What Learning Objects

eContentplus
Charalampos Bratsas
Stathis Th. Konstantinidis
ARISTOTLE UNIVERSITY OF THESSALONIKI
mEducator:
Multi-type Content Repurposing and Sharing in Medical Education
What Learning Objects (metadata) are
Why do we need e-learning standards and
specifications ?
An Overview of e-learning Standards
(ongoing research)
HealthCare LOM and SCORM
A resource, usually digital and web-based, that can
be used and re-used to support learning.
learning (wikipedia)
Any entity, digital or non-digital, that may be used
for learning,
learning education or training (IEEE)
Any digital resource that can be reused to support
learning (Learning Technology Standards Committee (2002) )
A digital self-contained and reusable entity, with a
clear educational purpose,
purpose with at least three internal
and editable components: content, learning activities
and elements of context. (Chiappe, Andres, Toward an instructional
design model based on learning objects, Educational Technology Research and
Development, 55(6) Springer Boston, pp.672-681 2007)
The metadata
◦ The learning objects must have an external structure of
information to facilitate their identification, storage and
retrieval
Facilitate discovery of learning contents
Minimise costs associated with repurposing of
materials
Access to the highest-quality learning resources
available
Impact on learning outcomes and quality of
learning experience
Advertise learning contents by making them
easily identifiable, discoverable and usable.
Secure investments by developing standardbased infrastructures
Organization
(acronym; URL)
Organization Mission/ Scope
Development of accredited technical
standards, recommended practices, and
IEEE Learning Technology guides
for
learning
technology.
Standardization Committee Cooperation with other organizations that
(LTSC; http://ieeeltsc.org ) produce specifications and standards
(gathering recommendations and proposals
from such institutions and organizations).
Standard (acronym)
Learning
(LOM)
Object
Metadata
Public
and
Information for
(PAPI Learner)
Private
Learners
Learning
Technology
Systems
IEEE
Communication Architecture
(LTSA)
IMS Connect
(IMS CP)
IMS Global Learning
Consortium
(www.imsproject.org)
Packaging
Development
of
open
technical IMS, Learning Design
specifications for interoperable learning (IMS LD)
technology. Promotion of adoption of these
IMS, Learning Information
specifications
Package
(IMS LIP)
Alliance
of
Remote
Instructional Authoring & Fostering sharing and reuse of electronic
Distribution Network for – pedagogical material (learning objects)
among universities and corporations
Ariadne
Foundation through development of a body of standards
(http://www.ariadne-eu.org)
Ariadne Metadata
Organization
(acronym; URL)
Organization Mission/ Scope
dedicated to promoting the
adoption
of
interoperable
Dublin Core Metadata
standards and developing
Initiative (DCMI;
metadata vocabularies for
http://dublincore.org/about/ ) resources that enable more
information discovery systems
Standard (acronym)
widespread
metadata
specialized
Dublin Core
describing
intelligent
ISO/IEC /JTC1 Joint
Standardization of information technology
Technical, Committee joint and metadata for learning, education and ISO/IEC 19796-1 :2005
SC36 (http://jtc1sc36.org)) training committee of ISO and IEC
Advance Distribute Learning
(ADL; www.adlnet.gov )
1. Advance Distribute
Learning (ADL;
www.adlnet.gov )
Sharable Courseware Object
Reference Model (Scorm)
Development of standards, tools, and
learning content to be tailored to learners’
2. Corporation for National individual needs and delivered in a cost- Content Object Repository
Discovery and Registration/
Research Initiatives, (CNRI; effective way, anytime, and anywhere
Resolution
Architecture
http://www.cnri.reston.va.us/ )
(CORDRA)
3. Learning Systems
Architecture Lab
(LSAL;http://lsal.org)
Organization
(acronym; URL)
Organization Mission/ Scope
Standard (acronym)
HealthcareLOM
MedBiquitous Consortium
Development of standards, tools, and SCORM for Healthcare
learning
content
specify
into
healthcare
MedBiquitous
Virtual
Patient (MPV)
ADVANCED DISTRIBUTED LEARNING
Learning Technology Standards Committee
Dublin Core
Specification Standard
◦ Proposed by community Draft Specification (IMS) Testing (ADL) Standard (ISO,IEEE)
Diagram Courtesy of IMS Global Consortium
Content Structure Format
Content Management Instruction
Interrelationships of e-Learning standards based on SeLeNe Project IST-2001-39045
eContentplus Best Practice Network
◦ ASPECT (2008-2010)
Content Interoperability Issues
Content Standards & Specifications
Best Practices in Implementing Standards
◦ iCOPER (2008-2010)
Best practices for interoperable content
supporting competency-driven higher education
ISO/IEC 19796-1:2005
IMS Learning Design (LD), IMS Content Packaging (CP)
SCORM
IEEE RCD
The definition of Semantics (LUISA Project)
A sort description of HealthCare LOM
A sort description of HealthCare SCORM
Advanced Distributed Learning
(ADL)
http://www.adlnet.org
Aviation Industry CBT Committee
(AICC)
http://www.aicc.org
IMS Global Learning Consortium
(IMS)
http://www.imsproject.org
Institute for Electrical and Electronic
Engineers Learning Technology
Standards Committee (IEEE LTSC)
http://www.ltsc.ieee.org
Nov. 97,
White House
Co-sponsors
ADL Kick-off
Meeting
1997
1998
Jan. 99, Executive
Order 13111
tasking DoD to
lead collaborative
standards
development
1999
Jan. 98,
Executive Memo
citing ADL as a
model for federal
agencies
2000
2001
Apr. 99,
Opened the
ADL Co-Lab
in Alexandria,
VA
Jan. 04,
SCORM 2004
released
May 00,
Implementation
Plan submitted to
Congress
Dec. 04,
SCORM
2004
2nd Edition
Jun 01, Executive
Order 13218 21st
Century Workforce
Initiative
2002 2003
2004
2005 2006
June 00,
Plugfest 1
Jan. 00,
SCORM
1.0
released
Feb. 04,
International
Plugfest, Zurich
2009
March 09,
SCORM 2004
4th Edition
July 06,
SCORM 2004
3rd Edition
Interoperability
Accessibility
Reusability
Durability
Maintainability
Adaptability
Consists of small, distributable learning
entities (Sharable Content Objects (SCOs))
SCO’s are
◦ Small in size
◦ Reusable
◦ Provide solid autonomous learning material but also
in combination with others
The combination of SCO’s leads to:
◦ An educational unit
◦ A complete course
◦ A training field
Package in one object (ZIP file)
immanifest.xml
◦ Detailed description of the structure of the content
◦ Metadata
◦ Navigation data
for navigation between learning objects and
sequencing of content objects
◦ Special data for communication with Run
environment
Raw Data
(Media Elements)
Information
Objects
Learning
Objective
Lesson
Course
(Aggregation)
(Collection)
Reusability
Context
Source: Academic ADL Co-Lab (adapted from Learnativity)
SCORM enables content to be shared through
The Content Model
Content Aggregation
Content Packaging
Assets
Sharable Content Object (SCO)
(Aggregation)
Aggregation)
Source: Academic ADL Co-Lab (adapted from Learnativity)
Content Package
Manifest
Organization
SCOs
(XML document)
<?xml version="1.0" encoding="UTF
-8" standalone="no"?>
<metadata>
<schema>ADL SCORM</schema>
<schemaversion>1.2
</schemaversion>
<lom xmlns=”http://
www.imsglobal.org/imsd_rootv1p2">
</metadata>
<manifest
identifier=”IRS_IFS_COURSE”>
<organizations
default=”xp_man0_toc1">
5
5
5
Including the structure with
sequencing behaviors/rules
All the physical
files needed for
this package
Content
Package
Metadata
Package
Interchange
Format
Eg.ZIP
Without API…
Source: Academic ADL Co-Lab (adapted from Learnativity)
With API…
Source: Academic ADL Co-Lab (adapted from Learnativity)
Resource Discovery
Organizing Electronic
Resources
Interoperability
Digital Identification
Archiving and
Preservation
Nov 15, 2007
IntraMEDnet Workshop
November 15, 2007
Conference & Cultural Center
of the University of Patras
Profile of SCORM
Leverages extensions to SCORM metadata
called Healthcare Learning Object Metadata
(Healthcare LOM)
Developed by MedBiquitous
◦ ANSI Accredited Standards Developer
All SCORM for Healthcare content is
conformant with SCORM
Builds on existing IEEE Learning Objects Metadata
Standard
Provides healthcare specific information needed by
healthcare educators:
◦ CE Credit information
◦ Medical vocabularies
◦ Level of evidence
◦ Educational context
◦ And more…
eXe
Reload SCORM editor
Xerte
Weload SCORM editor
Pocket SCORM RunRun-Time Environment
PC Dock
SCORM LMS Server
SCORM enables the delivery of learning
activities in an instructionally meaningful
manner through sequencing.
Designers may specify sequencing
behaviors at authoring stage
Activities may be sequenced at time of
delivery based on a learner’s actions or
performance
Sequencing behaviors are external
the content to facilitate reuse
Course
Activities may be aggregated and
organized into a conceptual tree.
There is a default traversal path that
can be modified by a learning designer.
Traversal is triggered by a sequencing
request.
Request is triggered either by the
learner through navigation events or by
the delivery system.
Sequencing rules are evaluated at
runtime and can be conditional.
Activities are delivered one at a time.
Module 1
Lesson 1
Lesson 2
Module 2
Lesson 1
Part A
Part B
Lesson 2
Glossary
Assessment
Sequencing rules specify what action
should occur under a particular condition
Conditions
Attempted
Objective Status
Known
If
(not)
Satisfied
Objective Measure
Known
Objective Measure
Greater Than
Objective Measure
Less Than
Then
Precondition
Actions
Postcondition
Actions
Skip
Exit Parent
Disabled
Exit All
Hidden From Choice
Retry
Retry All
Activity Progress
Known
Always
Stop Forward
Traversal
Completed
Attempt Limit
Exceeded
Exit Actions
Continue
Previous
Exit
For example:
IF {Satisfied}
{Attempt Limit
THEN
Exceeded}
{Skip} THEN {disabled}
Module 3
Rule: Exit if Obj_1 AND Obj_2 are
Satisfied. Else, Continue
Lesson 1
Rule: Skip Lesson 1 if
Obj_1 is Satisfied
Lesson 2
Rule: Skip Lesson 2 if
Obj_2 is Satisfied
Assessment
Learner Failed
Test Item 1
Learner Passed
Test Item 2
Test Item 1
Objectives
Obj_1
Obj_2
Test Item 2
Title: Aresenic Toxicity
Title: Preventing sports injuries
Keyword: Environmental medicine,
MeSH D019550
Target audience: Patient
Target audience: Physician, registered
nurse
Credits:: CME 1.5 AMA PRA Category 1;
CNE 1.7 contact hours
Health
Education
Database
B
CE
Evaluation
Evidence
based
practice
Quality
improvement
Patient
centered
care
Informatics