Title

Learning Functionality Framework

1.0 Runtime Communication

Definition

  Approach for passing information about learner interactions with content (such as SCORM) and learning environments (such as games or simulations), and learner outcomes are communicated to learning management and content delivery systems.

SCORM 

    ECMAScript API: IEEE Standard based on AICC, included in SCORM 1.2, 2004
    ECMAScript Binding: IEEE Standard based on AICC, included in SCORM 1.2, 2004

Current state

SCORM 2004 implementation focuses on a single-learner web-based one-way (browser --> LMS) communication model.  Currently consists of an API and data model, and a Javascript (ECMAScript) binding.

Vision

Expand runtime communication approach beyond the current web-based single-learner model to generally support learning via multiple platforms and systems (e.g., games, simulations, online instructor facilitated environments, etc). 

Related Efforts and Organizations

Specifications: AICC updates to existing ECMA Script API and Binding (planned for 20??)  
Specifications: W3C web-services, web communication (e.g., SOAP), numerous

Prototypes: BBN Web Services integration for ECMA Script API Binding

2.0 Learning Metadata

Definition: Data, usually encoded in XML, used to describe various types of learning content and opportunities.  It can be used for many purposes ranging from description of content to descriptions of courses and curricula.  Examples of learning content metadata elements include author, contributors, copyright, creation date, and so forth.  Additionally, learning metadata used to describe learning opportunities such as course information such as course names, course descriptions, and instructors.

SCORM

 IEEE 1484.12.1 - 2002 Standard for Learning Object Metadata, included in SCORM 2004
 IMS Learning Resource Metadata 1.2, included in SCORM 1.2

Current State

SCORM 2004 implementation focuses specifically on the use of metadata to describe learning content stored in SCORM packages.  This ranges from aggregate level metadata that can be used to describe the course itself or smaller aggregations of content (such as learning objects) within the course, to low level metadata about assets (files) stored within the content package.  SCORM originally defined specific "mandatory" elements but has since been modified to allow organizations to make this determination.

Vision

Supplement learning object metadata with additional fields to include elements that could be used to describe the full range of learning offerings (such as instructor led course or curriculua). 
Q. Have we learned anything from the community in terms of how well LOM is working and whether there is a need to update?  This could be influenced by much of the recent work around automated metadata generation, and metadata registries (such as the ADL Registry). 
Q. Does the application of lite (user driven) tagging approaches seen in many Web 2.0 implementations such as, http://del.icio.us challenge our thinking about "big" metadata approaches like LOM with ~70 fields?

Related Efforts and Organizations

 Specification: IEEE Learning Object Metadata released 2003.
 Specification: Dublin Core, ANSI/NISO Z39.85 - 2001
 Prototypes: IBM Magic, Eduworks ARLO, ADL Registry

3.0 Sequencing

Definition

Provides a method for managing the order in which learning content or learning opportunities are presented to a learner.  Sequences can be based on defined rules and a wide variety of predefined criteria (such as a curriculum or existing course structure) and associated learner data such as learner profile information, and learner-content interaction.

SCORM

 IMS Simple Sequencing Specification, March 2003

Current State

Sequencing in SCORM 2004 is based on the IMS Simple Sequencing (IMS-SS) Specification.  As such SCORM sequencing applies specifically to the order in which a learner interacts with web-based learning content presented to a learner via an LMS.  While IMS Simple Sequencing has been successfully implemented in both LMSs and courses, adoption has been fairly limited within the SCORM community.  Beyond SCORM, there is little if any known adoption of the IMS-SS specification in the broader technology community.  To date there has been significant discussion in replacing IMS-SS in the SCORM specification.  This is, in a large part, due to perceived design flaws in the specification, and lack of broad adoption required to move IMS-SS forward to become a de jure standard. 

Vision

Replace IMS-SS with a new extensible de jure standard or new unencumbered specification likely to achieve de jure status.  New approaches should maintain backwards compatibility with existing SCORM implementations to the extent possible.  Additionally, selection of new standards should emphasize generalize sequencing approaches and models that can be more generally applied to learning beyond the limited scope of web-based SCORM content.  For example, a general sequencing model should be able to support within course activities, as well as sequencing of higher level learning activities external to a specific courses.  Using sequencing in this way, a learning management system could manage a learners progress through a curriculum consisting of a Web-based course, an in-person class activity with instructor feedback, a simulation on a different system, and finally an assessment with follow-up directed reading.  There is a general sense that there may be generalized sequencing models (such as those used to control automated business processes and workflows) that enjoy broad adoption and could be readily adapted to the learning context.

Related Efforts and Organizations

 Specifications: IMS Simple Sequencing Specification, March 2003
 Specifications: IMS Learning Design
 Specifications: Generalized models (e.g., BPM workflows, MPEG) that could be adapted.
  Prototypes/Products:  Learning Activity Management System (LAMS)

4.0 Content Aggregation

Definition

Approach for structuring and compressing mixed content formats and associated metadata in a single common file structure with the goal of making it portable and interoperable across systems.

SCORM

 IMS Content Packaging

Current State

Content aggregation for SCORM 2004 is based upon the IMS content packaging (IMS-CP)  specification.  Consistent with SCORM, it focuses primarily on structuring of web-based content intended for delivery by a Learning Management System (LMS) via the web.  While SCORM and IMS-CP has seen broad adoption by LMS and SCORM content development vendors within the e-learning community, it has not received wide adoption beyond the community of SCORM implementors.  This may be due, in part, to the existence of similar, though more broadly focused content packaging specifications (such as, MPEG-21).  Current efforts to standardize SCORM (via ISO) have been hampered due to it's reliance on the non de juried IMS-CP functionality, where other de jure standards exist. 

Vision

Replace to IMS-CP in SCORM with either an extensible de jure standard or new unencumbered specification likely to achieve de jure status.  New approaches should maintain backwards compatibility with existing SCORM implementations to the extent possible.  Additionally, selection of new standards should emphasize content packaging capabilities aligned with sharing a broader set content types such as tech manuals, gaming scenarios, simulation objects, and so forth. 

Emphasis should be placed to identify the way in which content will be used by multiple systems and tools within a multi-system setting.  For example,  selection and application of content packaging should be guided by considerations such as: How Authoring Tools and systems will create and update content; How repositories will store (dis-aggregate, reaggregate), manage and share content; How LMS will store and deliver content; How metadata will be described and referenced from metadata registry and related search systems; How updates to existing content will be propagated (to repositories, Learning Management Systems, Metadata systems); and How content will be packaged and delivered for off-line consumption. 

Related Efforts and Organizations:

 Efforts: AICC content efforts to review existing
 Specifications: MPEG-21
 Specifications: IMS Content Packaging, IMS Common Cartridge
 Specifications: Darwin Information Typing Architecture (DITA), OASIS
  Related Specifications: AICC Package Exchange Notification Services
  Prototypes: IBM Magic, Eduworks ARLO, ADL Registry

5.0 Collaboration

6.0 . . .