Sharable Content Object Reference Model (SCORM) - PoliTO
08/06/2011Sharable Content Object ReferenceModel (SCORM)Laura FarinettiDipartimento di Automatica e InformaticaPolitecnico di Torinolaura.farinetti@polito.it1The problemCreation and deployment of high-qualityeLearning contenty Different Learning Management Systemshave very different delivery environmentsand tracking toolsy Need for interoperable contenty Durable, portable between systems andreusable in a modular fashion21
08/06/2011Sharable Content Object ReferenceModel (SCORM)A collection of specifications adapted frommultiple sources to provide acomprehensive suite of e-learningcapabilities that enable interoperability,accessibility and reusability of Web-basedlearning contenty Developed by the Advanced DistributedLearning initiative (ADL)y US: White House Office of Technology,Department of Defence, Department of Labor3SCORM concepts42
08/06/2011SCORM versionsySCORM 1.0 The first version: proof of concept only IntroducedI t d d theth notionti off ShareableShbl CContentt t ObjObjectt(SCO) and the API model in which the burden ofmanaging communication latency across the Internet ishandled by the runtime environment, not by thecontent objectsySCORM 1.1 The first release: a “trial balloon”, not fully functional Used a Course Structure Format XML file to describecontent structure, but lacked a robust packagingmanifest and support for metadata Quickly abandoned in favor of SCORM 1.25SCORM versionsySCORM 1.2 The first “real” release, with a real conformance test inthe form of a test suite Uses IMS Content Packaging specification with full contentmanifest and support for metadata describing the course Lacks sequencing No longer maintained or supported by ADLySCORM 2004 (formerly SCORM 1.3) The current version Includes ability to specify adaptive sequencing ofactivities that use the content objects Includes ability to share and use information about successstatus for multiple learning objectives or competenciesacross content objects and across courses for the samelearner A more robust test suite63
08/06/2011Sharable Content Object (SCO)yAsset Electronic representation of media,media texttext,images, sounds, Web pages, assessmentobjects, and other pieces of data that can bedelivered to a Web client highly reusable: described using metadataySharable Content Object Collection of assets that becomes anindependent, defined piece of educationalmaterial7Sharable Content Object (SCO)The smallest logical unit of instruction thatcan be delivered and tracked via aLearning Management System (LMS)y A SCO should be able to stand aloney SCOs cannot directly access other SCOsy All inter-SCO sequencing is directed by theLMS through hard-coded sequencing behavior84
08/06/2011Examples of SCOsyDepends on the level on which a learnershould be tracked A learning objective in a lessonA segment on a lessonA lesson in a moduleA module in a courseA lesson in a courseA unit in a course9What SCORM specifiesyThe aggregations of content objects forportability How reusable web-based content objects canbe aggregated into a portable package thatincludes a manifest to form a larger selfcontained content object A SCORM manifest provides a detaileddescription of the content of the SCORMpackage105
08/06/2011What SCORM specifiesyLaunching and tracking of content objectspgin a package A runtime environment (RTE) must be used tolaunch the individual content objects in aSCORM conformant package, typicallyprovided by a LMS The runtime environment is completelyi dindependentd t off theth contentt t The runtime environment launches the SCOsone at a time, according to a particularactivity prescription included in the package11What SCORM specifies Unless the activity prescription forbids it, theuser can also navigategfrom SCO to SCOthrough controls provided in the runtimeenvironment's user interface The SCO must establish a communicationsession with the runtime environment, with astandard set of data elements This includes tracking data that allows the SCOto report success and progress, as well asother information about the status of contentobjectives, results of interactions, 126
08/06/2011What SCORM specifiesContent aggregation package vs. contentresource packagey Content aggregation packagey Contains a manifest element namedorganization, that is a special section whichdescribes how the content objects areorganizedi d forf deliveryd li An organization element defines a tree ofactivities and sub-activities that use the contentobjects13What SCORM specifiesyContent resource package Does not include any organization information Not intended for delivery to a learner Used to move amorphous collections of contentobjects from one system to another, or to archivea collection of content objectsyAdaptive sequencing behaviors for activities By default, no sequencing information associatedwith the activity tree The runtime environment shows all the activitiesand let the learner choose what to do147
08/06/2011What SCORM specifies The creator of a package may addsequencingqg rules to the activityy tree toprescribe guided flows through the content,adaptive sequencing and other navigationoptions SCORM specifies how to add and implementsequencing rules It also specifies how the tracking datareported by content objects when they areused can affect adaptive sequencing15What SCORM does not specifyyHow to design learning content The SCORM is neutral when it comes topedagogyyLook and feel The SCORM does not specify what contentshould look like, what a runtime environmentl k liklookslike, andd iin particularti l whath t ththe userinterface for navigation between SCOs looks It does however assume that certain navigationfacilities will be available168
08/06/2011What SCORM does not specifyyWhat to do with tracking data The SCORM does not specify how a LMS usesand reports tracking data collected whilerunning SCORM contentyGranularity of SCOs and other contentobjects The SCORMM does not specifyf a particulargranularity, size or duration for SCOs andother content objects17SCORM 2004 specification booksyOverview Introduces SCORM and describes how theother books relateyContent Aggregation Model Describes packaging of content and learningobjectyRun-Time Environment Describes runtime API and data model usedfor communication between content objects andlearning management systems189
08/06/2011SCORM 2004 specification booksySequencing and Navigation Describes how sequencing between learningactivities is defined and interpretedyConformance Requirements Detailed list of the conformance requirementsthat are verified by the ADL SCORMconformancefttestt suiteit19Content Aggregation ModelyContent Model Describes the content being delivered If the content contains more than one module,the content model describes any relationshipsbetween those modules (called Aggregations) Describes also the physical structure of thecontent (files neededneeded, etc).etc)yMeta-data specification Provides a mechanism to describe the contentusing the IEEE LOM metadata standard2010
08/06/2011Content Aggregation ModelyContent Packaging specification Defines how the Content Model and MetaMetadata are implemented Requires all content to be transferred in afolder or a ZIP file called a PIF At the root of this folder there must be an XMLfile called “imsmanifestimsmanifest.xmlxml” which containsinformation from the Content Model and Metadata specifications in a well-defined format21A SCORM packageA collection of files y with a manifest that describes how thefiles fit together and how to deliver them y and with metadata that can be used todescribe the package in a catalogy2211
08/06/2011A SCORM package23Directory structureyThe files in a SCORM package must be ina directory structure under a single rootdirectory The directory may be arbitrarily deepyWhen the content is deployed for deliveryon a web site, the files are placed in aphysical or virtual directory structure thatexactly mirrors the original package Any links to other files within the package mustbe relative2412
08/06/2011The manifestyAn XML file that contains Metadata about the package Organization structures that describe thestructure of the content An inventory of the content resources in thepackageyThe name off theThh manifestif filefil iis alwaysl“imsmanifest.xml”25Metadata about the packageyInclude Metadata that identify the manifest as SCORM2004 compliant Descriptive and administrative metadataaccording to the IEEE LOMyThe importing system (LMS) can inspect themanifestif andd minei theh metadatadforf thehneeded cataloguing information The required elements are specified in details inthe SCORM Content Aggregation Model book2613
08/06/2011Organization structuresyThe manifest must contain some prescriptiveinformation about how to deliver the contentfor active use by a user The manifest must contain at least oneorganization elementyThe organization contains one or morep asactivities that can be nested to anyy depthsub-activities This tree of activities represents the structure ofthe content, as the package author intends it tobe delivered27Organization structuresyEach activity has a title Is used if the package structure is shown in atable of content, or in other situations, likereports that show the status of the activityyEach activity in the tree is either the“parent activity” in a cluster of subactivities,ti iti or a leafl f activityti it withith no childrenhild2814
08/06/2011Organization structuresyLeaf activities reference a content objectwhich is used when the activity is started A leaf activity may reference only a singlecontent object When the package is delivered to a user andthe user chooses to “run” a leaf activity, thecorresponding content object is launched29ResourcesA manifest contains a list of resourceelementsy Each resource element describes a contentobjecty Typically, a resource element contains a list ofone or more files required to deliver theresourceyA SCO is always represented by aresource element3015
08/06/2011ResourcesyResources are either “launchable” or not A launchable resource has an attribute named“href” whose value is a URL and may alsocontain some launch parameters A “non-launchable” resource is just a containerfor a list of shared files used by one or moreother resourcesyThe leaf activities in an organization mayonly reference launchable resources31ResourcesySCORM defines two types of launchableresources: SCO or asset A SCO is a content object that will use theSCORM API to interact with the runtimeenvironment when it is launched and while it isrunning An asset is a content object that will not use theSCORM API but that can still be used for anactivity (e.g. a text document or an image)3216
08/06/2011ResourcesA resource is launched when an activitythat references that resource startsy Multiple activities can reference the sameresourcey Different activities that reference the sameSCO may have different parametersy For example, one activity might use a SCO,telling it to use level one of difficulty, whileanother activity might use the same SCOspecifying a different level of difficulty33Shareable Content Object (SCO)A special kind of content object that knowshow to communicate with the runtimeenvironment in which it is launchedy A web contenty It can be launched in a web browser by usinga URL It may consist of a single HTML page, or it maybe a large collection of web pages andinclude simulations, Flash assets, or other mediarich content3417
08/06/2011Shareable Content Object (SCO)Basically, a small portable web site thatcan be copied from place to place bygathering all its files and capturing them ina SCORM packagey To be portable, a SCO must becompatible with any generic web servery It cannot depend on special services that mightexist on one web server but not on another35From traditional course structure Carnegie Mellon University3618
08/06/2011 to 37 SCORMyMore reusable structure: differentenabling objectives Carnegie Mellon University3819
08/06/2011Example of SCOs reusability Carnegie Mellon University39Example of SCO metadata Carnegie Mellon University4020
08/06/2011Recommended metadata fieldsySee “SCORM Best Practices Guide forContent DevelopersDevelopers”, Carnegie MellonUniversity, pages 19-20 from IEEE LOM41SCORM navigationUser interface depends on the LMSy No direct SCO to SCO navigationy In SCORM sequencing describes andprescribes the manner in which learnersreceive individual SCOs from the LMSy this allows a set of SCOs to be sequenced inmany different ways depending upon thedesigners who structures the content4221
08/06/2011Sequencing rulesyThe author of a package may addsequencing rules to the activity organization This is entirely optional If no rules are specified, there is a defaultsequencing behavior, which is that the user getsto choose any activity at willyIf sequencingi rulesl are ddefined,fi d thehpackage should only be delivered in aruntime environment that supports SCORMsequencing and navigation43Sequencing rulesyWhen a SCO is launched, it typicallyprovides tracking data The tracking data can in turn influence theresult of sequencing rules For example, a passing score for a SCO mayresult in skipping some other activityyThe rulesThl are associatedi d withi h iindividualdi id lactivities, at any level of the activity tree4422
08/06/2011Sequencing templatesySimple Sequencing (the IMS specificationqg ison which SCORM 2004 sequencingbased) is all but simple Mastery of this very intricate model requires adeep understanding of the behaviors, howthey interact or modify each other and how aruntime environment is supposed to implementthemUseful behavior patterns can bepredefined in templatesy Loss in flexibility, gain in ease of usey45Components of a templateyyA tree of activity nodes (items)Placeholders for the learning resources used toimplement the activities Each placeholder typically has an associatedspecific purpose Example: a template may have placeholders for apre-assessment, a tutorial, a remediation and apost assessment; another template may havepost-assessment;placeholders for learning resources that can beexplored in a discovery approachyRules that govern the use and instantiation ofthe template4623
08/06/2011Simple templates - examplesSimple sequential guided flow, whichtraverses an activity tree in a linearmannery Learning activity followed by optionalpractice followed by assessment withremediation including optional practice ifthe assessment failsy47Simple templates - examplesyySet of learning activities, each with a specificobjective, followed by an optional practice foreach objective and by an assessment thatincludes each objective, with remediationincluding optional practice for the failedobjectives onlySimplep exploratorypy learningg module,, flowinggfrom an introduction into an activity whichaffords the learner unlimited choice andexploration of sub-activities, followed by anoptional practice and an optional assessment4824
08/06/2011A learning activity “cluster”Unit XPre-testPretestTutorialTopic 1Topic 2Topic 3Post-testUnit X 149Association with competencesUnit XRelevant for: SKILLSET1SKILL1, SKILL2, SKILL3Pre-testPretestTutorialRelevant for: SKILLSET1SKILL1, SKILL2, SKILL3Topic 1Relevant for: SKILL1Topic 2Relevant for: SKILL2Topic 3Relevant for:for SKILL3Post-testRelevant for: SKILLSET1SKILL1, SKILL2, SKILL3Unit X 15025
08/06/2011Navigation: choiceUnit XyThe learner canchoose anyy activity,y, inany orderyThis is the onlynavigation mode thatcan be assumed inSCORM 1.2Pre-testPretestTutorialTopic 1Topic 2Topic 3Post-testUnit X 151Navigation: guided flowUnit XyThe designer enablesthe “flow” modeyThis guides the learnerthrough each activity ina predictablesequenceqPre-testPretestTutorialTopic 1Topic 2Topic 3Post-testUnit X 15226
08/06/2011Navigation: choice guided flowUnit XThe learner canchoose anyy activity,y, inany ordery The learner can alsofollow the guided flowyPre-testPretestTutorialTopic 1 For example, justclicking a “Continue”button will go to thenext activity in the flowTopic 2Topic 3Post-testUnit X 153Navigation: rulesUnit XRetry until successfulPre-testPretestTutorialTopic 1Use pre-test to determine which topicsto suggest to the user in the guided flowCan be taken only onceIf passed, skip to next unitTopic 2Topic 3Post-testSkip topics already masteredSkip all if pre-test passedOnce post-test taken, learnercan no longer take the pretestUnit X 15427
08/06/2011Learner tries, fails, tries againUnit XRetry until successfulPre-testPretestTutorialTopic 1Use pre-test to determine which topicsto suggest to the user in the guided flowCan be taken only onceIf passed, skip to next unitTopic 2Skip topics already masteredSkip all if pre-test passedTopic 3Once post-test taken, learnercan no longer take the pretestPost-testUnit X 155Scenario 1Unit XyPre-testPretestUser masters everyobjectivejin the ppre-testTutorialTopic 1Topic 2Topic 3Pre-test resultsObjective SKILL1Objective SKILL2Objective SKILL3Post-testObjective SKILLSET1Unit X 15628
08/06/2011Scenario 2Unit XyPre-testPretestTutorialTopic 1User masters 2 of 3objectivesjin the ppretestPre-test resultsTopic 2Objective SKILL1Objective SKILL2Topic 3Objective SKILL3Post-testObjective SKILLSET1Unit X 157Scenario 2Unit XyPre-testPretestTutorialTopic 1Topic 2Topic 3User masters none ofthe 3 objectivesjin thepre-testPre-test resultsObjective SKILL1Objective SKILL2Objective SKILL3Post-testObjective SKILLSET1Unit X 15829
08/06/2011Sequencing templates Carnegie Mellon University59Example of sequencing template6030
08/06/2011Example of sequencing template Carnegie Mellon University61SCORM sequencing exampleyPhotoshop course example by AdvancedDistributed Learning (ADL) http://www.adl.orgSame content, sequenced several waysusing different instructional strategiesy Content by the Institute for InteractiveTechnologies (Bloomsburg University)y6231
08/06/2011Sequencing rules No sequencing rules Linearx Linear Controls Linear ChoiceConstrained ChoiceKnowledge PacedRRemediationdi iCompetency Assessment63No Sequencing RulesPhotoshop Example -- NoneIntroductionModule 1:BasicsModule 2:Enhancing ImagesModule 3:Blending ImagesLesson 1:InterfaceLesson 5:Color BalanceLesson 8:Selection ToolsExam(Assessment)Question 1Question 2Lesson 2:T lbToolboxLesson 6:Brightness/ContrastBi ht/C t tLesson 3:PalettesLesson 7:Hue/SaturationLesson 9:TransformTfQuestion 3Question 4Question 5Question 6Lesson 4:LayersQuestion 7Question 8Question 96432
08/06/2011No SequencingyyyBasic SCORM 2004 Content Package – noexplicit sequencing information specified in themanifestWhen no sequencing information is defined fora content aggregation the learner is free tochoose learning activities at will, in any order,without any restrictions on number of attemptsLMS shall provide some user interface devicesthat enable selection of learning activities65LinearPhotoshop Example -- LinearIntroductionModule 1:BasicsModule 2:Enhancing ImagesModule 3:Blending ImagesLesson 1:InterfaceLesson 5:Color BalanceLesson 8:Selection ToolsExam(Assessment)Question 1Question 2Lesson 2:ToolboxLesson 6:Brightness/ContrastLesson 3:PalettesLesson 7:Hue/SaturationLesson 9:TransformQuestion 3Question 4Question 5Question 6Lesson 4:LayersQuestion 7Question 8Question 96633
08/06/2011LinearThe learner must progress through the contentaggregation in a pre-determined ordery The learner will encounter the introduction first, thenall modules and lessons in a linear order, directed bythe LMSy There is always the option to “go back” to viewprevious lessons, but the learner cannot proceedforward until completingpg the current lessony Each module is complete when all of its lessons arecomplete. There are no module exams, only acomprehensive exam after all of the modules arecompletedy67Linear w/ Sequencing InformationSequencing Control Mode: Flow true; Choice false;Rollup Rules: Completed if all completed; Satisfied if all satisfied; Not Satisfied if any Not Satisfied;Exit Rules: Exit if completedSequencing Control Mode: Flow true; Choice false;Rollup Controls: Rollup Objective Satisfied falsePhotoshop Example -- LinearSSequencingi CControlt lMMode:d FlFlow ttrue; ChChoicei ffalse;lObjective Satisfied by Measure true;Objective Minimum Satisfied Normalized Measure 0.6;Rollup Rules: Completed if all attemptedRollup Controls: Rollup Objective Satisfied falseIntroductionModule 1:BasicsModule 2:Enhancing ImagesModule 3:Blending ImagesLesson 1:InterfaceLesson 5:Color BalanceLesson 8:Selection ToolsExam(Assessment)Question 1Question 2Lesson 2:ToolboxLesson 6:Brightness/ContrastLesson 3:PalettesLesson 7:Hue/SaturationLesson 9:TransformQuestion 3Question 4Question 5Question 6Lesson 4:LayersQuestion 7Question 8Question 96834
08/06/2011TerminologyyRollup How the state of child Activities and Clustersaffects the state of Parent Clusters E.g.: if a learner masters three out of four childActivities for a Cluster, should that Cluster beconsider as mastered by this specific learner?yRollup rules Govern how rollup works Used to determine when a learner hascompleted the entire Activity Tree69Linear with ControlsPhotoshop Example — Linear ControlsIntroductionModule 1:BasicsModule 2:Enhancing ImagesModule 3:Blending ImagesExam(Assessment)Question 1Question 2Question 3Question 4Question 5Question 6Question 7Question 8Question 97035
08/06/2011Linear with ControlsySame sequencing strategy as Linear, butcontent is structured differently Individual lessons are not part of the contentaggregation, they are embedded in various ModuleSCOs The LMS does not provide navigation controls, theModule SCOs provide them Lesson to Lesson (intra-SCO) navigation is handledby the Module SCOs Module to Module (inter-SCO) navigation is handledby the LMS through the navigation data model71Linear with Controls w/ Sequencing InformationSequencing Control Mode: Flow true; Choice false;Rollup Rules: Completed if all completed; Satisfied if all satisfied; Not Satisfied if any Not Satisfied;Exit Rules: Exit if completedSequencing Control Mode: Flow true; Choice false;Objective Satisfied by Measure true;Objective Minimum Satisfied Normalized Measure 0.6;Rollup Rules: Completed if all attemptedPhotoshop Example — Linear ControlsRollupp Controls: Rollupp ObjectivejSatisfied falseIntroductionModule 1:BasicsModule 2:Enhancing ImagesModule 3:Blending ImagesExam(Assessment)Question 1Sequencing Control Mode: Flow true; Choice false;Rollup Controls: Rollup Objective Satisfied false;Presentation: Hide Previous and Hide ContinueQuestion 2Question 3Question 4Question 5Question 6Question 7Question 8Question 9FOR EACH QUESTIONPresentation: Hide Previous and Hide Continue7236
08/06/2011Linear Choice73Linear ChoiceThe learner must experience and completethe introduction firstfirst, and then is presentedwith a menu of module choices – thelearner must select a moduley After selecting a module, the module’slessons are presented in a predefinedorder; the learner cannot ‘jump’ (select)individual lessons, specific modules, orspecific module examsy7437
08/06/2011Linear ChoiceAfter selecting or ‘flowing’ into a moduleexam, the learner must attempt eachquestion in order. While experiencing amodule exam, the learner cannot choose toexit the module exam before completing ity Before completing the module he mustattempt and complete the module’s examy The learner is not permitted to attempt anymodule more than oncey The course is complete after the learnerattempts all of the modulesy75Linear Choice w/ Sequencing Information7638
08/06/2011Constrained Choice77Constrained ChoiceThe learner must experience and completethe introduction firstfirst, and then is presentedwith a menu of module and lesson choices– the learner must select a module or alessony The learner can ‘jump’ (select) individuallessons and specific modules within therange of the constrained choice – only onemodule before and after the currentmoduley7839
08/06/2011Constrained ChoiceAfter selecting a module or a lesson, themodule’ss lessons are presented in amodulepredefined order; however, the learnercan also ‘jump’ to (select) other lessons inany ordery The module exams cannot be selected bythe learnery79Constrained ChoiceAfter selecting or ‘flowing’ into a moduleexam the learner must attempt eachexam,question in order. While experiencing amodule exam, the learner cannot choose toexit the module exam before completing ity Before completing the module the learnermust attempt the module’s examy The course is complete after the learnerattempts all of the modulesy8040
08/06/2011Constrained Choice w/ Sequencing81Knowledge Paced8241
08/06/2011Knowledge PacedThe learner must experience and completethe introduction and then may proceed tothe module 1 pre-test, select anothermodule pre-test, or select a lesson.y The learner may ‘jump’ between modules,selecting pre-tests or lessons in any ordery Module post tests are not selectable by thelearner; they are only encountered after‘flowing’ through the modules lessons.y83Knowledge PacedyyyAfter selecting or ‘flowing’ into an exam (pre orpost), the learner must attempt each question inorder. While experiencing a module exam, thelearner cannot choose to exit the module exambefore completing itIf the learner passes an exam (pre or post), themodule’s learningg objectivejhas been satisfiedand the module’s post-test becomes disabledThe learner may continue to select individuallessons for the duration of the course, even aftera module’s objective has been satisfied8442
08/06/2011Knowledge PacedIf the learner does not pass the exam, thelearner is directed to that modulemodule’ssinstructional content, and once completed,must retake the module exam (post-test)y After all of the modules have beenattempted, a summary of the learner’sresults is presentedy The course is completed after the learnerreviews the course summaryy85Knowledge Paced w/ Sequencing8643
08/06/2011RemediationP h o to sh o p E xa m p le -- R e m e d ia tio nA d d itio n a lA c tivitie sIn tro d u c tio nM o d u le 1 :B a sic sM o d u le 2 :E n h a n c in g Im a g e sM o d u le 3 : B le n d in gIm a g e sL e sso n 1 :In te rfa c eL e ss o n 5 :C o lo r B a la n ceL e s so n 8 :S e le ctio n T o o lsL e sso n 2 :T o o lb o xL e ss o n 6 :B rig h tn e ss /C o n tra stL e s so n 9 :T ra n sfo rmL e sso n 3 :P a le tte sL e ss o n 7 :H u e /S a tu ra tio nE xa m(A sse ss m e n t)P a rt 1Q u e s tio n 1Q u e stio n 2Q u e stio n 3P a rt 2Q u e s tio n 4L e sso n 4 :L a ye rsQ u e s tio n 5Q u e s tio n 6P a rt 3Q u e s tio n 7Q u e s tio n 8Q u e s tio n 9C o n tin u e do n n e xtd ia g ra m87RemediationPhotoshopExample -RemediationModule 1:BasicsModule 2:Enhancing ImagesModule 3: BlendingImagesLesson 1:InterfaceLesson 5:Color BalanceLesson 8:Selection ToolsLesson 2:ToolboxLesson 6:Brightness/ContrastLesson 9:TransformLesson 3:PalettesLesson 7:Hue/SaturationFinal ExamPart 1Question 1Question 2Question 3Part 2Question 4Lesson 4:LayersQuestion 5Question 6Part 3Question 7Question 8ContinuedfrompreviousdiagramQuestion 98844
08/06/2011RemediationyyyThe learner must experience and complete theintroduction, and then follows a ‘linear’approachh (described(dib d previouslyi l iin ththe LinearLiExample)If the learner passes (meets all of the moduleobjectives) the comprehensive exam, the courseis completedFor each section of the exam (module objective)that is “not satisfied”, the learner is directed tothat associated Module(s) of instructionalcontent, and once completed, must retake theModule Exam(s)89Remediation w/ SequencingS e q u e n cin g C o n tro l M o d e : F lo w tru e ; C h o ic e fa lse ;R o llu p R u le s: C o m p le te d if a ll c o m p le te d ; S a tisfie d if a ll s a tis fie d ; N o t S a tisfie d if a n y N o t S a tisfie d ;E xit R u le s: E x it if co m p le te dS e q u e n cin g C o n tro l M o d e : F lo w tru e ; C h o ice fa ls e ;R o llu p C o n tro ls: R o llu p O b je ctive S a tisfie d fa ls eP h o to s h o p E xa m p le -- R e m e d ia tio nR o llu p C o n tro ls: R o llu p O b je ctive S a tis fie d fa lseIn tro d u c tio nA d d itio n a lA c tivitie sM o d u le 1 :B a sicsM o d u le 2 :E n h a n c in g Im a g e sM o d u le 3 : B le n d in gIm a g e sL e s so n 1 :In te rfa c eL e s so n 5 :C o lo r B a la n c eL e sso n 8 :S e le ctio n T o o lsL e s so n 2 :T o o lb o xL e s so n 6 :B rig h tn e ss/C o n tra stL e sso n 9 :T ra n s fo rmL e s so n 3 :P a le tte sL e s so n 7 :H u e /S a tu ra tio nE xa m(A s se ss m e n t)P rim a ry O b je c tiv e o b j m o d u le 1P a rt 1Q u e stio n 1Q u e stio n 2Q u e stio n 3P rim a ry O b je c tiv e o b j m o d u le 2P a rt 2Q u e stio n 4L e s so n 4 :L a ye rsQ u e stio n 5Q u e stio n 6S e q u e n cin g C o n tro l M o d e : F lo w tru e ; C h o ic e fa lse ; F o rw a rd O n ly tru e ;P re co n d itio n R u le s: d is a b le d if c o m p le te d ;P rim a ry O b je c tiv e o b j m o d u le 3P a rt 3Q u e stio n 7Q u e stio n 8S e q u e n cin g C o n tro l M o d e : F lo w tru e ; C h o ic e fa lse ; F o rw a rd O n ly tru e ;O b je c tiv e S a tisfie d b y M e a su re tru e ;O b je c tiv e M in im u m S a tisfie d N o rm a liz e d M e a s u re 0 .6 ;R o llu p R u le s: C o m p le te d if a ll a tte m p te dQ u e stio n 9C o n tin u e don nextd ia g ra m9045
08/06/2011Remediation w/ SequencingPhotoshopExample -RemediationSequencing Control Mode: Flow true; Choice false;Rollup Controls: Rollup Objective Satisfied false; Rollup Progress Completion false;Precondition Rule: Skip if satisfiedSequencing Control Mode: Flow true; Choice false; Forward Only true;Precondition Rule: Skip if satisfied;Rollup Consi
Sharable Content Object Reference Model (SCORM) Laura Farinetti Dipartimento di Automatica e Informatica Politecnico di Torino laura.farinetti@polito.it 1 The problem yCreation and deployment of high-quality eLearning content yDifferent Learning Management Systems have very different delivery environments and tracking tools yNeed for .
Sharable Content Object Reference Model, SCORM, Advanced Distributed Learning initiative, ADL, Content Management System, CMS, Navy Education and Training, distance learning 16. PRICE CODE 17. SECURITY CLASSIFICATION OF REPORT Unclassified 18. SECURITY CLASSIFICATION OF THIS PAGE Unclassified 19. SECURITY CLASSIFICATION OF ABSTRACT Unclassified 20.
Sharable Courseware Object Reference Model (SCORM) Version 1.0 Philip Dodds, Editor INSTITUTE FOR DEFENSE ANALYSES IDA Document D-2461 Log: H 00-001936
Object built-in type, 9 Object constructor, 32 Object.create() method, 70 Object.defineProperties() method, 43–44 Object.defineProperty() method, 39–41, 52 Object.freeze() method, 47, 61 Object.getOwnPropertyDescriptor() method, 44 Object.getPrototypeOf() method, 55 Object.isExtensible() method, 45, 46 Object.isFrozen() method, 47 Object.isSealed() method, 46
Object Class: Independent Protection Layer Object: Safety Instrumented Function SIF-101 Compressor S/D Object: SIF-129 Tower feed S/D Event Data Diagnostics Bypasses Failures Incidences Activations Object Oriented - Functional Safety Object: PSV-134 Tower Object: LT-101 Object Class: Device Object: XS-145 Object: XV-137 Object: PSV-134 Object .
on the possible learning experiences available. Bridging the gap between the Sharable Content Object Reference Model (SCORM) and the design approach of AHS the environmental contexts of the learning experience are discussed, in attempt to fully understand the potential pitfalls when creating the learning profile. The proposed
What is object storage? How does object storage vs file system compare? When should object storage be used? This short paper looks at the technical side of why object storage is often a better building block for storage platforms than file systems are. www.object-matrix.com info@object-matrix.com 44(0)2920 382 308 What is Object Storage?
SCORM, i.e., the Sharable Content Object Reference Model, is a reference model for the creation of web-based e-learning material with the objective to ensure interoperability, reusability, and accessibility. The SCORM content packaging section specifies how the course material should be packaged, usually in a ZIP file, and described.
I am My Brother’s Keeper (2004) As our New Year’s celebration draws near, I once again find myself pondering the enigmatic story that our tradition places before us at this time—the story of the Binding of Isaac. Once again, I walk for those three long days with father Abraham and ponder the meaning of his journey with his son to the mountain. And once again, I find fresh meaning in the .
