Leader in Enterprise Productivity Solutions Aspen | ToolBook | Consulting | Implementation | Solutions Online Learning in the Age of SCORM Claude Ostyn

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


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


Not the 20th Century E-learning anymore

The push model

Learner

LearningContent

Manage-ment

Trainer


Not the 20th Century E-learning anymore

ISD

Learner

LearningContent

Manage-ment

Trainer

Analysis Design Implementation Evaluation


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 #


Working = Learning = Working = Learning

Businessresults

Competencydata

Trainer

LearnerInformalknowledge

LearningContent

Sub-ordinate

Client

Manage-ment

Co-worker


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


Is there still a place for ISD?

Yesterday’s model

Task-specific

Stabledesign

Big $$$, lots oftime

Training-specific




Yesterday’s model

Today’s model

Task-specific

Stabledesign


Training-specific


Working & learningecosystem

Competencyrequirements

Businessrequirements

Focus onstrategy

Flexible

Reconfigurable

Short timeAutomation

Cannibalize &reuse

Make new contentstandards-compliant 360°


Start Here



Yesterday’s model

Today’s model

Task-specific

Stabledesign


Training-specific


Working & learningecosystem

Competencyrequirements

Businessrequirements

Focus onstrategy

Flexible

Reconfigurable

Short timeAutomation

Cannibalize &reuse

Make new contentstandards-compliant 360°



The Content Delivery Challenge

LearningContent

Learner

Gigabit

Broadband

Modem

Sporadicconnection

Offline

Desktopcomputer

Limitedresolution

laptop

PDA

Mobiledevice

("phone")

Languagerequirements

Perceptualaccessibilityrequirements

Motoraccessibilityrequirements

Otheraccessibilityrequirements

Bandwidth Deliverydevice

Rendering


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


A closer look at two standards initiatives

• Which• Reusable Competency Definitions (RDCEO)

• SCORM

• Point of view• How they can impact learning


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


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”


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


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.


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

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


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


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


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


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


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.


A designed learning activity “cluster”

Pre-test

Topic 1

Topic 2

Topic 3

Post-test

Tutorial

Unit X

Unit X+1


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: SKILL1




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.


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


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


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


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


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


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?


Example: Learner tries, fails, tries again

Rules

Pre-test

Topic 1

Topic 2

Topic 3

Post-test

Tutorial

Unit X

Unit X+1






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



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



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



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


Example: Different strategy second time around

Rules

Pre-test

Topic 1

Topic 2

Topic 3

Post-test

Tutorial

Unit X

Unit X+1






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


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”.


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.


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


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


Thank you

[email protected]

(See next slide for some acronyms, buzzword definitions and links)


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

Documents

Leader in Enterprise Productivity Solutions Aspen | ToolBook | Consulting | Implementation | Solutions Online Learning in the Age of SCORM Claude Ostyn