50120140506012 2-3

International Journal of Computer Engineering and Technology (IJCET), ISSN 0976-6367(Print),

ISSN 0976 - 6375(Online), Volume 5, Issue 6, June (2014), pp. 99-110 © IAEME

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IMPROVED INTEROPERABLE INTELLIGENT TUTORING SYSTEM

USING SCORM COURSE

Prof. Vina M. Lomte

Assistant Professor, RMD Sinhgad School of Engineering, Warje, Pune-52

Ms. Vinita R. Kawalkar

M.E. Student, RMD Sinhgad School of Engineering, Warje, Pune-52

I. ABSTRACT

Because of ability problems, intelligent tutoring systems area unit troublesome to deploy in

current instructional platforms while not extra work. This limitation is critical as a result of tutoring

systems need wide time and resources for his or her implementation. Additionally, as a result of

these tutors have a high instructional worth, it's fascinating that they may be shared, utilized by

several stakeholders, and simply loaded onto totally different platforms. This paper describes a

replacement approach to implementing ASCII text file and practical intelligent tutors through

standardization. In distinction to alternative ways, our technique doesn't need exploitation non

standardized peripheral systems or databases, which might limit the ability of learning objects. Thus,

our approach has the advantage of yielding tutors that area unit totally conformant to e-learning

standards which area unit freed from external resource dependencies. In step with our technique,

“automatic” tutoring systems area unit sorted. Additionally, given the ability of our technique, tutors

can even be combined to make courses that have distinct granularities, topics, and target students. In

addition we are combining this SCORM LOs with our LMS which gives all the e-learning facilities

to learner (students). Our proof of construct improved Interoperable Intelligent Tutoring Systems

Using SCORM Standards.

Index Terms: Computers and Education, Computer-Assisted Instruction, Computer-Managed

Instruction, Distances Learning.

II. INTRODUCTION

Adaptive and personalized educational systems can provide very high quality educational

assistance. For instance, ITS are adaptive educational tools that offer direct personalized instruction

and feedback to students (using expert system, cognitive psychology and learning sciences). ITS

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have been used in several domains, from middle school math (Ritter et al. 2007) and physics

(Vanlehn et al. 2005), to programming languages (Corbett and Anderson 1992) and military

applications (McCarthy 2008). Many experiments have proved that ITS can be beneficial to learning

(Ritter et al. 2007; Vanlehn et al. 2005; Corbett and Anderson 1992). However, their popularity

outside the academia is relatively low.

Learning technologies and educational systems have become part of the infrastructure in most

of the educational institutions around the world. LMS, PLE and other kinds of educational platforms

are now very common in our schools and universities (Beatty and Ulasewicz 2006). Regrettably,

these educational tools have been mainly used to store plain educational content (Sabbir-Ahmed

2004). This type of content (such as PDF and PPT) cannot provide the high quality educational

assistance that technology can (Brusilovsky et al. 2007).

Some of the main reasons for the reduced attractiveness of ITS include: 1) the intrinsic

complexity of their development process (Aleven et al. 2009); 2) the impossibility of loading them in

different platforms (Rey-López et al. 2008); 3) the extra effort required to make them available over

the Web (Wijekumarr et al. 2003; Mia 1997). To address some of the limitations mentioned above,

we have studied an approach (Santos and Figueira 2010a) and also prototype (Santos and Figueira

2010b) for making ITS more viable to educational institutions.

Intelligent tutoring systems (ITSs) are interactive educational systems that are built by

combining from expert system and concepts from the learning sciences. These systems proved to be

beneficial for learning in several domains, from programming languages and middle school math, to

physics and military applications. Unfortunately, because of interoperability issues, ITSs cannot be

loaded into most educational platforms that are currently available and that require dedicated

nonstandard frameworks. Thus, this approach has the advantage of yielding tutors which are fully

conformant to e-learning standards and that are free of external resource dependencies. According to

our method, “atomic” tutoring systems are grouped to create “molecular” tree structures that cover

course modules. In addition, given the interoperability of my technique, tutors can also be combined

to create courses that have distinct granularities, topics, and target students. The key to my method is

the focus on assuring what defines a tutor in terms of behavior and functionalities (inner loops and

outer loops). Our proof of concept was developed using SCORM standards.

To overcome this issue recently method is presented in [1]. To increase the accessibility of

ITSs, authors have developed an approach for implementing interoperable tutors with the support of

standards [1]. This method target the sharable content object reference model (SCORM) e-learning

standards. This method allows implementing web-based ITSs as learning objects (LOs) and using a

novel structural design that focuses on supporting the essential features of intelligent tutors, the inner

loop and the outer loop. However this recent method needs to improve in many ways further in

future. In this project we are extending this method by using the SCORM Tin Can API. This is new

version of SCORM which is more efficient than previous one and hence will improve the

performance of ITS.In contrast to other methods, our technique does not require using peripheral

systems or databases, which would restrict the interoperability of learning objects [2] Having a

functional web-based learning environment is a norm for a large number of educational institutions

today. [3] The current widespread use of the software is allowing us to test hypotheses across large

numbers of students. [5]Andes is a mature intelligent tutoring system that has helped hundreds of

students improve their learning of university physics. It replaces pencil and paper problem solving

homework.[6]They explore impediments to widespread adoption of these interventions throughout

the military, methods to overcome these impediments, and the migration of this technology into other

domains. [7]

Problem is some of the main reasons for the reduced attractiveness of ITS include the

intrinsic complexity of their development process, the compatibility of loading them in different

platforms, The extra effort necessary to make them available over the Web.



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Regarding SCORM, ADL does not forbid the use of external resources for the development of

standardized LOs. ADL makes it clear that tying standardized LOs to nonstandard peripheral systems

compromises the interoperability of the application. External systems can preclude access to parts of

the source code.

Learning technologies and educational systems are now part of the infrastructure. LMS in

schools and universities, Mainly used to store plain educational content, Adaptive and personalized

educational systems need to provide very high quality educational assistance, ITS are adaptive

educational tools that offer direct personalized instruction and feedback to students. In this paper, the

main aim is to present the extended method for ITSs:

To present the present new framework and method, To present the practical simulation of proposed

solution and evaluate its performances, To present the comparative analysis of existing and proposed

methods in order to claim the efficiency.

Scope of this project is ITS is a wide area where intelligence applied to the distance learning,

It will brings significant improvement in learning system, It will enhanced Interoperability.

III. LITERATURE REVIEW

In the literature survey we are going to discuss Interoperable Intelligent Tutoring Systems as

Open Educational Resources: Below in literature we are discussing some of them.

Gustavo Soares Santos and JoaquimJorge[1]- Because of interoperability issues, intelligent

tutoring systems are difficult to deploy in current educational platforms without additional work.

This limitation is important as tutoring systems require considerable time and resources for their

implementation. In addition, because these tutors have a high educational value, it is desirable that

they could be shared, used by many stakeholders, and easily loaded onto different platforms. A new

approach to implementing open-source and interoperable intelligent tutors through standardization is

explained in this paper. In contrast to other methods, our technique does not require using non

standardized peripheral systems or databases, which would restrict the interoperability of learning

objects. Thus, this approach has the advantage of yielding tutors which are fully conformant to e-

learning standards and that are free of external resource dependencies. According to our method,

"atomic" tutoring systems are grouped to create "molecular" tree structures that cover course

modules. In addition, given the interoperability of our technique, tutors can also be added to create

courses that have distinct granularities, topics, and target students. The key to our method is the

focus on assuring what defines a tutor in terms of behavior and functionalities (inner loops and outer

loops). Our proof of concept was developed using SCORM standards. The implementation details of

our technique, including the theoretical concepts, technical specifications, and practical examples are

presented in this paper.

K. SabbirAhmed[3]- Having a functional web-based learning environment is a norm for a

large number of educational institutions today. But publishing plain e-Learning materials in this

environment does not contribute significantly to student’s learning unless a sound pedagogical

framework is adopted behind this process. Substantial researches have been done in the area of

Adaptive and Intelligent Tutoring Systems to develop web-based intelligent learning environments

(WILE) where the student’s current knowledge about the subject matter is stored in a student model

database and therefore the materials are presented according to the student’s learning need. Usually,

contents are an intrinsic part of these kind of learning environments, and difficult to port to another

environment in the case of reuse. This paper introduces a framework to develop dynamic content for

a SCORM-conformant web-based intelligent learning environment that can be ported to another

similar kind of learning environment.

S. Ritter, J.R. Anderson, K.R. Koedinger, and A. Corbett[5]-For 25 years, we have been

working to build cognitive models of mathematics, which have become a basis for middle- and high-



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school curricula. The theoretical background of this approach and evidence that the resulting

curricular are more effective than other approaches to instruction are discussed. We also discuss how

embedding a well specified theory in our instructional software allows us to dynamically evaluate the

effectiveness of our instruction at a more detailed level than was previously possible. The present

widespread use of the software is allowing us to test hypotheses across large numbers of students.

We believe that this will lead to new approaches both to understanding mathematical cognition and

to improving instruction.

K. Vanlehn, C. Lynch, K. Schulze, J. Shapiro, R. Shelby, L. Taylor[6]-Andes is a mature

intelligent tutoring system that has helped hundreds of students improve their learning of university

physics. It replaces pencil and paper problem solving homework. Students continue to attend the

same lectures, labs and recitations. Five years of experimentation at the United States Naval

Academy indicates that it significantly improves student learning. This report describes the

evaluations and what was learned from them.

SCORM Standards

The SCORM is a set of standards and specifications for web based learning [12]. SCORM is

developed and maintained by the advanced distributed learning (ADL) initiative [13]; however,

SCORM is a product of several entities, such as IEEE, AICC, Ariadne, and IMS Global.

Intelligent Tutoring Systems

Intelligent tutoring systems are educational systems that can engage students in interactive

reasoning activities that require a deep understanding of the domain being taught and that also

require considerable comprehension of students’ behaviors. Intelligent tutors usually employ theories

of learning by doing [15] and can also apply a series of different technologies for implementation.

The classic architecture of a tutoring system comprises four elements or modules [16], [17],

[18]. The traditional instructional model of an ITS is based on students engaging in problem solving

activities through a user interface. The domain module (typically an expert system) evaluates the

actions that are performed by the students. The student model records what the ITS knows about the

students and the pedagogical module provides instructional interventions and feedback to the

apprentices.

This traditional view of ITSs is still very accepted by the community. However, recent papers

stress functionality over structure [19], [20], [21], describing ITSs as having two main loops [21]: 1)

the inner loop and 2) the outer loop. The inner loop is responsible for providing personalized

feedback, hints, and direct problem solving assistance to students. The inner loop also assesses

students’ competence and registers it on the student model. Using the information that is obtained

about the student, the outer loop performs task selection. Pseudo Code 1 illustrates this functional

view of ITSs.

Related Work on the Interoperability of ITSs

Previous research on interoperable and adaptive educational systems has already presented

some excellent results [22], [23], [24], [25]. Project GRAPPLE focused on integrating LMSs with

adaptive learning environments, by developing architecture for a generic adaptive webserver, a

browser-based authoring environment, and a distributed user modeling framework. GRAPPLE can

be used for creating and serving web-based adaptive educational software.

GRAPPLE supports some types of adaptation, such as content, link, and presentation; in addition, it

has the capacity to support several types of user model information.

� SCORM Standards

The SCORM is a set of standards and specifications for web based learning. SCORM is

developed and maintained by ADL, as a product of several entities, such as IEEE, AICC, Ariadne,

and IMS Global.



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� Intelligent Tutoring Systems

ITSs are educational systems that can engage students in interactive reasoning activities that require

a deep understanding of the domain being taught and that also require considerable comprehension

of students’ behaviors.

� Related Work on the Interoperability of ITSs

Project GRAPPLE focused on integrating LMSs with adaptive learning environments, by

developing architecture for a generic adaptive web server, a browser-based authoring environment,

and a distributed user modeling framework.

IV. OUR APPROCH TOWORDS INTEROPERABLE SYSTEM

Our approach to developing interoperable ITSs as OERs Through e-learning standards builds

on what defines a tutor in terms of behavior and functionality. Figure 1 shows Digramatic view of

sample ITS. For this ITSs organizes the tutors into tree structures that assemble two different

constructs:

1. Atomic tutoring systems: problem solving

2. Molecular tutoring systems: task selection

Figure 1: Digramatic view of sample ITS

For implementing the ITS loops, we rely on some SCORM constructs, especially the tracking

data and the sequencing definition, the ability to record information about students’ performances in

runtime.

The ability to use this information later for selecting activities

Inner Loop Implementation ATs are responsible for providing Problem solving support and for implementing inner loop

services (such as the assessment of knowledge, hints, and error-specific feedback),Responsible for

providing problem solving support and for implementing inner loop services.

As required by SCORM, we use standard web-development technologies. The SCORM RTE

functions are used to handle the user model and to store and retrieve data about the students on the

server.



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Outer Loop Implementation SCORM provides a good built-in mechanism for implementing outer loops.

First, MTs aggregate ATs. Second, their main functionality is achieved by a set of task

selection rules. These rules reflect the educational guidelines that were established in the expert and

pedagogical models. Accordingly, the basic mechanism comprises using the rules to access the user

model, which is stored in the SCORM objectives and subsequently using the student information to

select tasks.

In proposed work we are presenting the approach for the development of interoperable ITSs

using e-learning standards. In contrast to other approaches, this proposed method does not require

extending standards with non standardized peripheral systems or databases.

Figure 2: System Architecture

This proposed method is based on the development of atomic tutoring systems that are

grouped to create molecular tutors, covering the curriculum of courses. In addition, our approach

focuses on assuring what defines a tutor in terms of behavior and functionalities (inner loops and

outer loops). In addition to this in this project we are using the SCORM Tin Can API; this is new

version of SCORM (Tin Can is promising more powerful ways of storing data about the users and

groups of users) which will further improve the performance of our ITSs. Also, we are combining

this SCORM LOs with our LMS which gives all the e-learning facilities to learner (students) as

whole learning system..

Algorithmic flow of overall LMS 1 Start

2 On Home Page

3 Click on Login

4 Login as an Admin go to step 7

5 Teachers goto step 7

6 Students go to step 7

7 Check authentication from DB.

8 If Admin go to step 11

9 If Teacher go to step 15

10 If Student go to step 20

11 Admin Login

12 Add and Launch training courses to SCORM

13 Perform Operations

14 Sign Out go to step 2

15 Teacher Login



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16 Perform Operations

17 Add and Launch training courses to SCORM

18 If any exam Then add Exam for particular subject with date-time

19 Sign Out go to step 2

20 Student Login

21 Perform Operations such as download assignment, materials, and view notice

22 Take SCORM Training

24 If any exam then attend exam

25 Get Result

26 Sign out go to step 2

27 Stop

Algorithm: SCORM TRAIN COURSE 1 Start

2 Enter in Course for training

3 Initialization: k=20, skill=k, Status=null

4 Repeat until (skill == 100)

5 Answer the Question

6 if(Correct Answer)

7 k=k+20;

8 skill=k;

9 if(Wrong Answer)

10 k=k-10;

11 skill=k;

12 if (Terminate Course)

13 Status=incomplete;

14 break;

15 Generate Result

16 if( Re-enter the course)

17 if(Status==incomplete)

18 Goto step 4.

19 else

20 Goto step 3.

21 Exit

V. APPROCH TO EVALUATION

The basic procedure that was used for testing was the following algorithmic approach:

1. Create SCORM Course using Standards

2. Access the SCORM compliant educational Platform and import the ITS in Test Suite.

3. Check for import errors or warnings.

4. Load the ITS.

5. Check for loading errors or warnings.

6. Verify if the outer loop selected the correct problem.

7. Solve the problem to verify the inner loop functionalities, Step by step, one by one.

8. Repeat Steps 6 and 7 until instruction is complete.



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To evaluate our approach for implementing interoperable ITSs, the first step was to submit

our prototype to a SCORM conformance test using the ADL SCORM test suite.

Verifying compliance is an important step because it guarantees the correctness of the

SCORM package. Accordingly, the ADL test suite uses a step-by-step process to validate the whole

SCORM application, including the required API calls of each SCO.

Figure 3 shows a snapshot with the results of the conformance test of our prototype. This

figure shows that the package is compliant with all of the ADL requirements, and therefore, the

SCORM PIF should run correctly, assuring the interoperability of the educational software.

Figure 3: Conformance test result with success.

Adding Content to SCORM

1. Login to SCORM Cloud

2. Add Content

3. Import Package

4. Dispatch content

5. Launch the Training

6. Invite People (Privately or publicly)

7. Logout

We have to add content in zip format which is done with successful conformance test figure 4

shows the snapshot when the content upload successfully & figure 5 shows the snapshot when

content does not follow the standards.

Figure 4: Add Content successfully to SCORM Figure 5: Add Invalid Content to SCORM



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After launching the course, we can take training. Figure 6 Shows the sample course.

Figure 6: Sample Course

The following figure 7 shows the screenshot of homepage of our LMS as a whole system

Figure 7: Homepage of our system

However, to guarantee that everything works appropriately, we have tested our prototype in

different educational platforms, using different browsers and also different operating systems which

shows in figure 8. The figure 9 shows the graph of performance.

The table 1 gives the idea of Comparison with existing system

Figure 8: Functionality Test

International Journal of Computer Engineering and Technology (IJCET), ISSN 0976

ISSN 0976 - 6375(Online), Volume 5, Issue 6, June (2014), pp.

Table 1:

Features

Support

Web-Based LOs

Personalization and adaptation

Integration with LMSs

LOs fully complaint to standards

Interoperable LOs free of

significant external dependencies

Open source and reusable

implementation code

Provides

Authoring tools

Open source implementation

template

Input:

There are number of Logins of Student. Teacher, Parents, in which different facility provided

by this application for learning.

Hardware and Software Used Hardware Configuration

- Processor - Pentium –IV

- Speed - 1.1 GHz

- RAM - 256 MB (min)

- Hard Disk - 20 GB

- Key Board - Standard Windows Keyboard

- Monitor - SVGA

Software Configuration

- Operating System: Windows

- Programming Language: C#.Net, Asp.Net

- Database: SQL Server 2008

- Tool: MS Visual Studio 2010

- Server: IIS 6.0 or IIS 7.0

Figure

International Journal of Computer Engineering and Technology (IJCET), ISSN 0976

6375(Online), Volume 5, Issue 6, June (2014), pp. 99-110 © IAEME

108

Table 1: Comparison with existing system

GRAPPLE

Approach

Intelligent

Approach

yes yes

Personalization and adaptation yes yes

Integration with LMSs yes yes

LOs fully complaint to standards no yes

Interoperable LOs free of

significant external dependencies no no

Open source and reusable

no no

no no

Open source implementation no no


Standard Windows Keyboard

Programming Language: C#.Net, Asp.Net

Figure 9: Performance of System


Our

Approach

yes

yes

yes

yes

yes

yes

no

yes




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VI. CONCLUSION AND FUTURE SCOPE

This paper describes an approach for the development of interoperable ITSs using e-learning

standards, The development of atomic tutoring systems that are grouped to create molecular tutors,

covering the curriculum of courses, Some new technologies such as Massive Open Online Courses

(MOOCs), and the new version of SCORM, are opening interesting research opportunities, Since

MOOCs target large communities of students, they naturally have diverse audiences that comprise

very distinct types of users.

ACKNOWLEDGEMENT

We are thankful to Gustavo Soares Santos and Joaquim Jorge, Technical University of

Lisbon as our work is solely based on their paper titled “Interoperable Intelligent Tutoring Systems

as Open Educational Resources".

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