Content and management standards: LOM, SCORM and Content Packaging

Prpitsch, Christian; Veith, Patrick

doi:10.1007/3-540-32788-6_15

Cited by 5 publications

(12 citation statements)

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“…The standard most commonly used today is version 1.2 of SCORM (Prpitsch and Veith, 2006) which deals with the aggregation model and execution environments. The new version of SCORM released in 2004 clarifies some points of version 1.2, in order to specify sequencing and navigation.…”

Section: Sharable Content Object Reference Model (Scorm)mentioning

confidence: 99%

“…The environment part of SCORM is what allows using a course on any platform (Prpitsch and Veith, 2006). This execution environment is operating from an Application Programming Interface (API) which is a data model for the standardization of exchange between the LMS and whatever learner's Web browser.…”

Section: Sharable Content Object Reference Model (Scorm)mentioning

confidence: 99%

“…If SCORM is complex due to its three levels and more content-oriented than activity, the standard nevertheless presents a number of advantages: it integrates and well complements the LOM (which was specified in the Advanced Distributed Learning (2004) (Furht, 2008)); it has no competitors and it is getting better and better supported by the platforms (Prpitsch and Veith, 2006).…”

Section: Sharable Content Object Reference Model (Scorm)mentioning

confidence: 99%

“…One of the most studied areas is the management of educational content, which focuses on organizing and facilitating collaborative creation of content. Content for which a set of meta-data standard have emerged (LOM, SCORM and IMS) (Prpitsch and Veith, 2006).…”

Section: Introductionmentioning

confidence: 99%

“…Unfortunately, such an object is outside of what the standards have identified through specific models. Though many of the items handled during the implementation of a project (simulation, demonstration, evaluation, experience, lessons, animation, tutorial, glossary, guide, reference materials, methodology and tools) are considered in the standard (Prpitsch and Veith, 2006). Project in software engineering course on an elearning platform: We propose in this research to study the formalization of a computer course and we take as an example a course in software engineering.…”

Section: Introductionmentioning

confidence: 99%

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Modeling Projects in E-Learning Course: A Case of an Information Technology Project

Belkasmi¹

2010

Journal of Computer Science

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Problem statement: Achieving projects is primordial in the process of teaching in several disciplines, particularly software engineering courses. However, proposing this learning activity in a context of e-learning is not automatically guaranteed by the current platforms, even unsupported by the existing standards for creating educational content. Approach: Through this study, starting from the model developed in the "XESOP-Jaxe" project to represent the contents of an e-learning course, we tried to propose an improvement in order to formalize a project for learners as a learning object. Results: We grafted our model, formalized in XML Schema, to the "XESOP-Jaxe" schema of the course. Thus, to the elements that could constitute a course, comes a new element called "projet" (project). Conclusion: This model was built and tested within the "XESOP-Jaxe" platform whose goal is to provide an effective solution for creating educational content in compliance with existing standards.

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Section: Sharable Content Object Reference Model (Scorm)mentioning

confidence: 99%

Section: Sharable Content Object Reference Model (Scorm)mentioning

confidence: 99%

Section: Sharable Content Object Reference Model (Scorm)mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Modeling Projects in E-Learning Course: A Case of an Information Technology Project

Belkasmi¹

2010

Journal of Computer Science

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Un modelo para la evaluacion de la calidad e-learning

Hansson¹,

Westman²,

Åström³

et al. 2009

Rev. Investig. UNAD

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La Agencia Nacional Sueca de Educación Superior llevó a cabo un estudio en el periodo 2007-2008, para adquirir conocimiento acerca de lo que constituye la calidad e-learning, y cómo puede ser evaluada dentro del esquema de un sistema nacional de asesoría de calidad. El presente ensayo exhibe un modelo para la valuación de la citada calidad. El modelo ha evolucionado mediante el análisis de documentos legales, de redes y de proyectos de desarrollo iniciados dentro del contexto de cooperación europea, así como mediante el análisis de la forma en la cual diferentes organizaciones de evaluación nacional, y agencias encargadas de la promoción del desarrollo nacional de e-learning, lidiaron con la cuestión de la evaluación de calidad de e-learning y la educación a distancia. Estas descripciones y análisis abarcan nueve países. Los análisis indican que mientras e-learning es parte de la agenda europea, en países individuales, solo recientemente y de manera mucho más esporádica, ha surgido el tema de cómo la calidad de e-learning debe ser asesorada. En muchas organizaciones, la calidad de e-learning no parece ser un problema de interés. Un sondeo de investigaciones recientes en el área ―que está incluso en este estudio― sirve como base central para el modelo de evaluación propuesto.El modelo de la Agencia Nacional para la estimación de la calidad en e-learning «Calidad e-learning» (E-learning quality –ELQ) comprende diez aspectos de calidad los cuales, a nuestro parecer, son centrales para dicha asesoría: 1) Material/contenido; 2) Estructura/ambiente virtual; 3) Comunicación, cooperación e interactividad; 4) Evaluación del estudiante; 5) Flexibilidad y adaptabilidad; 6) Apoyo (estudiantil y del personal); 7) Cualificaciones y experiencia del personal docente; 8) Visión y liderazgo institucional; 9) Asignación de recursos; 10) Procesos y aspectos integrales.Más allá, nuestra opinión es que la calidad e-learning debe ser asesorada desde la perspectiva de un sistema, por ejemplo, que la calidad de la educación sea determinada por todos los aspectos antes mencionados en conjunto, y por sus interrelaciones. Otra conclusión central es que si una agencia nacional u otra organización evalúan e-learning, no es suficiente con simplemente establecer aspectos de calidad. El cuerpo evaluador también debe desarrollar y adaptar sus propios métodos de trabajo y garantizar la aptitud interna: los métodos existentes de evaluación de calidad deben ser adaptados; aspectos de calidad de e-learning deben ser integrados en sistemas de asesoría de calidad; la competencia interna y la provisión de información en el área e-learning deben ser garantizadas; los métodos de trabajo internos deben ser adaptados a las condiciones especiales y pertinentes para la asesoría de la educación sin fronteras.

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Definition and Validation of the Subset of SCORM Requirements for the Enhanced Reusability of Learning Content in Learning Management Systems

Petroviča

Anohina-Naumeca²,

Kikans³

2020

Applied Computer Systems

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Nowadays, interoperability of learning management systems is still not very high. The authoring tools can help transfer e-learning content between different learning management systems. However, in this context, they should be able to produce learning content that is compliant with some industry standards. One of the most widely used standards is the SCORM 1.2 release. The research addresses the extension of the functionality of the previously developed content development tool EMMA by incorporating into it the support for the subset of SCORM 1.2 requirements. The paper describes the process of the acquisition, implementation, and validation of the defined requirements. Moreover, it presents the results of the analysis of 33 SCORM authoring tools and 16 SCORM players.

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Content and management standards: LOM, SCORM and Content Packaging

Cited by 5 publications

References 0 publications

Modeling Projects in E-Learning Course: A Case of an Information Technology Project

Modeling Projects in E-Learning Course: A Case of an Information Technology Project

Un modelo para la evaluacion de la calidad e-learning

Definition and Validation of the Subset of SCORM Requirements for the Enhanced Reusability of Learning Content in Learning Management Systems

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