating, storing, reusing, managing
logistics of managing learners, learning activities, and delivering personalized learning content from a
and the competency mapping of an organization. central digital repository. Users, such as
These systems manage and track the relationship administrators, authors, instructors and subject
matter experts, create new or upload existing
between the users and learning activities, including instructional content, upload existing third party
progress on different activities, as well as the content, manage revisions, collaborate in content
competencies and skill-levels acquired. projects and so on. LCMSs focus on learning objects
and content reuse.

~2~
© eXact lear ning solutions 2012


Lorem ipsum dolor
Static publishing Lorem ipsum @
Lorem ipsum dolor sit amet,
consectetur adipiscing elit.
(manual or automatic) Lorem ipsum dolor
sit amet, consectetur
adipisicing elit, sed
Suspendisse a fringilla justo. Proin do eiusmod tempor
tempor iaculis turpis et convallis. incididunt ut labore
et dolore magna
Class aptent taciti sociosqu ad aliqua.
litora torquent per conubia
nostra, per inceptos himenaeos.
Sed ut perspiciatis unde omnis
iste natus error sit voluptatem
Additional
sources Other
front-end Lorem ipsum @
LMS content server
systems
Digital repository
Lorem ipsum dolor sit amet, consectetur adipisicing
elit, sed do eiusmod tempor incididunt ut labore et
dolore magna aliqua.

Additional
delivery
Manual or Automatic portals
hand-over of content

Authoring
tool(s) 3rd party LMS

Authors
Instructional Designers
SMEs

Learners
Digital repository SCORM Tutors
rendering Administrators
and
Tracking sequencing
engine engine
Reporting database

Lorem ipsum
Lorem ipsum dolor sit amet, consectetur
adipisicing elit, sed do eiusmod tempor
incididunt ut labore et dolore magna
aliqua.

Dynamic publishing
(SCORM Player on LCMS or LMS side)

Figure 1 – Static vs Dynamic publishing

ROI by supporting a content development, management of learning processes. It should
repurposing and management model for allow for interfacing modules and exchanging
blending instructional content and traditional content packages in standard and shared
training initiatives with the more innovative formats.
distance and mobile learning processes (often
referred to as “mLearning”). LCMS-LMS integration strategies
With the growth of learning content
All these needs triggered the evolution of
production processes within online learning
Learning Content Management Systems
processes, cross LCMS –LMS content delivery
(LCMS), which focus on content and all the
models are migrating across the three levels
processes around it.
depicted in Figure 1.
LCMSs and LMSs are different, but can also be
This implies a maturity model from simple
complementary. Together, they form a
handover of contents (Static Publishing) to
powerful combination for a robust learning
more appropriate strategies for content
platform.
linking at learning time (Dynamic Publishing).
Due to the rapid uptake of SCORM standards, In a Dynamic Publishing framework, content is
an ideal learning architecture should separate held in the LCMS repositories and the LMS
content production, storage and delivery sub- activates links to contents at run time, giving
architectures from those dedicated to the direct access to single Learning Objects (also

~3~


known as learning units, modules, activities their own content strategy maturity model,
or, in SCORM terms, SCOs) or to fully fledged moving from whatever content lifecycle and
SCORM packages. In the latter case, workflow setup they might embrace today to
responsibility for playing content, sequencing a proper dynamic content lifecycle, across
and tracking learners’ experiences and different levels of publishing and distribution
proficiencies, as well as administering tests models of choice.
resides on the content delivery side -
leveraging the need for SCORM play abilities Let’s see, then, different content publishing
to be directly embedded into the LCMS strategies. Assess the pros and cons, what
architectural space. scenarios favor one approach or another - and
what the cost and effort is for each, both in
The advent of more adaptive formats such as terms of system integration work and system
SCORM 2004, Learning Design and Common resources.
Cartridge (respectively adding adaptability,
multi-user access, and services-oriented Static publishing
integration to learning contents and Static publishing is about producing and
assessments) are accelerating dynamic storing learning content source data in the
content strategies and trends towards content LCMS and moving a copy of final learning
separation between LMS and LCMS. packages to the LMS for delivery to end users.

By implementing a distributed architecture How does “Static publishing” work
offering Dynamic Publishing of contents, with Content Packages and all resource files
independent SCORM rendering and tracking included in each Package are moved or copied
capabilities, digital repositories hosting (published) one at a time or in batches from
Learning Objects may expose contents to 3r d the LCMS or authoring tool to the third party
party platforms using shared taxonomies and LMS. Compatibility is assured by the mutual
classification for easier and effective content support of a shared standard such as SCORM
gathering, selection and personalization. content packaging specification. Static
publishing architectures do not require any
Within such cross-platform integration specific integration work to be done on the
scenarios innovative media, location-based two systems. Static publishing integrations
and skills-based personalization approaches may be summarized as in the following steps:
may be used to customize learning packages
based on the detected media, location and • Learning content is produced, reviewed
skill levels of end users. Figure 2 illustrates and signed-off in the LCMS or Authoring
skills-based content personalization tool of choice
leveraging Dynamic Publishing across a digital • Once ready, learning packages are
repository, holding remediation and exported in a standard format (usually
assessment materials, and a competency SCORM Packages or AICC course files) and
management and skill gap analysis platform. published (“uploaded” or “sent”) to the
An LCMS must support clients in achieving target LMS.

~4~


separation between publishing and
training environments.
• Low-level and small-scale need for
content updates and content publishing
between the LCMS and LMS, where the
back-end management of the content is
done by a small, dedicated group. Such
• Learning content is accessed by LMS users power users may prefer to apply a manual
without them requiring direct access to approach to this process.
the LCMS. • Low-budget projects - A more robust
integration requires effort in terms of
When to consider “Static publishing”? analysis and development, hence
impacting the budget.
Static publishing is a good fit in a variety of • During a Proof of Concept phase when
scenarios including: simplicity is key. Power users can
• Large-scale implementations, where familiarize themselves with the way the
learning content only covers a limited two platforms work separately, before
span of the learning scenario, or where considering the integrated picture. Once
the technology landscape imposes a hard this is matured, the organization can more

Learning Learning Job
Unit Unit

Course Competency Profile
- Learning
lesson Unit Skill
plan Learning Skill Skill
Package
Learning
Unit Skill Level Skill Level Skill Level
REMEDIATION

Assessment
Metadata

Course
catalogues

Skill Gaps

LEARNING OBJECTIVES

Figure 2 - The relevanc e of Dy namic linking for Skills-based personalization

~5~


easily be guided to the next stage, authoring tools, the LCMS and the target LMS
automating the process of publishing are compliant with a common interoperability
updates and data synchronization. standard such as SCORM, AICC, IMS Content
• Missing interaction or knowledge of the Packaging or Common Cartridge.
third party LMS in place. If the customer
Post publishing XML transformations (XSLT) may be
works with LMS portals with limited
required in case the LMS imports XML formats,
technical knowledge about them or, if it is
which are SCORM dialects or are different from
not possible to create a liaison between what is produced by the LCMS architecture by
LCMS provider and LMS provider. default.

Automating the handover of packages In such cases the LCMS’s ability to automatically
Implementing “Static publishing” does not hook post processing transformation layers to the
require any special integration works since workflow status of content is a clear added value.
learning packages can be manually
What architecture do I need to deploy?
downloaded by the LCMS Administrator in a
Manual handover:
standard format (usually SCORM Packaging,
No specific architecture besides the ones
which consists in a zip file containing both
course structure and all needed resource necessary to run the two systems
independently
files), then uploaded by the LMS
Administrator to the target portal of choice. Automated handover:
Nonetheless, most LCMS and LMS systems The two systems should be able to
allow setting up a first level of integration communicate with each other through a
that may improve (automate) the way content standard HTTP channel or web services.
files are transferred from the LCMS to the
LMS. Pros and Cons of Static publishing
integrations
Where such integration is in place, course
Pros:
packages are moved from one system to the
• Thanks to the adherence of LCMSs and
other through Web Services or other sort of
LMSs to standards, integration is
APIs available in the two systems. Content
straightforward.
hand-over may be implemented according to
• End users never access the LCMS, and no
a “push” (LCMS to publish new packages to
LMS users need to be registered in the
the LMS) or “pull” (LMS to request available
LCMS.
updates to the LCMS on a regular base)
• Hardware sizing on the LCMS side is
modality. Mixed push-pull scenarios can also
be envisaged, leveraging standard integration
protocols such as AICC PENS i .

What is usually available off-the-shelf
and what integration work is required?
Manual handover:
No integration work is usually required if the

~6~


usually limited to support the actual of choice and a central Learning Content
publishing team; delivering content to a Management System (LCMS).
large community of learners does not
imply specific requirements on the LCMS Dynamic Publishing is about delivering
side. learning package contents directly from the
Cons: LCMS without the need to migrate course
• Duplicated copies of the same content contents from one system to the other. This
items are located in two different may happen in two main ways:
repositories.
Passing the SCORM package structure to
• Lack of a single central repository able to
the LMS, linking back learning objects
assure consistency and effectiveness to
(SCOs) from the LCMS. The course player
the content management processes
would reside on the LMS whilst course
• The two core phases of typical learning
contents would be streamed live from the
processes - content publishing and
LCMS central repository. This way only
delivery - are disconnected.
course structures and navigation rules
• Content publishers do not have any
would be duplicated across the two
control over the content being delivered.
systems and the live sequencing of
• Time consuming and risk-prone
content managed by the LMS resident
maintenance of the LMS catalogue, issues
SCORM player
updating packages on some LMSs, and a
lack of alignment between the two Providing the overall learning content
systems. package as a service directly run and
• Does not really solve the problem of managed by the central LCMS. In this
distributed architectures. Read below to approach, no duplication occurs (neither
know why. course structure nor content files) and the
learning activity is consistently provided
Dynamic Publishing
to all front-end learning portals possibly
As noted previously, digital knowledge has the
connected to the same central LCMS
primary characteristic of being highly
repository. In this case the live rendering,
distributable. Dynamic Publishing is the way
sequencing and tracking of contents would
to transform this challenge into a win-win for
happen on the LCMS, returning grading to
content producers and knowledge consumers –
the LMS at the end of the learning
a challenge that Static Publishing cannot
experience.
meet. Indeed, the combination of a central
Digital Repository with an effective single- We will see in the following the implication of
source content publishing strategy and both approaches.
distributed content management processes
may overcome the limitations of traditional LMS-side SCORM Player
publishing. In this chapter we will show how In this integration modality, learning packages
to implement a “Dynamic Publishing” are published to the LMS in the form of
infrastructure through the integration of your “skinny packages”. Indeed, the packages
existing Learning Portal and any LMS platform published to the LMS only include the course

~7~


description (“Metadata”) and the course content lifecycle, specific “events” and
structure (“Organization”). “status” to the content. These may be used
to drive integration and Interoperability
This means that content files are not included across the LCMS and LMS, pushing or pulling
in the package to be imported in the LMS but the content at the right time according the
rather the link to the actual location of each publishing strategy of choice.
Learning Object (or “SCO”) in the LCMS is
provided. This implies that the content files In particular:
are kept on the LCMS and streamed to the
LMS SCORM Player upon user access. Thus: • The publishing engine leveraging LCMS
triggers may be developed by any system
• Content rendering is done by the LMS integrator of choice - based on the
• SCORM Tracking is performed and relevant workflow steps for content
managed by the LMS handover.
• Tracking reports are provided by the LMS • Single Sign On (SSO) may be required if
• The LCMS mainly acts as a content server user authentication and authorization for
This approach requires implementing one of material access security is to be enforced
the available solutions to the security issue on the LCMS.
known as the “SCORM cross domain issue ii ”
Complexity and development effort depend
When to consider this solution? on the web services and/or APIs available on
This is the option that works best if there is both the LCMS and LMS.
an existing LMS with adequate SCORM 1.2 or
SCORM 2004 rendering, sequencing and What architecture do I need to deploy?
tracking capabilities. A heavier load on the LCMS front end, linearly
proportional to the number of concurrent
What is available off-the-shelf and what users on the LMS, requires an appropriate
integration work is required? hardware sizing on the Content Server.
Advanced Learning Content Management
Systems usually offer, off-the-shelf, relevant Advanced LCMS platforms support a
workflow engines assigning, throughout the distributed deployment of LCMS content
server and application server, so that the
most appropriate performance can be
achieved.

LCMS side SCORM Player
Using the SCORM Player on the LCMS side
means that SCORM contents are exposed to
LMS end users (learners) as learning
experiences. Since learning packages are
played through the SCORM Player provided by

~8~


the LCMS, all SCORM tracking activity also functionality. This option may also be used to
happens on the LCMS side. extend existing LMS platforms with delivery
capabilities covering mobile and location
In this case, learning packages handed over to based learning contexts.
the LMS only include course descriptions
(“Metadata”), which are used to populate the This integration scenario usually demands a
course catalogue on the LMS, and a unique higher integration effort between the LCMS
identifier of the learning package in the LCMS and LMS, but avoids any cross-domain, SCORM
(usually in the form of a URI - Unique interpretation or interoperability issue in
Resource Identifier, or URL - Uniform general.
Resource Locator). This is used by the LMS to
identify and launch the course in the LCMS
SCORM Player upon request.

It’s worth highlighting that, from a learning
perspective, learners’ experience happens in
(and is tracked by) the LCMS. Indeed:
• SCORM Tracking happens in the LCMS
• Detailed historical reports are available on
the LCMS

The LMS gets the required tracking What is available off-the-shelf and what
information (usually at course level) from the integration work is required?
LCMS every time a learning session is In addition to the requirements of the “LMS-
completed, or based on parameters defined side SCORM Player” architecture described
by each organization (an LCMS may provide previously, LMS end users must be registered
several options related to what tracking on the LCMS and will access the LCMS
information is exchanged between the two environment each time they play a learning
systems, its level of granularity and expiration package. This implies that:
criteria). • User credentials are aligned between the
two systems (a variety of methods may be
When to consider this solution? available, supporting user alignment
This is the option to consider when the across the LCMS and the learning portals
existing LMS has little or no capabilities to consuming its content repository)
run, sequence and track SCORM 1.2 or SCORM • Tracking data is aligned between the two
2004 content packages. Also, this approach is systems (also in this case aggregation level
suggested when the same catalogue courses and expiration policies may be defined as
are supposed to be delivered through more per client requirements)
than one LMS and a consistent user
experience is requested for learners. In such The best approach to data alignment strongly
scenarios, an adequate LCMS backup provides depends on the global deployment strategy of
embedded rendering, tracking and reporting the client organization, relying on the use of

~9~


the learning and testing information (most of channels, including any LMS of choice,
which captured by SCORM tracking standard) with single sign-on and platform-to-
in the organization (those may be used to platform interoperability for accessing and
feed the corporate HR or ERP system, or delivering the content to end users.
exported to other talent and performance Should you be updating the content often,
management tools). traditional handover of content would
require constant and repeated content
What architecture do I need to deploy? regeneration, duplication, download and
Setting up the architecture required to use upload to transport content between
the SCORM Player provided by the LCMS is different systems. This generates heavy
more challenging than the “LMS-side SCORM maintainance cycles and maintainance
Player” approach described previously. overload. Dynamic Publishing doesn’t
However, it is more powerful. It may allow physically move the content but, rather,
implementing “smart” adaptive learning paths provides “smart” links to it.
across multiple learning packages and
different delivery devices. There is also the 2. Efficient management of storage space
option of setting up more extensive and and bandwidth consumption. Dynamic
detailed tracking reports. The combination of Publishing uses “links” to assign content.
proper sequencing and navigation rules (as Should you deliver the same learning
defined according to the SCORM 2004 content to multiple classrooms across
standard), tracking of user performances, different LMSs, you could end up with a
assessments and achievement of learning proliferation of course copies. Linking
objectives allows designing adaptive learning enables you to have just one copy for each
experiences that fit the actual needs of every piece of content and uses virtual “links”
learner in every phase of her or his to assign it many times to classes and
educational experience. curricula. This produces a saving in disk
space, congestion and infrastructure
Ten main benefits of Dynamic resources.
Publishing
3. Flexible re-packaging and re-sequencing
Dynamic Publishing has many benefits for of contents. Dynamic Publishing enables
content-centric learning processes, for authors and instructional designers to
organisations having the possibility to put an create personalized playlists of content by
LCMS-LMS interconnection in place. using “links” rather than physicial copies
of the content. This enables very fast,
Dynamic Publishing offers the following ten
“drag & drop” composition of new
major benefits:
learning content “play lists” including
1. Effective maintenance of content “links” to more granular objects. In
updates. Dynamic Publishing uses “links” essence, new sequences of content made
to contents coming from one single on-the-fly to accommodate personalized
content store to be delivered live and learning paths may be refactored easily
transparently into third party delivery and rapidly by each instructional designer

~ 10 ~


without the need to physically duplicate, using standard web services and protocols.
replicate and reload content into the This enables paying or allied subscribers to
delivery platform. harvest metadata, request content and,
eventually, launch them using the digital
4. LMS platform independency. Dynamic
repository’s rendering and tracking
Publishing protects content investments
services.
by taking the content “out” from any
delivery platform it might be locked into. 7. Innovative business modelling. Points 4,
Should you want to change to a new LMS 5 and 6 above underpin the possibility of
platform and/or should your LMS platform new generation business models where
go out of the market or change model, content catalogues may be delivered to
you already have the content separately. third party networks - either on a
In this case, migration can be much easier subscription basis or via an alliance
- even as simple as opening the content agreement, with no need for additional
store to a third party platform. platforms.

5. Wider re-usability of contents. Dynamic 8. Innovative Skills personalization
Publishing, coupled with stand-alone solutions. One specific option enabled by
SCORM players and tracking engines (there Dynamic Publishing is skills-based
are many on the market), enables personalization empowered by advanced
contents to be accessible even without an LCMS and Skills & Competency
underlying LMS. Should you want content Management platforms integration (see
to be delivered and tracked without any Table 2 of this document). In this case,
formal curriculum delivery process, you Skills and Competencies may share similar
may expose dynamically linked learning classification taxonomies as those
contents directly to non-LMS platforms classifying assessments and remediation
such as ERP, CRM or B2B, B2C or B2E contents in the content repository. By
(Business to Employee) solutions. In many enabling single sign-on across to the
cases, dynamically linked content - systems, remediation packages may be
resident in central LCMS repository and created automatically on the basis of the
delivered through a certified SCORM skill gaps detected by the competency
Player capable of SCORM content delivery management system. Then learners and
and a robust SCORM tracking and reporting trainees can be enrolled into skills
engine - may be launched from third party remediation learning paths, allowing their
dedicated systems optimized to the skills to be re-assessed after the
specific client performance support and personalized content delivery takes place.
talent development infrastructure.
9. Innovative Media personalization
6. Open accessibility of contents. Dynamic solutions. Dynamic Publishing enables
Publishing coupled with an appropriate media based personalization through
digital repository solution may be exposed integration of the LCMS with Mobile,
to third party networks and marketplaces Location-based or Offline asynchronous

~ 11 ~


Static Dynamic
LMS LCMS
Manual Autom.
Player Player
Content is stored in one single repository  
Avoids c ontent duplic ation  
Supports easy maintenanc e and immediate update of
 
c ourse c ontents
Supports easy update of c ourse struc ture and navigation

rules
SCORM Trac king and performanc e reporting is

c entralized on LCMS side
Allow s for c entralized trac king of SCORM 2004 learning

objec tives
Allow s for delivery of SCORM c ontent through portals
other than LMS (w eb portal, Intranet, CRM, ERP, 
eCommerc e portal)
May not require integration betw een LCMS and LMS  
Does not require end user ac c ess to LCMS portal   
Does not require end user lic ense on the LCMS  
Allow s simultaneous delivery of the same c ontents
 
through different front-end delivery portals
Ensures c onsistency of user experience thanks to
c ommon SCORM Player tools in online, offline and 
mobile learning sc enarios
Requires implementing a solution for SCORM Cross-

domain issue

delivery platforms. In this case, content 10. Overall Content Lifecycle Strategy
may be created with the LCMS authoring optimization. All the points above are key
capabilities and classified according to for content-centric learning processes
specific media, geographic locations where scarce resources are dedicated to
and/or delivery contexts. At run time, the content authoring, maintenance and
content may be assigned to learners by updating. A back-end infrastructure based
third party LMSs or portals, though on extensive use of XML technology, a
physically delivered, rendered and tracked Learning Objects philosophy and
by the back-end LCMS integrated via interoperability standards, and integrated
dynamic linking. This enables the delivery at level 3, has a high ROI in terms of both
process to be independent of the specific the content life cycle and strategy
media and functionality limitations of the optimization in the mid-term.
selected LMS.

~ 12 ~


Using eXact LCMS to implement your Additionally, thanks to its set of “eXact
maturity model towards Dynamic Player” apps, the eXact LCMS empowers
Publishing Dynamic Publishing integration with any 3r d
party LMS or learning portal of choice - even
eXact LCMS is the state-of-the-art LCMS those not up-to-the date with the rendering
platform from eXact learning solutions which of latest standards, such as SCORM 2004 or
is installed in more than 100 large DITA.
Organizations. It covers the whole learning
content authoring, review and approval eXact Player apps are available for delivering
process, from the beginning of concept SCORM content on online, offline and/or
definition, storyboarding, development and mobile blended delivery scenarios, on any
reviewing, to the delivery of SCORM -based device of the iPhone, iPad and/or Android
learning experiences (SCORM tracked learning series.
packages) in multiple formats (e.g. HTML,
Static and Dynamic Publishing integrations
Flash) and scenarios (e.g. ILT, Online and
Mobile learning). (both “push” and “pull”) have been
implemented for many commercial and open
Today, eXact LCMS enterprise architecture is source Learning Management Systems (LMS)
one the most powerful solutions supporting and Virtual Learning Environments (VLE) to
the trend towards Dynamic Publishing within date, including Plateau™ - now
large publishing, training and learning SuccessFactors™, SumTotal™, Saba™,
organizations. Cornerstone On Demand™, e2train™,
Blackboard™, Sakai™, and Moodle™.
eXact LCMS optionally supports both “static”
and “dynamic” publishing integration For additional information on the full eXact
strategies thanks to advanced off-the-shelf LCMS modules and capabilities please visit
web services, configurable workflow and a www.exact-learning.com.
dynamic linking engine that can be used to
trigger both LMS driven requests (pull) or
LCMS centered publication triggers (push) at
the end of a successful content production
process (typically linked to sign-off
procedures).

~ 13 ~


i
A specification from AICC, named Package
Exchange Specification (PENS) is an example of a
standard handover protocol adopted to notify the
availability of new content packages to import
from an LCMS to an LMS. However, no
standardized way for passing tracking information
across systems has yet been addressed or
released.
ii
The SCORM cross domain issue arises when the
browser hosting the RTE cannot handle requests
from two different domains). There are a variety
of ways in which the cross-domain issue can be
solvedii. Among them it’s worth highlighting:
• Deploying LMS and Content Server behind a
reverse Proxy - the Browser “sees” both RTE
and content files as if they were coming from
the same domain
• Deploying LMS tracking API’s on the LCMS (or
content server)

eX ac t learning solutions
eXact lear ning solutions, formerly Giunti Labs, is a leading online and mobile learning content management
and digital r epository solutions provider, offering a wide range of tools and services for content eXact learning solutions - Headquarters
development, management and delivery, covering: Abbazia dell’Annunziata
• Content management and digital r epository platforms Via Por tobello - Baia del Silenzio
• Mobile lear ning technologies 16039 Sestri Levante (GE) Italy
• Consulting and pr ofessional services
• Multi-language bespoke learning content production Tel +39.0185.4761
The company has over fifteen years of experience and more than 100 clients worldwide. Our technological Fax +39.0185.43.347
innovations allow enterprises to improve their organizational per formance, and achieve significant reductions w w w.exact-learning.com
in business costs. info@ex actls.com

~ 14 ~

Dynamic publishing: a content-centric approach to learning personalization

Empfohlen

Empfohlen

Weitere ähnliche Inhalte

Was ist angesagt?

Was ist angesagt? (20)

Ähnlich wie Dynamic publishing: a content-centric approach to learning personalization

Ähnlich wie Dynamic publishing: a content-centric approach to learning personalization (20)

Mehr von eXact learning

Mehr von eXact learning (7)

Kürzlich hochgeladen

Kürzlich hochgeladen (20)

Dynamic publishing: a content-centric approach to learning personalization