Standard: Difference between revisions
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cellpadding="2" cellspacing="2"> | cellpadding="2" cellspacing="2"> | ||
<tr> | <tr> | ||
<th | <th>Name</th> | ||
<th | <th>Version</th> | ||
<th | <th>Description </th> | ||
<th>Status</th> | |||
<th | <th>Origin</th> | ||
<th | <th>Standards Body</th> | ||
<th | <th>Part of / adopted by</th> | ||
Body</th> | <th>Integrates with</th> | ||
<th | |||
adopted by</th> | |||
<th | |||
with</th> | |||
</tr> | </tr> | ||
<tr> | <tr> | ||
<td | <td>Comments/ explanations</td> | ||
explanations</td> | <td>Not all are shown</td> | ||
<td | <td>Contents are more or less | ||
<td | |||
copied from | copied from | ||
relevant web sites</td> | relevant web sites</td> | ||
<td | <td>Is it really used ? and | ||
where</td> | where</td> | ||
<td | <td>Who worked on the spec.</td> | ||
<td | <td>Who is the final authority</td> | ||
<td | <td>Is it part of a collection | ||
/ profile ?</td> | / profile ?</td> | ||
<td | <td>Can it contain others or | ||
is it | is it | ||
containable ?</td> | containable ?</td> | ||
</tr> | </tr> | ||
<tr> | <tr> | ||
<th | <th colspan="8" rowspan="1">Content Packaging (overall structure of a reusable learning object, e.g. metadata, resources and minimal sequencing)</th> | ||
Packaging (overall structure of a reusable learning object, e.g. | |||
metadata, resources and minimal | |||
sequencing)</th> | |||
</tr> | </tr> | ||
<tr> | <tr> | ||
<td | <td | ||
colspan="1" rowspan="3">[[IMS | colspan="1" rowspan="3">[[IMS | ||
Content Packaging]]</td> | Content Packaging]]</td> | ||
<td | <td>1.1.2 (8/2001)</td> | ||
(8/2001)</td> | <td> The IMS Content Packaging | ||
<td | |||
Specification | Specification | ||
provides the functionality to | provides the functionality to | ||
Line 96: | Line 87: | ||
online learning materials and the definition of some particular content | online learning materials and the definition of some particular content | ||
types.</td> | types.</td> | ||
<td | <td></td> | ||
<td | <td>?</td> | ||
<td | <td>IMS</td> | ||
<td | <td>SCORM 1.2</td> | ||
<td | <td>Can contain: IMS MD | ||
(almost IEEE LOM) | (almost IEEE LOM) </td> | ||
</td> | |||
</tr> | </tr> | ||
<tr> | <tr> | ||
<td | <td>1.1.3 (7/2003)</td> | ||
(7/2003)</td> | <td>Minor change of 1.1.2</td> | ||
<td | <td></td> | ||
<td | <td>IMS</td> | ||
<td | <td>IMS</td> | ||
<td | <td></td> | ||
<td | <td></td> | ||
<td | |||
</tr> | </tr> | ||
<tr> | <tr> | ||
<td | <td>1.1.4 (2004)</td> | ||
(2004)</td> | <td>A | ||
<td | |||
maintenance release of 1.1.2 (17 | maintenance release of 1.1.2 (17 | ||
precisions meaning that badly written 1.1.3 files should be fixed)</td> | precisions meaning that badly written 1.1.3 files should be fixed)</td> | ||
<td | <td>Imports | ||
in most [[LMS]] (if it can handle | in most [[LMS]] (if it can handle | ||
the organizations part ...)</td> | the organizations part ...)</td> | ||
<td | <td>IMS</td> | ||
<td | <td>IMS</td> | ||
<td | <td>SCORM | ||
1.2 | 1.2 SCORM 1.4</td> | ||
SCORM 1.4</td> | <td>Can | ||
<td | contain: IEEE LOM IMS LD IMS SS IMS QTI Is extended by the SCORM CAM Model</td> | ||
contain: | |||
IEEE LOM | |||
IMS LD | |||
IMS SS | |||
IMS QTI | |||
Is extended by the SCORM CAM Model</td> | |||
</tr> | </tr> | ||
<tr> | <tr> | ||
Line 142: | Line 124: | ||
</tr> | </tr> | ||
<tr> | <tr> | ||
<td | <td>AICC Course Structure | ||
Format</td> | Format</td> | ||
<td | <td></td> | ||
<td | <td>(see below)</td> | ||
<td | <td></td> | ||
<td | <td>AICC</td> | ||
<td | <td>AICC</td> | ||
<td | <td></td> | ||
<td | <td></td> | ||
</tr> | </tr> | ||
<tr> | <tr> | ||
<td | <td>SCORM Content Structure | ||
Format (CSF)</td> | Format (CSF)</td> | ||
<td | <td></td> | ||
<td | <td> </td> | ||
</td> | <td>This format is deprecated | ||
<td | |||
(replaced by | (replaced by | ||
IMS CP + Scorm CAM extensions that integrate CFS functionality)</td> | IMS CP + Scorm CAM extensions that integrate CFS functionality)</td> | ||
<td | <td>AICC </td> | ||
<td | <td>ADL</td> | ||
<td | <td>SCORM 1.1</td> | ||
<td | <td></td> | ||
</tr> | </tr> | ||
<tr> | <tr> | ||
Line 174: | Line 155: | ||
single | single | ||
launchable resource that can communicate with an LMS using the SCORM | launchable resource that can communicate with an LMS using the SCORM | ||
RTE. | RTE. Scorm opposes SCO to assets (i.e. simple electronic | ||
Scorm opposes SCO to assets (i.e. simple electronic | |||
representations of media, such as text, images, sound, web pages or | representations of media, such as text, images, sound, web pages or | ||
other pieces of data that can be delivered using web technologies.)</td> | other pieces of data that can be delivered using web technologies.)</td> | ||
Line 182: | Line 162: | ||
<td style="background-color: rgb(255, 255, 153);"></td> | <td style="background-color: rgb(255, 255, 153);"></td> | ||
<td style="background-color: rgb(255, 255, 153);">SCORM | <td style="background-color: rgb(255, 255, 153);">SCORM | ||
1.2 | 1.2 SCORM 2004</td> | ||
SCORM 2004</td> | |||
<td style="background-color: rgb(255, 255, 153);"></td> | <td style="background-color: rgb(255, 255, 153);"></td> | ||
</tr> | </tr> | ||
<tr> | <tr> | ||
<td colspan="1" rowspan="2" | <td colspan="1" rowspan="2" | ||
>SCORM Content Aggregation Model (CAM)</td> | |||
Content Aggregation Model (CAM)</td> | <td>SCORM | ||
<td | |||
1.2</td> | 1.2</td> | ||
<td colspan="1" rowspan="2" | <td colspan="1" rowspan="2" | ||
>The | |||
CAM specifies how you should package | CAM specifies how you should package | ||
your content so that it can be imported into an LMS | your content so that it can be imported into an LMS (Assembling, labeling and packaging of learning content) </td> | ||
(Assembling, labeling and packaging of learning content) | <td></td> | ||
</td> | <td></td> | ||
<td | <td>ADL</td> | ||
<td | <td>SCORM | ||
<td | |||
<td | |||
1.2</td> | 1.2</td> | ||
<td | <td>IMS | ||
CP | CP IEEE LOM SCORM CP extensions (assets vs. SCOs, Sequencing and navigation info) </td> | ||
IEEE LOM | |||
SCORM CP extensions (assets vs. SCOs, Sequencing and navigation info) | |||
</td> | |||
</tr> | </tr> | ||
<tr> | <tr> | ||
Line 218: | Line 191: | ||
2004</td> | 2004</td> | ||
<td style="background-color: rgb(255, 255, 153);">IMS | <td style="background-color: rgb(255, 255, 153);">IMS | ||
CP | CP IEEE LOM SCORM CP extensions </td> | ||
IEEE LOM | |||
SCORM CP extensions | |||
</td> | |||
</tr> | </tr> | ||
<tr> | <tr> | ||
<th | <th colspan="8" rowspan="1">Meta | ||
Data (description of an overall learning object or parts of it)</th> | Data (description of an overall learning object or parts of it)</th> | ||
</tr> | </tr> | ||
<tr> | <tr> | ||
<td | <td>IMS Meta-Data (MD) </td> | ||
<td | <td>1.2 (2001) 1.2.1 (2001) 1.2.2 (draft) 1.2.4 (2001)</td> | ||
1.2.1 (2001) | <td>Outdated now, but older | ||
1.2.2 (draft) | |||
1.2.4 (2001)</td> | |||
<td | |||
"profiles" | "profiles" | ||
require one of these versions. Differences among subversions are minor</td> | require one of these versions. Differences among subversions are minor</td> | ||
<td | <td></td> | ||
<td | <td>Elements from Ariadne, | ||
Dublin Core, AICC</td> | Dublin Core, AICC</td> | ||
<td | <td>IMS</td> | ||
<td | <td></td> | ||
<td | <td></td> | ||
</tr> | </tr> | ||
<tr> | <tr> | ||
<td | <td>[[Learning | ||
Object Metadata | Object Metadata | ||
Standard]] (LOM) | Standard]] (LOM) </td> | ||
</td> | <td>IEEE | ||
<td | Std 1484.12.1 - 2002 (IMS 1.3)</td> | ||
Std 1484.12.1 - 2002 | <td>A | ||
(IMS 1.3)</td> | |||
<td | |||
slightly cleaned up version of IMS Meta | slightly cleaned up version of IMS Meta | ||
Data 1.2</td> | Data 1.2</td> | ||
<td | <td>Part | ||
of Content Profiles; Used by some | of Content Profiles; Used by some | ||
[[learning object repository]]</td> | [[learning object repository]]</td> | ||
<td | <td>IMS</td> | ||
<td | <td>IEEE</td> | ||
<td | <td>IMS | ||
Meta-Data 1.3; | Meta-Data 1.3; SCORM 1.2 SCORM 2004; Many repositories</td> | ||
SCORM 1.2 | <td>Usually | ||
SCORM 2004; | |||
Many repositories</td> | |||
<td | |||
part of an IMS CP</td> | part of an IMS CP</td> | ||
</tr> | </tr> | ||
<tr> | <tr> | ||
<td | <td>Dublin Core</td> | ||
<td | <td></td> | ||
<td | <td></td> | ||
<td | <td>Very popular with | ||
[[digital library]], | [[digital library]], | ||
e.g. DSPACE</td> | e.g. DSPACE</td> | ||
<td | <td></td> | ||
<td | <td></td> | ||
<td | <td></td> | ||
<td | <td></td> | ||
</tr> | </tr> | ||
<tr> | <tr> | ||
<th | <th colspan="7" rowspan="1">Pedagogical | ||
contents and activities (see [[Educational modelling language]]s)</th> | contents and activities (see [[Educational modelling language]]s)</th> | ||
<td | <td></td> | ||
</tr> | </tr> | ||
<tr> | <tr> | ||
<td | <td>[[IMS | ||
Content Packaging]] (CP) | Content Packaging]] (CP) (default organization)</td> | ||
(default organization)</td> | <td></td> | ||
<td | <td>See | ||
<td | IMS Content Packaging</td> | ||
IMS Content | <td></td> | ||
Packaging</td> | <td></td> | ||
<td | <td></td> | ||
<td | <td>SCORM | ||
<td | 1.2 SCORM 2004</td> | ||
<td | <td>Part | ||
1.2 | of: IMS CP 1.1.x</td> | ||
SCORM 2004</td> | |||
<td | |||
of: | |||
IMS CP 1.1.x</td> | |||
</tr> | </tr> | ||
<tr> | <tr> | ||
<td | <td>[[IMS | ||
Simple Sequencing]] (SS)</td> | Simple Sequencing]] (SS)</td> | ||
<td | <td></td> | ||
<td | <td></td> | ||
<td | <td></td> | ||
<td | <td></td> | ||
<td | <td></td> | ||
<td | <td></td> | ||
<td | <td></td> | ||
</tr> | </tr> | ||
<tr> | <tr> | ||
<td | <td>[[IMS | ||
Learning Design]] (LD)</td> | Learning Design]] (LD)</td> | ||
<td | <td></td> | ||
<td | <td></td> | ||
<td | <td></td> | ||
<td | <td></td> | ||
<td | <td></td> | ||
<td | <td></td> | ||
<td | <td></td> | ||
</tr> | </tr> | ||
<tr> | <tr> | ||
<td colspan="1" rowspan="2 | <td colspan="1" rowspan="2">[[IMS | ||
Question and Test Interoperability]] | Question and Test Interoperability]] (QTI)</td> | ||
(QTI)</td> | <td>1.2 1.2 Lite 1.2.1</td> | ||
<td | <td>The IMS Question & | ||
1.2 Lite | |||
1.2.1</td> | |||
<td | |||
Test | Test | ||
Interoperability (QTI) specification | Interoperability (QTI) specification | ||
Line 337: | Line 292: | ||
(assessmentItem) and test (assessmentTest) data and their corresponding | (assessmentItem) and test (assessmentTest) data and their corresponding | ||
results reports</td> | results reports</td> | ||
<td | <td></td> | ||
<td | <td></td> | ||
<td | <td></td> | ||
<td | <td></td> | ||
<td | <td>IMS CP</td> | ||
</tr> | </tr> | ||
<tr> | <tr> | ||
<td | <td>2.0 2.1</td> | ||
2.1</td> | <td>This version adds many | ||
<td | |||
features.</td> | features.</td> | ||
<td | <td></td> | ||
<td | <td></td> | ||
<td | <td></td> | ||
<td | <td></td> | ||
<td | <td>IMS CP IMS LD IMS SS SCORM 2004</td> | ||
IMS LD | |||
IMS SS | |||
SCORM 2004</td> | |||
</tr> | </tr> | ||
<tr> | <tr> | ||
<th | <th colspan="8" rowspan="1">Run-Time | ||
environment specifications and data models</th> | environment specifications and data models</th> | ||
</tr> | </tr> | ||
<tr> | <tr> | ||
<td colspan="1" rowspan="2 | <td colspan="1" rowspan="2">Scorm | ||
Run-Time Environment (RTE)</td> | Run-Time Environment (RTE)</td> | ||
<td | <td>1.3 1.3.1 </td> | ||
1.3.1 | <td>The RTE specifies how | ||
</td> | |||
<td | |||
content should | content should | ||
behave once it has been launched by the LMS. | behave once it has been launched by the LMS. Includes: API, API Instance, Launch, Session methods, Data Transfer Methods, Support Methods, Temporal Model, Run-Time Data Model.</td> | ||
Includes: API, API Instance, Launch, Session methods, | <td></td> | ||
Data Transfer Methods, | <td></td> | ||
Support Methods, | <td>ADL</td> | ||
Temporal Model, | <td>SCORM 1.2</td> | ||
Run-Time Data Model.</td> | <td></td> | ||
<td | |||
<td | |||
<td | |||
<td | |||
<td | |||
</tr> | </tr> | ||
<tr> | <tr> | ||
Line 395: | Line 339: | ||
<td colspan="1" rowspan="2">Scorm Sequencing | <td colspan="1" rowspan="2">Scorm Sequencing | ||
and Navigation (SN)</td> | and Navigation (SN)</td> | ||
<td>1.3 | <td>1.3 1.3.1</td> | ||
1.3.1</td> | <td colspan="1" rowspan="2">Activity Tree, Learning Activities, Sequencing Information, Navigation Information, Navigation Data Model. See also: The SCORM CAM</td> | ||
<td colspan="1" rowspan="2">Activity Tree, | |||
Learning Activities, | |||
Sequencing Information, | |||
Navigation Information, | |||
Navigation Data Model. | |||
See also: The SCORM CAM</td> | |||
<td></td> | <td></td> | ||
<td></td> | <td></td> | ||
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2004 1st/2nd (Scorm 1.3)</td> | 2004 1st/2nd (Scorm 1.3)</td> | ||
<td>IMS | <td>IMS | ||
SS | SS Sequencing Rules and Behaviors</td> | ||
Sequencing Rules and Behaviors</td> | |||
</tr> | </tr> | ||
<tr> | <tr> | ||
Line 422: | Line 359: | ||
</tr> | </tr> | ||
<tr> | <tr> | ||
<td | <td>AICC CMI Data Model</td> | ||
<td | <td></td> | ||
<td | <td>This data model makes sure | ||
that | that | ||
a defined set of | a defined set of information about SCOs can be tracked by different LMS environments</td> | ||
information about SCOs can be tracked by different LMS environments</td> | <td></td> | ||
<td | <td></td> | ||
<td | <td>AICC (also IEEE?)</td> | ||
<td | <td>SCORM 1.2 (RTE); AICC Computer Managed Instruction (CMI) </td> | ||
(also IEEE?)</td> | <td></td> | ||
<td | |||
AICC Computer Managed Instruction (CMI) | |||
</td> | |||
<td | |||
</tr> | </tr> | ||
<tr> | <tr> | ||
Line 463: | Line 396: | ||
</tr> | </tr> | ||
<tr> | <tr> | ||
<th | <th colspan="8" rowspan="1">Profiles | ||
(collections of one or more specifications / standards)</th> | (collections of one or more specifications / standards)</th> | ||
</tr> | </tr> | ||
<tr> | <tr> | ||
<td | <td>AICC Computer Managed | ||
Instruction (CMI) | Instruction (CMI) | ||
specifications</td> | specifications</td> | ||
<td | <td></td> | ||
<td | <td></td> | ||
<td | <td></td> | ||
<td | <td></td> | ||
<td | <td></td> | ||
<td | <td></td> | ||
<td | <td>Contains: ICC Course Structure Format; AICC CMI Data Model;</td> | ||
ICC Course Structure Format; | |||
AICC CMI Data Model;</td> | |||
</tr> | </tr> | ||
<tr> | <tr> | ||
<td | <td>SCORM Content Aggregation Model (CAM)</td> | ||
Content Aggregation Model (CAM)</td> | <td></td> | ||
<td | <td>The CAM specifies how you | ||
<td | |||
should package | should package | ||
your content so that it can be imported into an LMS</td> | your content so that it can be imported into an LMS</td> | ||
<td | <td></td> | ||
<td | <td></td> | ||
<td | <td>ADL</td> | ||
<td | <td>SCORM 1.2</td> | ||
<td | <td>IMS CP IMS MD SCORM CP extensions </td> | ||
IMS MD | |||
SCORM CP extensions | |||
</td> | |||
</tr> | </tr> | ||
<tr> | <tr> | ||
<td | <td | ||
colspan="1" rowspan="5">SCORM</td> | colspan="1" rowspan="5">SCORM</td> | ||
<td | <td>1.0</td> | ||
<td | <td></td> | ||
<td | <td>Rarely used</td> | ||
<td | <td></td> | ||
<td | <td>ADL</td> | ||
<td | <td></td> | ||
<td | <td></td> | ||
</tr> | </tr> | ||
<tr> | <tr> | ||
<td | <td>1.1</td> | ||
<td | <td></td> | ||
<td | <td>Not well supported (most | ||
systems support | systems support | ||
1.2)</td> | 1.2)</td> | ||
<td | <td></td> | ||
<td | <td>ADL</td> | ||
<td | <td></td> | ||
<td | <td></td> | ||
</tr> | </tr> | ||
<tr> | <tr> | ||
<td | <td>1.2</td> | ||
<td | <td></td> | ||
<td | <td>This | ||
is still the most popular profile | is still the most popular profile | ||
(2006)On dec 18 2006, there were 71 certified systems.</td> | (2006)On dec 18 2006, there were 71 certified systems.</td> | ||
<td | <td>Elements | ||
from IMS, AICC, ARIADNE, IEEE | from IMS, AICC, ARIADNE, IEEE | ||
LTSC</td> | LTSC</td> | ||
<td | <td>ADL</td> | ||
<td | <td></td> | ||
<td | <td>IMS | ||
CP | CP IMS MD SCORM RTE SCORM CAM </td> | ||
IMS MD | |||
SCORM RTE SCORM CAM</td> | |||
</tr> | </tr> | ||
<tr> | <tr> | ||
<td>2004 | <td>2004 | ||
1st & 2nd edition | 1st & 2nd edition (alias SCORM 1.3 / 1.3.1)</td> | ||
(alias SCORM 1.3 / 1.3.1)</td> | |||
<td></td> | <td></td> | ||
<td></td> | <td></td> | ||
Line 544: | Line 468: | ||
<td></td> | <td></td> | ||
<td>IEEE | <td>IEEE | ||
LOM | LOM IMS CP Sequencing and Navigation SN (includes IMS SS) SCORM Conttent Aggregation Model (CAM)</td> | ||
IMS CP | |||
Sequencing and Navigation SN (includes IMS SS) | |||
SCORM Conttent Aggregation Model (CAM)</td> | |||
</tr> | </tr> | ||
<tr> | <tr> | ||
<td | <td>2004 (1st, 2nd, 3rd edition)</td> | ||
<td | <td></td> | ||
<td | <td>On dec 18, 2006 there were | ||
32 certified | 32 certified | ||
products, but no major players.</td> | products, but no major players.</td> | ||
<td | <td></td> | ||
<td | <td>ADL</td> | ||
<td | <td></td> | ||
<td | <td>IEEE LOM IMS CP Sequencing and Navigation SN (includes IMS SS) IEEE ECMAScript API IEEE Data Model for Content Object Communication</td> | ||
IMS CP | |||
Sequencing and Navigation SN (includes IMS SS) | |||
IEEE ECMAScript API | |||
IEEE Data Model for Content Object Communication</td> | |||
</tr> | </tr> | ||
</table> | </table> |
Revision as of 16:23, 21 December 2006
Definition
- The goal of standardization is to improve efficiency of actions and interactions.
There are various degrees of technical standards:
- "Real standards" of very high formal quality adopted by bodies such as ISO, IEE, IEC, ITU, etc.
- Standards like the W3C "Recommendations" or the IETF "Requests for Comments" (RFCs) or the OASIS document standards.
- De facto standards (usually no formalization at all) like Microsoft products.
- Standards can be open or propriety. Open means publicly available, not necessarily free.
Standards in educational technology
See also educational modeling language that deals in more depth with the question of modeling learning materials and activities
Pedagogical standards
There are no real general standards, but the closet things are
- Rather formal Instructional design methods like MISA who do make a few minimal assuptions about good pedagogy
- Data standards like IMS Learning Design or IMS Simple Sequencing do rely or support some classes of instructional design models. Even IMS Content Packaging default organisation section can be considered a pedagogical standard if one considers that "shovelware" or "page turners" are a standard pedagogical design ;)
- In some countries there are quite precise curricula standards, e.g.
- American Association for the Advancement of Science’s (AAAS, 1993) Benchmarks for Science Literacy
- National Research Council’s (NRC, 1996) National Science Education Standards,
Pedagogical data standards
- IMS Content Packaging, a standard for assembly of resources, metadata and sequencing information into a learning object
- IEEE Learning Object Metadata Standard (LOM), a standard to describe artifacts
- IMS Learning Design and IMS Simple Sequencing, to describe pedagogical scenarios
- IMS Question and Test Interoperability (QTI), a test and testing data standard
- There are more IMS Global Learning Consortium standards, e.g. some related to student data.
- The SCORM 1.2 profile extends IMS Content Packaging with more sophisticated sequencing and Contents-to-LMS communication
- The SCORM 2004 profile includes IMS Simple Sequencing
Systems standards
- The SCORM specifications define some java-script bindings to insure interroperability of simple interactive contents (that is BTW one of the areas where a lot of systems are not Scorm compatible, even if they claim so ...)
- IMS General Web Services to allow for interoperability of various systems. This is a fairly new standard (Jan 2006) and is an interesting initiative.
Overview table
- needs some additions and fixes - DSchneider 12:39, 21 December 2006 (MET)
Name | Version | Description | Status | Origin | Standards Body | Part of / adopted by | Integrates with |
---|---|---|---|---|---|---|---|
Comments/ explanations | Not all are shown | Contents are more or less
copied from relevant web sites |
Is it really used ? and where | Who worked on the spec. | Who is the final authority | Is it part of a collection / profile ? | Can it contain others or
is it containable ? |
Content Packaging (overall structure of a reusable learning object, e.g. metadata, resources and minimal sequencing) | |||||||
[[IMS Content Packaging]] | 1.1.2 (8/2001) | The IMS Content Packaging
Specification provides the functionality to describe and package learning materials, such as an individual course or a collection of courses, into interoperable, distributable packages. Content Packaging addresses the description, structure, and location of online learning materials and the definition of some particular content types. |
? | IMS | SCORM 1.2 | Can contain: IMS MD (almost IEEE LOM) | |
1.1.3 (7/2003) | Minor change of 1.1.2 | IMS | IMS | ||||
1.1.4 (2004) | A
maintenance release of 1.1.2 (17 precisions meaning that badly written 1.1.3 files should be fixed) |
Imports
in most LMS (if it can handle the organizations part ...) |
IMS | IMS | SCORM 1.2 SCORM 1.4 | Can contain: IEEE LOM IMS LD IMS SS IMS QTI Is extended by the SCORM CAM Model | |
Content / Course
Structure models (these include content packaging + specifications for more sophisticated resources & sequences) |
|||||||
AICC Course Structure Format | (see below) | AICC | AICC | ||||
SCORM Content Structure Format (CSF) | This format is deprecated
(replaced by IMS CP + Scorm CAM extensions that integrate CFS functionality) |
AICC | ADL | SCORM 1.1 | |||
SCORM
[[Sharable Content Object]]s (SCOs) |
A
single launchable resource that can communicate with an LMS using the SCORM RTE. Scorm opposes SCO to assets (i.e. simple electronic representations of media, such as text, images, sound, web pages or other pieces of data that can be delivered using web technologies.) |
SCORM 1.2 SCORM 2004 | |||||
SCORM Content Aggregation Model (CAM) | SCORM 1.2 | The
CAM specifies how you should package your content so that it can be imported into an LMS (Assembling, labeling and packaging of learning content) |
ADL | SCORM 1.2 | IMS CP IEEE LOM SCORM CP extensions (assets vs. SCOs, Sequencing and navigation info) | ||
SCORM 2004 | ADL | SCORM 2004 | IMS CP IEEE LOM SCORM CP extensions | ||||
Meta Data (description of an overall learning object or parts of it) | |||||||
IMS Meta-Data (MD) | 1.2 (2001) 1.2.1 (2001) 1.2.2 (draft) 1.2.4 (2001) | Outdated now, but older
"profiles" require one of these versions. Differences among subversions are minor |
Elements from Ariadne, Dublin Core, AICC | IMS | |||
[[Learning
Object Metadata Standard]] (LOM) |
IEEE Std 1484.12.1 - 2002 (IMS 1.3) | A
slightly cleaned up version of IMS Meta Data 1.2 |
Part
of Content Profiles; Used by some learning object repository |
IMS | IEEE | IMS Meta-Data 1.3; SCORM 1.2 SCORM 2004; Many repositories | Usually part of an IMS CP |
Dublin Core | Very popular with e.g. DSPACE | ||||||
Pedagogical contents and activities (see Educational modelling languages) | |||||||
[[IMS Content Packaging]] (CP) (default organization) | See IMS Content Packaging | SCORM 1.2 SCORM 2004 | Part of: IMS CP 1.1.x | ||||
[[IMS Simple Sequencing]] (SS) | |||||||
[[IMS Learning Design]] (LD) | |||||||
[[IMS Question and Test Interoperability]] (QTI) | 1.2 1.2 Lite 1.2.1 | The IMS Question &
Test Interoperability (QTI) specification describes a data model for the representation of question (assessmentItem) and test (assessmentTest) data and their corresponding results reports |
IMS CP | ||||
2.0 2.1 | This version adds many features. | IMS CP IMS LD IMS SS SCORM 2004 | |||||
Run-Time environment specifications and data models | |||||||
Scorm Run-Time Environment (RTE) | 1.3 1.3.1 | The RTE specifies how
content should behave once it has been launched by the LMS. Includes: API, API Instance, Launch, Session methods, Data Transfer Methods, Support Methods, Temporal Model, Run-Time Data Model. |
ADL | SCORM 1.2 | |||
1.0 (more recent !) | SCORM 2004 | ||||||
Scorm Sequencing and Navigation (SN) | 1.3 1.3.1 | Activity Tree, Learning Activities, Sequencing Information, Navigation Information, Navigation Data Model. See also: The SCORM CAM | SCORM 2004 1st/2nd (Scorm 1.3) | IMS SS Sequencing Rules and Behaviors | |||
1.0 | SCORM 2004 3rd ed. | ||||||
AICC CMI Data Model | This data model makes sure
that a defined set of information about SCOs can be tracked by different LMS environments |
AICC (also IEEE?) | SCORM 1.2 (RTE); AICC Computer Managed Instruction (CMI) | ||||
IEEE
ECMAScript Application Programming Interface for Content to Runtime Services Communication |
IEEE | SCORM 2004 | |||||
IEEE Data Model For Content Object Communication | IEEE | SCORM 2004 | |||||
Profiles (collections of one or more specifications / standards) | |||||||
AICC Computer Managed
Instruction (CMI) specifications |
Contains: ICC Course Structure Format; AICC CMI Data Model; | ||||||
SCORM Content Aggregation Model (CAM) | The CAM specifies how you
should package your content so that it can be imported into an LMS |
ADL | SCORM 1.2 | IMS CP IMS MD SCORM CP extensions | |||
SCORM | 1.0 | Rarely used | ADL | ||||
1.1 | Not well supported (most
systems support 1.2) |
ADL | |||||
1.2 | This
is still the most popular profile (2006)On dec 18 2006, there were 71 certified systems. |
Elements
from IMS, AICC, ARIADNE, IEEE LTSC |
ADL | IMS CP IMS MD SCORM RTE SCORM CAM | |||
2004 1st & 2nd edition (alias SCORM 1.3 / 1.3.1) | IEEE LOM IMS CP Sequencing and Navigation SN (includes IMS SS) SCORM Conttent Aggregation Model (CAM) | ||||||
2004 (1st, 2nd, 3rd edition) | On dec 18, 2006 there were
32 certified products, but no major players. |
ADL | IEEE LOM IMS CP Sequencing and Navigation SN (includes IMS SS) IEEE ECMAScript API IEEE Data Model for Content Object Communication |
Some technical standards of interest
There are various standardization bodies and procedures:
- For the moment, see the Wikipedia:Internet standard entry for details
Standardization bodies
This is a list of bodies that create "real" or "de facto" standards
In education
- IEEE Learning Technology Standards Committee
- IMS Global Learning Consortium
- IMS Global Learning Consortium
- ADL - Advanced Distributed Learning (SCORM)
- AICC - Aviation Industry CBT Committee
- ARIADNE - Alliance of Remote Instructional Authoring and Distribution Networks for Europe
Specialized ICT
- W3C - World Wide Web Consortium (Web standards)
- The Internet Engineering Task Force (part of the Internet Society
- RFC - Requests for comments (Informal Internet standards, sometimes standardized by an "official body" sometimes not. The most important source for Internet standards.)
General
(including ICT standards)
- ISO - International Organization of Standardization (many very formal ICT standards).
- CEN - European Committe for Standardization ,featuring a not standards-compliant webpage ;)
- ECMA (e.g. JavaScript)
- NIST US National Institute of Standards and Technology
Links
- Webstandards.org, a grassroots organization promoting use of standards
- CETIS - the centre for educational technology interoperability standards A British consortium that is the best overall resource on standards related to our field.
- Resource-Base - Standards, Architectures and Open Source in Education. Large index (backended with delious so get nice tag clouds).
References
(see also the entries for various standards !)
- AICC/CMI CMI001 Guidelines for Interoperability Version 3.4. October 23, 2000. Includes: AICC Course Structure Format, AICC CMI Data Model
Available at: http://www.aicc.org/.
- IMS Content Packaging Specification Version 1.1.2
Available at: http://www.imsglobal.org/
- IMS Learning Resource Meta-data Specification Version 1.2.
Includes: IMS Learning Resource Meta-data Information Model, IMS Learning Resource Meta-data XML Binding Specification, and IMS Learning Resource Meta- data Best Practice and Implementation Guide Available at: http://www.imsglobal.org
- IEEE Information Technology - Learning Technology - Learning Objects Metadata
LOM: Available at: http://ltsc.ieee.org/.
- Advanced Distributed Learning (ADL), Sharable Content Object Reference
Model (SCORM)® 2004 3rd Edition, Available at: http://www.adlnet.gov/