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Slide 1: September 23, 2003 Leader in E nterpris e P roductivity S olutions Online Learning in the Age of SCORM Claude Ostyn Learning Standards Strategist L ea der in E Implementation | Solutions Aspen | ToolBook | Consulting | nterpris e P roductivity S olutions
Slide 2: Synopsis This presentation was designed to achieve the following objectives: • Provide a synopsis of SCORM 1.2 and 1.3 • Provide a synopsis of Reusable Competency Definitions • Describe some of the ways SCORM and Reusable Competency Definitions affect instructional design • Explore one or more simple sequencing scenarios • Relate sequencing and competency management Copyright © 2003 Click2learn, Inc. – All rights reserved L ea der in E nterpris e P roductivity S olutions
Slide 3: Not the 20th Century E-learning anymore Management Trainer Learning Content Learner The push model L ea der in E nterpris e P roductivity S olutions
Slide 4: Not the 20th Century E-learning anymore Management Trainer Learning Content Learner Analysis Design Implementation Evaluation ISD L ea der in E nterpris e P roductivity S olutions
Slide 5: This is not your parent’s E-learning anymore Subordinate Client Informal knowledge Informal knowledge Informal knowledge Informal knowledge 12 45 78 * 8 3 6 9 # Coworker Management Trainer Learner Supplier Trivia Learning Content Time sensitive data Working = Learning L ea der in E nterpris e P roductivity S olutions
Slide 6: Working = Learning = Working = Learning Sub- Manageordinate ment CoClient worker Business results Competency data Informal knowledge Learner Trainer Learning Content L ea der in E nterpris e P roductivity S olutions
Slide 7: Evolution From Focus on Instruction To Focus on Outcomes From Know it all To Just in time From CBT To Blended learning From Individual pedagogy To Social pedagogy From Lone Learner To Learning together From e-learning To Learning L ea der in E nterpris e P roductivity S olutions
Slide 8: Is there still a place for ISD? Yesterday’s model Taskspecific Analysis Stable design Design Big $$$, lots of time Implementation Trainingspecific Evaluation L ea der in E nterpris e P roductivity S olutions
Slide 9: Is there still a place for ISD? Yesterday’s model Taskspecific Analysis Stable design Design Big $$$, lots of time Implementation Trainingspecific Evaluation Start Here Today’s model Working & learning ecosystem Competency requirements Business requirements Analysis Focus on strategy Flexible Reconfigurable Design Short time Automation Cannibalize & reuse Make new content standardscompliant Implementation 360° Evaluation L ea der in E nterpris e P roductivity S olutions
Slide 10: Is there still a place for ISD? Yesterday’s model Taskspecific Analysis Stable design Design Big $$$, lots of time Implementation Trainingspecific Evaluation Today’s model Working & learning ecosystem Competency requirements Business requirements Analysis Focus on strategy Flexible Reconfigurable Design Short time Automation Cannibalize & reuse Make new content standardscompliant Implementation 360° Evaluation L ea der in E nterpris e P roductivity S olutions
Slide 11: The Content Delivery Challenge Bandwidth Gigabit Broadband Learning Content Modem Sporadic connection Offline Delivery device Desktop computer Limited resolution laptop PDA Mobile device ("phone") Rendering Language requirements Perceptual accessibility requirements Motor accessibility requirements Other accessibility requirements Learner L ea der in E nterpris e P roductivity S olutions
Slide 12: Where can learning technology standards help? To design and implement: • • • • • • • • Competency requirements Adaptive instructional strategies Flexible and reconfigurable Content gathering automation Content reuse, cannibalization Quick deployment, regardless of platforms Accessibility, ADA compliance Assessment data collection • IMS Accessibility profiles • IEEE content object communication • Reusable Competency Definitions • Simple sequencing, SCORM 1.3 • SCORM • IEEE Metadata, SCORM metadata • SCORM • SCORM, IEEE API L ea der in E nterpris e P roductivity S olutions
Slide 13: A closer look at two standards initiatives • Which • Reusable Competency Definitions (RDCEO) • SCORM • Point of view • How they can impact learning L ea der in E nterpris e P roductivity S olutions
Slide 14: General competency data framework Competency data may include • Reusable (generic) definition of the competency • Evidence of competency (e.g. result of assessment) Definition Context en si on s im Evidence • Context within which the competency is defined, or that defines the competency (e.g. social or work context) (e.g. proficiency on a scale, duration of a certification) D • Dimensions L ea der in E nterpris e P roductivity S olutions
Slide 15: Reusable Competency Definition Definition Context D im en si on s Evidence Reusable • For different people • In different contexts • With different evidence • With different metrics Example “Can diagnose a fault in a Cat5 network cable” L ea der in E nterpris e P roductivity S olutions
Slide 16: For example X001 is the identifier of a competency definition • Here is an activity designed to learn X001 • Here is a learning object designed to learn X001 • Here is a different learning object designed to learn X001; this one is a video clip • Here is someone who is an expert resource on X001 • Here is a learning object designed to practice X001 • Here is an assessment designed to test X001 • Here is some evidence that Ann knows how to do X001 • Here is some evidence that Joe was assessed on X001, using instrument XYZ on June 2, 2003, with a 72% score L ea der in E nterpris e P roductivity S olutions
Slide 17: Application example Unique identifiers of competency definitions, regardless of the content of the definition, can be used as “currency” in learning system operations. Context Dimen sions ns sio en im D Competency model A Learner’s Competency Records D T E C Y R F K P Evidence Definitions B C P Q R N Learner’s Target Competencies A B P Q Legend Required competency Acquired competency B ID of competency definition Skill gap analysis System view = “This learner needs A, B, and Q but not P” Human view = Understand what is defined by A, B, Q, P, etc. L ea der in E nterpris e P roductivity S olutions
Slide 18: SCORM Shareable Content Object Reference Model • Advanced Distributed Learning initiative • Dept. of Defense, Dept. of Labor, Industry, Education • Initial focus: Distributed learning accessible through a web browser • Deliver and track through any LMS, any browser, anywhere L ea der in E nterpris e P roductivity S olutions
Slide 19: SCORM Shareable Content Object Reference Model • Advanced Distributed Learning initiative • Dept. of Defense, Dept. of Labor, Industry, Education • Initial focus: Distributed learning accessible through a web browser • Deliver and track through any LMS, any browser, anywhere SCORM 1.2 • How to package content to make it portable • Metadata (information about it) • How a LMS launches the content in a browser • How content communicates with the LMS • What is being communicated L ea der in E nterpris e P roductivity S olutions
Slide 20: SCORM works today • Adopted by all major LMS & LCMS vendors • Used by Fortune 1000 enterprises • Mandated by DoD, other federal agencies • Content vendors are slower to adopt Time to deploy content Before SCORM: Weeks, months… With SCORM: Seconds, minutes… Cost of content integration Before SCORM with SCORM L ea der in E nterpris e P roductivity S olutions
Slide 21: SCORM 1.2 – Instructional design perspective Advantages • Reusable content objects • The learner chooses • Flexible aggregation model • Use your favorite nomenclature • Shortened timeline allow more timely content • Broader deployment options and better longevity allow better ROI for desirable but expensive content (e.g. simulations) • No restriction on pedagogical approach Limitations • No sequencing between content objects – the learner chooses • No guided learning • Adaptive learning strategies must be built inside the content objects • No standard for collaborative learning • Some tools are only beginning to catch up L ea der in E nterpris e P roductivity S olutions
Slide 22: SCORM evolves SCORM 1.3 • Focus on activities that use content, rather than content as such • Sequencing of activities • Adaptive sequencing options • Expected final version: Late 2003 SCORM 1.2 • How to package content to make it portable • Metadata (information about it) • How a LMS launches the content in a browser • How the content communicates with the LMS • What is being communicated • In use today L ea der in E nterpris e P roductivity S olutions
Slide 23: SCORM 1.3 – Instructional design perspective Advantages • Advantages of SCORM 1.2 • Designer can choose to sequence the activities that use the content objects • Sequencing rules based on success and/or completion • Supports tracking & assessment of competencies • Can mix guided learning with discovery and free play • Adaptive learning strategies can be defined for all levels of the activity tree • Allows visual continuity Limitations • Collaborative learning is out of scope • No support for interacting with “persistent” simulations (but it’s in the works) • High level design and authoring tools to really take advantage of SCORM 1.3 will take a while to appear • Main problem: Failure of imagination L ea der in E nterpris e P roductivity S olutions
Slide 24: For example The following slides illustrate some simple sequencing scenarios in SCORM 1.3 Except as otherwise noted, these scenarios are not supported by SCORM 1.2, but must be supported by every SCORM 1.3 conformant player. This functionality is defined in the current SCORM 1.3 draft and is stable. Other aspects of the SCORM 1.3 draft are subject to change before the final version is released. L ea der in E nterpris e P roductivity S olutions
Slide 25: A designed learning activity “cluster” Unit X Pre-test Tutorial Topic 1 Topic 2 Topic 3 Post-test Unit X+1 L ea der in E nterpris e P roductivity S olutions
Slide 26: Activities associated to competency definitions Unit X Pre-test Tutorial Topic 1 Topic 2 Topic 3 Post-test Unit X+1 Relevant for: SKILLSET1 also SKILL1, SKILL2, SKILL3 Note: SCORM 1.3 does not specify or require the use of competency definitions, but it dovetails neatly L ea der in E nterpris to associate with that specification by allowing youe P roductivity custom objective identifiers with one or more activities. Relevant for: SKILLSET1 also SKILL1, SKILL2, SKILL3 Relevant for: SKILLSET1 also SKILL1, SKILL2, SKILL3 Relevant for: SKILL1 Relevant for: SKILL2 Relevant for: SKILL3 S olutions
Slide 27: Resource association Unit X Pre-test Tutorial Topic 1 Topic 2 Topic 3 Post-test Unit X+1 Each “leaf” activity (activity that does not have sub-activities) typically uses a learning resource: Content, assessment, ILT course, … In SCORM 1.2, the user can choose any activity in any order. SCORM assumes that every leaf activity uses a resource accessible through a web server. L ea der in E nterpris e P roductivity S olutions
Slide 28: Navigation mode: Choice Unit X Pre-test Tutorial Topic 1 Topic 2 Topic 3 Post-test Unit X+1 This is the only navigation mode that can be assumed in SCORM 1.2 The learner can choose any activity, in any order. L ea der in E nterpris e P roductivity S olutions
Slide 29: Navigation mode: Guided flow Unit X Pre-test Tutorial Topic 1 Topic 2 Topic 3 Post-test Unit X+1 The designer enables the “flow” mode. This guides the learner through each activity in a predictable sequence. L ea der in E nterpris e P roductivity S olutions
Slide 30: Navigation mode: Choice + Flow Unit X Pre-test Tutorial Topic 1 Topic 2 Topic 3 Post-test Unit X+1 The learner can also follow the guided flow. For example, just clicking a “Continue” button will go to the next activity in the flow. Two different learning styles can be accommodated by this simple combination. Field independent learners do not want to follow a flow, but field dependent learners tend to use the guided flow. L ea der in E nterpris e P roductivity S olutions The learner can choose any activity, in any order.
Slide 31: The design may also embed rules Unit X Pre-test Tutorial Topic 1 Topic 2 Topic 3 Post-test Unit X+1 •Once post-test taken, learner can no longer take the pretest. L ea der in E nterpris e P roductivity S olutions Rules Retry until successful •Use pre-test to determine which topics to suggest to the user in the guided flow •Can be taken only once •If passed, skip to next unit In the tutorial •Skip topics already mastered •Skip all if pre-test passed
Slide 32: Tracking data model for each activity Success Successful? How successful? (“score”) Applies to activity objective. The objective can be implicit or explicit (e.g. reference to a reusable competency definition) Completion Completed? L ea der in E nterpris e P roductivity S olutions
Slide 33: Example: Learner tries, fails, tries again Unit X Pre-test Tutorial Topic 1 Topic 2 Topic 3 Post-test Unit X+1 •Once post-test taken, learner can no longer take the pretest. L ea der in E nterpris e P roductivity S olutions Rules Retry until successful •Use pre-test to determine which topics to suggest to the user in the guided flow •Can be taken only once •If passed, skip to next unit In the tutorial •Skip topics already mastered •Skip all if pre-test passed
Slide 34: Scenario 1: “Test out” of the learning activity Unit X Pre-test Tutorial Topic 1 Topic 2 Topic 3 Post-test Unit X+1 User masters every objective in the pre-test Pretest results Objective SKILL1 Objective SKILL2 Objective SKILL3 Objective SKILLSET1 L ea der in E nterpris e P roductivity S olutions
Slide 35: Scenario 1: “Test out” of the learning activity Unit X Pre-test Tutorial Topic 1 Topic 2 Topic 3 Post-test Unit X+1 User masters 2 of 3 objectives in the pre-test Pretest results Objective SKILL1 Objective SKILL2 Objective SKILL3 Objective SKILLSET1 L ea der in E nterpris e P roductivity S olutions
Slide 36: Scenario 1: “Test out” of the learning activity Unit X Pre-test Tutorial Topic 1 Topic 2 Topic 3 Post-test Unit X+1 User masters none of the 3 objectives in the pre-test Pretest results Objective SKILL1 Objective SKILL2 Objective SKILL3 Objective SKILLSET1 L ea der in E nterpris e P roductivity S olutions
Slide 37: Scenario 1: “Test out” of the learning activity Unit X Pre-test Tutorial Topic 1 Topic 2 Topic 3 Post-test Unit X+1 Pretest results Objective SKILL1 Objective SKILL2 Objective SKILL3 Objective SKILLSET1 User skips the pre-test and chooses some activity The post-test may update the status of the objectives even if the pre-test was not taken L ea der in E nterpris e P roductivity S olutions
Slide 38: Example: Different strategy second time around Unit X Pre-test Tutorial Topic 1 Topic 2 Topic 3 Post-test Unit X+1 •Once post-test taken, learner can no longer take the pretest. L ea der in E nterpris e P roductivity S olutions Rules Retry until successful •Use pre-test to determine which topics to suggest to the user in the guided flow •Can be taken only once •If passed, skip to next unit In the tutorial •Skip topics already mastered •Skip all if pre-test passed
Slide 39: Example: Use different method on retry Topic 1 (cluster) Introduction Method 1 Method 2 Method 3 Else… Next in flow 1st pass 2nd pass 3rd pass Rules Skip if completed previously •Skip if completed previously •Exit cluster when completed (no special rule) On 1st pass, use Method 1; on 2nd pass, use Method 2; on 3rd pass, use Method 3; on any subsequent pass, use the Else method. L ea der in E nterpris e P roductivity S olutions
Slide 40: Applications of the SCORM activity model • The SCORM 1.3 simple sequencing model and rule can be applied to various scales and purposes • • • • A curriculum A course A game The workflow through a task • Patterns of activity rules may become reusable strategy templates • Independent of the goal • Independent of the learning resources used • Conceptual challenge • Think in terms of “skip and retry, and check status” rather than traditional CBT “branching”. L ea der in E nterpris e P roductivity S olutions
Slide 41: Activities and competency management • Existing competency records may affect sequencing • E.g. Skip activity if existing records show that the objective has been mastered already • A “learning plan” is no longer tied to specific learning resources • Whatever resource can achieve the same objective will do • Content can be modified and updated without having to lose user tracking information, because competency records are keyed to competency definitions, not to specific learning resources. L ea der in E nterpris e P roductivity S olutions
Slide 42: Summary Before, effective design meant • Active engagement of the learner • Adaptability to learner’s knowledge and traits • Alignment with training goals and objectives • Creating a nice piece of content • Strong graphic design and continuity • Progressive, planned elaboration of conceptual knowledge and skills. • 5 year plans Now, effective design means • Active engagement of the learner • Adaptability to learner’s knowledge and traits • Alignment with business goals and objectives • Using whatever means will lead to learning, often in a blended approach • MTV approach –learning is a discontinuous process. • Guerilla learning – whatever works, when it needs to work L ea der in E nterpris e P roductivity S olutions
Slide 43: So, where to start Focus on the goals 1. What are the business drivers? 2. Which competencies or skills do we need to build? 3. Where do they apply? 4. Are they already defined somewhere? (if so, reuse those definitions; otherwise create them) 5. What resources are already available? (are there learning objects described by standard metadata we can search) Then do it 1. Easier said than done, need tools and platforms. A traditional LMS is no longer enough 2. Let learners be the guide—if they need it they’ll use it L ea der in E nterpris e P roductivity S olutions
Slide 44: Thank you Claude.Ostyn@Click2learn.com (See next slide for some acronyms, buzzword definitions and links) L ea der in E nterpris e P roductivity S olutions
Slide 45: Acronyms and buzzwords SCORM (explained in this presentation) AICC – Aviation Industry CBT Committee (http://www.aicc.org) One of the first organizations that published CBT technology standards for the aviation industry. SCORM is based in part on some elements of an AICC specification. IMS – IMS Global Learning Consortium (http://imsglobal.org) Consortium of higher education, industry and government organizations to develop E-learning standards. SCORM is based in part on IMS specifications. IEEE LTSC -- Learning Technology Standards Committee of the International Electrical and Electronic Engineers standards association. (http://ltsc.ieee.org) An international accredited standards organization. SCORM is based in part on IEEE standards and drafts. ISD – Instructional System Design A methodology that was developed a few decades ago large size military and industrial instructional design and training deployment, to try to guarantee that a standard process is followed and documented. Hotly debated for years. HR-XML Consortium (http://hr-xml.org) A consortium of corporations and HR services vendors, that specified XML schemas for exchange and storage of HR information L ea der in E nterpris e P roductivity S olutions