SCORM - SCORM SCORMTM stands for Sharable Content Object Reference Model. This is a standard for web-based E-learning. It defines how the individual instruction elements are combined on a technical level and sets conditions for the software needed for using the content. The standard uses XML and it is based on the results of the work done by AICC, IMS, IEEE, ARIADNE. SCORM 1.0 SCORM 1.1 SCORM 1.2 CNET-NLN Curriculum Content Structure Formate/ CSF/ Tagged Content aggregation Course Block/ Tagged Block Block Sharable Content Object/ SCO/ Tagged SCO Assignable Units/ AU Asset/ Tagged Asset Raw Media Object/ RMO Meta-data Course Meta-data Content Meta-data Raw Media Meta-data.
Instructional theory - is Learning Objects. There are currently many groups trying to set standards for the development and implementation of Learning Objects. At the forefront of the standards groups is the Department of Defense's (DoD)Advanced Distributed Learning (ADL) initiative with its SCORM standards. SCORM stands for Sharable Content Object Reference Model. There is an entire vocabulary and related acronyms related to SCORM and Learning Objects. Benjamin Bloom has also had a major influence on modern instructional theory with his Taxonomy of Education Objectives first published in 1956. The two schools of thought in education can be considered the cognitivists and the behaviorists schools of learning. B._F._Skinner's theories on behavior have had a huge influence on instructional theory because it can be measured scientifically. The cognitivists, though popular, have greater difficulty in demonstrating learning.
Instructional technology - enthusiasts is that human interaction will always need to be taught and human teachers will continue to be needed as socialization trainers. This will be a real issue for students of ethics. (One could disagree with the above paragraph's statement that "the ultimate aim of instructional technology is to reduce the human element of instruction." Some educational technology designed with the tenets of constructivism in mind intentionally includes "the human element" by requiring students to work in groups, with the teacher as a guide.) However, evidence based on the growth of human interaction simulators like ELIZA and ALICE suggest a time where human interaction can be successfully simulated as well. The future of cognitive expert systems will be the ability to a achieve and maintain statefulness or consciousness at a low.
E-learning - Moodle (see below). This advocates Social-Constructivism as a pedagogical perspective, whereby learners construct their knowledge through discussion, thereby enhancing their thinking skills. Organizing the content For whom do we create e-learning content What do they need to learn How do we organize the content Which tools / platform do we use? For creating? For delivering? Instructional Design Creating media Text Pictures Sound Video Animations Interactive exercices Binding it together Most often HTML is used to bind together the different e-learning media. Sometimes XML based files are created which are then rendered to HTML/CSS/JavaScript by using an XSLT transformation. However often proprietary techniques are used like Macromedia Director, an authoring tool which contains a Object-BASIC like scripting language. One standard for representing e-learning content is SCORM whilst others are under draft (UKLOM)..
Learning object - use it in different contexts, the presentation has to be separated from the content. which calls for specific data formats. SCORM is such a format. Alongside SCORM, a draft learning object metadata scheme is underway in the UK. The UK Learning Object Metadata Core attempts to create a consistent tagging system which enables educationalists to tag their learning objects. Learning object projects United Kingdom Learning Object Metadata United Kingdom Learning Object Metadata or UK LOM [1] is currently a draft schema researched by a community of practitioners to identify common UK practice in learning object content. By comparing 12 metadata schemas, UK LOM puts together the common core of metadata elements and seeks to record common practice, rather than best practice. Its aim is not to be precriptive but rather reflect.
