Reusable Learning Objects and SCORM
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This document discusses learning objects (LOs) and the Sharable Content Object Reference Model (SCORM). It defines LOs as reusable digital resources that support learning. SCORM is a technical standard that enables interoperability of web-based learning content. The document outlines key aspects of LOs such as metadata, granularity, and reusability. It also covers SCORM qualities like interoperability and how it uses XML tags. Learning object repositories are mentioned as places to store and share reusable learning content.
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Reusable Learning Objects and SCORM
- 1. RLOs & SCORM Handling and packaging the components of eLearning Michael M. Grant 2013 Image from http://mrg.bz/FM39LA
- 2. Theoretical Instructional Technical
- 3. Learning Objects Learning objects are Learning object is ⊠⊠âany digital resource âany entity, digital or that can be reused to non-digital, which can support learning.â be used, re-used or referenced during (Wiley, 2002) technology supported learning.â (IEEE, 2002)
- 5. Metadata Descriptive data about a (digital) resource. Image from jasonpearce at Flickr.com
- 6. Metadata Descriptive data about a (digital) resource. Image from broken_thoughts at Flickr.com
- 7. Reusability ÂĄïĄâŻUse after creation by multiple developers in various instructional contexts. ÂĄïĄâŻ(Polsani, 2003) Image from detritus at Flickr.com
- 8. Granularity How big should a learning object be? Images from IRRI Images at Flickr.com
- 9. Granularity How big should a learning object be? Images from IRRI Images at Flickr.com
- 10. Granularity How big should a learning object be? Images from IRRI Images at Flickr.com
- 11. Wiley advocates for the molecule metaphor over the Legos model. Image from Andy.Schultzat Flickr.com
- 12. Theory neutral By using the Legos model, we assume that RLOs are theory neutral, or pedagogically independent. We know this not to be true. Image from EJP Photo Flickr.com
- 13. SCORM Sharable Content Object Reference Model Image from http://blog.scorm.fr/wp-content/uploads/2008/01/2004_2nd_lms.jpg
- 15. SCORM is based in XML Uses tags to describe the SCO (RLO). Structure: <div> Display: <style> Content: XML tags
- 18. The XML Manifest Desire2Learn http://elearn.memphis.edu IMS Manifest Image from http://www.levins.info/history/Jankel_Levin_ship_manifest.gif
- 19. IMS Manifest
- 20. Technological Instructional Images from http://www.cognitivedesignsolutions.com/Instruction/LearningObjects.htm
- 22. Why worry about RLOs & SCORM ÂĄïĄâŻ You need to reduce courseware maintenance, upgrade & rebuilding costs. ÂĄïĄâŻ You anticipate courseware will require frequent updates. ÂĄïĄâŻ Learners need to be able to pinpont discrete pieces of content. ÂĄïĄâŻ Content has the potential to be reused across multiple courses. ÂĄïĄâŻ Different audiences need access to different subsets of the content. ÂĄïĄâŻ You want to give learners a way to test out of portions of the courses. ÂĄïĄâŻ You need more accurate and detailed reporting on learner performance. (DigitalThink, 2003)
- 23. Not just corporate ⊠¥ïĄâŻ from January 17, 2011 ÂĄïĄâŻ Two weeks later the requirement was removed. See http://bitly.com/hR1032 Image from http://www.doleta.gov/grants/pdf/SGA-DFA-PY-10-03.pdf
- 24. In practice Identify Develop Develop Determine content & common single-use size contexts content content Identify how Develop content will Determine content that Develop be used and the right size makes sense independent in what for reuse. for all SCOs contexts. audiences Adapted from DigitalThink (2003)
- 26. Learning Object Repositories (LORs) Desire2Learn http://www.desire2learn.com/learningrepository/ MERLOT http://www.merlot.org/merlot/index.htm CORDRA http://cordra.net/introduction/ LORN http://lorn.flexiblelearning.net.au/
- 27. Beyond SCORM ÂĄïĄâŻ The evolution of SCORM & elearning ÂĄïĄâŻ Project Tin Can 2011-???
- 29. References & Acknowledgements ÂĄïĄâŻ Cheon, J. & Grant, M.M. (2006, October 10-14). Developing learning content markup language (LCML) for personalized instruction in the adaptive learning system. Paper presented at the annual meeting of the Association for Educational Communications and Technology, Dallas, TX. ÂĄïĄâŻ DigitalThink. (2003). SCORMâą: The e-learning standard. San Francisco: Author. Retrieved from http://sorubank.ege.edu.tr/~e190411147/scorm/scorm4.pdf ÂĄïĄâŻ IEEE Learning Technology Standards Committee. (2002). Learning object metadata. Retrieved from http://ltsc.ieee.org/wg12/ ÂĄïĄâŻ Polsani, P.R. (2003). Use and abuse of reusable learning objects. Journal of Digital Information, 3(4). Retrieved from http://journals.tdl.org/jodi/article/viewArticle/89/88 ÂĄïĄâŻ Wiley, D.A. (2002). Connecting learning objects to instructional design theory: A definition, a metaphor, and a taxonomy. In The instructional use of learning objects, D.A. Wiley (ed.). Retrieved from http://www.reusability.org/read/chapters/wiley.doc
- 30. Michael M. Grant 2011
Hinweis der Redaktion
- Instructional components that can be reused a number of times in different learning contexts. Additionally, learning objects are generally understood to be digital entities deliverable over the Internet, meaning that any number of people can access and use them simultaneously (as opposed to traditional instructional media, such as an overhead or video tape, which can only exist in one place at a time). Moreover, those who incorporate learning objects can collaborate on and benefit immediately from new versions.Rejects ânon-digitalââto supportâ instead of âduringâNo âreferencedâ
- Like a card catalogNot the data itselfNo instructional design or pedagogical information was included in the metadata specified by the Learning Objects Metadata Working Group (or SCORM).Cheon & Grant (2006) proposed creating a mark-up language that would support the metadata about instructional or pedagogy.
- Like a card catalogNot the data itselfNo instructional design or pedagogical information was included in the metadata specified by the Learning Objects Metadata Working Group (or SCORM).Cheon & Grant (2006) proposed creating a mark-up language that would support the metadata about instructional or pedagogy.
- Reuse is not the same as repurpose.Repurpose is not pain-free and development time and costs are incurred.
- The problem of granularity inherently relates to reuse.Make an RLO too big and it becomes too general to be reused in a specific context.Make an RLO too small and it becomes so context-dependent that it canât be reused in another context.
- Any Lego block is combinable with another In fact, my Quattros are combinable with my Duplos.Lego block can be assembled in any manner you choose.Lego blocks are so fun and simple that even a child can put them together.Not every atom is combinable with every other atom.Atoms can only be assembled in certain structured prescribed by their own internal structure.Some training is required in order to assemble atoms.
- We know that all instruction â either purposefully or blindly â includes a pedagogical slant or stance. As such, to combine LOs from different learning theories or instructional models without purpose is irresponsible and has the potential to result in ineffective instruction.
- âThe Sharable Content Object Reference Model (SCORM) was first developed by the U.S. Department of Defense (DOD) to address training development and delivery inefficiencies across its service branches. E- learning content was being developed on different platforms, using different standards and specifications, and delivered on different, incompatible systems. To address these costly inefficiencies, the DOD knit together the best emerging e-learning specifications with those developed in the prior decade by the Aviation Industry CBT Committee (AICC). The result is a field-tested common reference model published by the Advanced Distributed Learning (ADL) Initiative, a collaborative effort between government, industry, and academia, sponsored by the Office of the Secretary of Defense. The SCORM standard is focused on enabling the plug-and-play interoperability, accessibility, and reusability of Web-based learning content, with the ultimate goal of ensuring ubiquitous access to the highest quality education and training, tailored to individual needs, and delivered cost-effectively anywhere and anytime. Based on accepted technology standards including XML and JavaScript, SCORM is fast-becoming the defactoe-learning technology standard widely embraced and supported today by world-leading corporations, universities, system providers, and content vendors.â (DigitalThink, 2003, p.2)An example: DVDs v. Blue-ray
- Interoperability: use content from different systemsAccessibility: locate and use content, catalogued; one location to manyReusability: use in different courses and contextsDurability: withstand technology changes over time, costs, upgradesMaintainability: content evolutionAdaptability: change to user needs(Affordability): connection to durability and accessibility
- This means metadata.
- SCORM standards are based in AICC and very similar to IMS packaging.