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How is ADL working with
other standards and specifications organizations?
ADL and its partners are working with international standards and specification
organizations to develop consensus guidelines and specifications. By working
with the IMS Global Learning Consortium, Inc., the Institute of Electrical and Electronics
Engineers (IEEE),
the Aviation Industry CBT (Computer-based Training) Committee (AICC), and the Alliance
of Remote Instructional Authoring & Distribution Networks for Europe (ARIADNE),
the
ADL Initiative has established an international community to
collaboratively develop a cost-effective distributed learning environment that is
consistent across national and organizational borders. This community is developing
guidelines and specifications that meet the ADL criteria. These guidelines will
focus on making learning software accessible, adaptable, interoperable, durable,
reusable and affordable. We are defining the needs for standards. Our strategy is
to let industry set the standards wherever possible. ADL adopts, clarifies, harmonizes,
synchronizes and applies standards. We promote their application through development
of reference implementations and tools to assess conformance to the requirements.
Standards are the basis for wider use of commercial learning products and tools.
The standards will evolve over time.
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Were vendors initially
hesitant to the idea of standardized interoperability specifications?
Generally speaking, vendors were pleased to have someone like the
DoD heading up this work, and they have been an integral part
of the success of the program. Vendors realized that an environment that featured
interoperable e-learning content, which was removed from the vagaries of hardware
or software changes, would actually open up a multitude of potential new business
lines. Today, ADL has been able to develop prototypes that not only prove that it
can be done but which demonstrate for almost everyone involved, no matter which
sector they're from that content can be shared across organizational and functional
lines. CDR Roger St. Pierre of the Canadian Department of National Defence coined
the actual name, SCORM, originally the Sharable Courseware Object Reference Model,
later changed to the Sharable Content Object Reference Model.
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How does ADL work
with the private sector?
ADL created the "common space" for the private sector to work with government and
academia on making e-learning content reusable, sharable and platform-independent
through the standards-based approach that eventually became SCORM. The scope of
the work that has developed SCORM is truly global, building a consensus from the
best practices of government, academia and industry. This consensus is developed
in close collaboration with the leading global standards organizations such as the
Institute of Electrical and Electronics Engineers (IEEE) Learning Technology Standards
Committee (LTSC), the IMS Global Learning Consortium, Inc., the Aviation Industry
CBT (Computer-Based Training) Committee (AICC), and the Alliance of Remote Instructional
Authoring & Distribution Networks for Europe (ARIADNE). ADL continues
to work closely with the private sector to advance the state of the art in e-learning.
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When did the idea for SCORM
come about?
In 1997, ADL was given the responsibility of finding ways to use new and emerging
technologies to improve performance and reduce costs in the Department of Defense's
(DoD) education and training efforts. In the process, ADL also found that
the federal government at large, the private sector and academia had similar performance
and cost savings needs. These needs or the requirements to meet them became known
as the "ilities," which are interoperability, affordability, durability, reusability
and accessibility. These "ilities" address the needs within the DoD training/education/performance
support communities, as well as in the rest of government, academia and industry.
ADL knew that any solution would have to provide a wide applicability and had to
work with all stakeholders. Working from this perspective, ADL partnered with
government, academia and industry to find common ways to meet common needs.
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What is SCORM?
The Sharable Content Object Reference Model (SCORM) defines a Web-based learning
"Content Aggregation Model (CAM)" and "Run-Time Environment" (RTE) for learning objects. In essence,
the CAM defines how to aggregate, describe and sequence learning objects and the
RTE defines the run-time communication and data to be tracked for learning objects.
SCORM is a collection of specifications adapted from multiple sources to provide
a comprehensive suite of e-learning capabilities that enable interoperability, accessibility
and reuse of Web-based learning content.
The work of the ADL Initiative to develop SCORM is also a process to knit together
similar groups and interests. This reference model aims to coordinate emerging
technologies and commercial and public implementations. The SCORM applies current
technology developments to a specific content model by producing recommendations
for consistent implementations to the vendor community.
SCORM is built upon the work of the Aviation Industry Computer-Based Training (CBT)
Committee (AICC), the IMS Global Learning Consortium, the Institute of Electrical
and Electronics Engineers (IEEE), the Alliance for Remote Instructional Authoring
and Distribution Networks for Europe (ARIADNE) and others to create one unified
"reference model" of interrelated technical specifications and guidelines that meet
Department of Defense (DoD) high-level requirements for Web-based learning content.
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What's in SCORM?
SCORM consists of four distinct "books" that contain the critical elements of SCORM
as follows:
- The SCORM Overview book contains high-level conceptual information, the history,
current status and future direction of ADL and SCORM and an introduction to key
SCORM concepts.
- The SCORM Content Aggregation Model (CAM) book describes the components used in
a learning experience, how to package those components for exchange from system
to system, how to describe those components to enable search and discovery and how
to define sequencing rules for the components.
- The SCORM Run-Time Environment (RTE) book describes the Learning Management System
(LMS) requirements in managing
the run-time environment (i.e., content launch process, standardized communication
between content and
LMSs and standardized data model elements used for passing information
relevant to the learner’s experience with the content).
- The SCORM Sequencing and Navigation (SN) book describes how SCORM conformant content
may be sequenced to the learner through a set of learner-initiated or system-initiated
navigation events.
The branching and flow of that content may be described by a predefined set of activities,
typically defined at design time.
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What does SCORM allow e-learning
to do for learners?
SCORM allows for scalable, reusable, sharable course content; discoverable learning
content (enables interoperable repositories); the ability to find and move entire
courses; vendor support for SCORM conformant COTS products; and, the development
of adaptive learning systems that can assemble content to meet the learner's needs
"on the fly."
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What is the current
status of SCORM?
SCORM continues to evolve as new functionality and capabilities are identified for
inclusion. The SCORM 2004 is a stable document suite that is ready for implementation
by the ADL Community and broader evaluation. There is still ongoing work in
the specifications and standards groups that may result in additional changes to
this draft; however, the work of these groups is largely stable.
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Will federal government
agencies such as the DoD soon require most or all of their e-learning products to
be SCORM conformant? Will there be any exemptions to these requirements?
Even though ADL cooperates and collaborates broadly across the federal government,
ADL has no power or authority to mandate SCORM conformance for the federal government
at large. ADL anticipates that a forthcoming DoD instruction will require
online learning content to be SCORM conformant. Possible exceptions to this may
include experimental approaches funded through basic research that advances the
science of instruction, perhaps for a future version of SCORM.
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Is there a target date
for vendors to become SCORM conformant?
Many vendors have indicated their intention to have their products conform over
the upcoming year. It should be a program deliverable, ideally, to ask contractors
to provide a plan to migrate to SCORM conformance and to determine vendor tool plans
for conformance in the second half of this year.
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Are SCORM conformant
products available now?
Vendors have taken an interest in the development and evolution of SCORM conformant
tools by bringing their products to the Plugfests. ADL continues to development
and maintain Conformance Requirements (including the Conformance Matrix) and the
SCORM Conformance Test Suite (Self Test) software for use by anyone who wishes to
download it in assessing degrees of conformance.
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However, the software is in development and a new version of the SCORM has been
released. Therefore, projects underway or soon-to-be launched have a clear target
to aim for and a timetable to work within to converge on conformance. The SCORM
Conformance Test Suite (Self Test) is available and timetables have been established
to provide the necessary testing and conformance of content. Check the Downloads
section regularly for continuing updates to Conformance and Testing software.
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What is the main benefit
of adopting SCORM standardization?
Reusability of e-learning content across courses and LMSs without proprietary constraints
is one of the chief benefits of adopting SCORM standardization. There are
other benefits to adopting SCORM standardization as well. For example, the
increases in student retention and comprehension and concurrent decreases in cost
and time realized by SCORM standardization would allow instructional designers to
focus on creating better e-learning content, in effect creating a force multiplier
for e-learning effectiveness. Another benefit of SCORM standardization is
that SCORM conformant e-learning content can move seamlessly between multiple contexts,
such as classroom-based and point-of-performance environments. This capability
to improve the actual performance of people within their job environment is an invaluable
goal.
Given the length of the development cycle for creating e-learning products, is there
a possibility that e-learning products currently in development or recently released
may have to be completely reworked or be rendered obsolete if they are not SCORM
conformant?
First - almost everyone that ADL has dealt with feels that within a fully or near-fully
realized SCORM conformant environment, that the implementation of SCORM will actually
reduce the amount of time needed to develop courseware. Designers will be
able to draw on substantial content repositories and be able to seamlessly integrate
them into a course that they have designed to be pedagogically and instructionally
sound. Second - one of the prime reasons the ADL Initiative was started and SCORM
developed was to end the cycle of courseware becoming obsolete because of changes
in hardware and software. As a consequence ADL works very hard to ensure that
SCORM versions are backward compatible with each other and really the biggest jump
for content is from paper-based to electronic. If organizations have already
made that leap then it becomes a small step to SCORM conformant content. ADL
doesn't really envision a great deal of electronic courseware having to be "completely
redone." Of course many vendors are creating tools to reduce the development time.
The large marketplace created by SCORM provides the economic incentive for industry
to market these investments.
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Are there concerns that
making e-learning products more sharable and accessible reduce the effectiveness
of the training they provide?
ADL and SCORM address e-learning content, not courses, so ADL is definitely not
attempting to design courses for the greatest number of people. SCORM focuses on
learner profiles and adaptive instruction instead of fixed sequencing, both of which
will allow content to be developed for mass purposes, but will then allow instruction
to be crafted to suit targeted groups of learners or even individuals.
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Will AICC compliant
e-learning products work with SCORM conformant e-learning products?
It depends. SCORM incorporates portions of the AICC specification. LMS or content
products that adhere to Appendix B of the AICC CMI001 specification may in some
cases be able to work with products that adhere to SCORM. See "What exactly is AICC?",
"What exactly is SCORM?" and "What is the relationship between AICC and SCORM?"
for more information.
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What is the relationship
between AICC and SCORM? Is AICC and SCORM conformance the same?
SCORM is composed of multiple, interrelated specifications. Many of these specifications
are derived from the previous or ongoing work of other specification and standards
bodies, such as AICC, IMS and IEEE. SCORM is based directly on the Run-Time Environment
functionality defined in AICC's CMI001 Guidelines for Interoperability document.
That is, the application programming interface (API) for LMS/courseware
communication defined in SCORM is taken directly from Appendix B of the AICC CMI001
specification. It's important to be aware, however, that AICC AGR010 and CMI001
include additional material that is not part of SCORM.
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What do AICC and SCORM
standards offer to e-learning?
The Aviation Industry CBT (Computer-Based Training) Committee (AICC) is an international
association of technology-based training professionals. The AICC develops guidelines
for aviation industry in the development, delivery and evaluation of CBT and related
training technologies. The objectives of the AICC are as follows:
- Assist airplane operators in development of guidelines, which promote the economic
and effective implementation of computer-based training (CBT).
- Develop guidelines to enable interoperability.
- Provide an open forum for the discussion of CBT (and other) training technologies.
The Sharable Content Object Reference Model (SCORM) defines a Web-based learning
"Content Aggregation Model" and "Run-Time Environment" for learning objects. SCORM
is a collection of specifications adapted from multiple sources to provide a comprehensive
suite of e-learning capabilities that enable interoperability, accessibility and
reusability of Web-based learning content. The work of the ADL Initiative to develop
SCORM is also a process to knit together disparate groups and interests. This reference
model aims to coordinate emerging-technologies and commercial and/or public implementations.
Both AICC and SCORM define technical specifications that pertain to e-learning.
They seek to make content reusable and to make LMSs and content interoperable. That
is, any specification conformant LMS should be able to launch and track conformant
content. The specifications specify how an LMS should launch content, and how the
LMS and content should communicate to exchange data such as learner ID numbers and
test scores. The goal is to protect customers' investments in LMSs and content by
allowing you to "mix and match" LMSs and content from different vendors.
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Does AICC or SCORM conformance
guarantee that content will track all the student data I need?
Not necessarily. For example, the minimum that content must do to comply with SCORM
Version 1.2 is to call the API's "LMSInitialize" function when it starts and the
"LMSFinish" function when it ends. These functions do nothing beyond telling the
LMS that the content has started or finished. The content may -- but is not required
to -- call additional API functions to obtain information such as the student's
ID number from the LMS; to send information such as a test score to the LMS; or
to store state information, such as which sections of the training have been completed
so far. Your content vendor should be able to tell you which information the content
tracks. If you require additional information, customization of the content may
be required.
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Can an e-learning
product be both AICC and SCORM conformant?
Yes. LMS's and content can comply with both standards. Vendors can offer separate
versions of their products for each standard, or can implement both standards in
a single version. Compliance with one standard does not automatically imply
compliance with the other.
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Who should download and
use the SCORM Conformance Test Suite?
The SCORM Conformance Test Suite is available to anyone who wishes to use it.
Vendors should use it to self-test their products; developers should use it to test
their content; and program managers should use it to test content and products during
the acquisition processes.
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Where can I get the SCORM
Conformance Test Suite, and how much does it cost?
The latest version of the SCORM Conformance Test Suite is available free of charge
in the SCORM Downloads section.
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When is the latest version
of the SCORM Conformance Test Suite made available to the public?
With each successive release of the SCORM, the ADL Technical Team also updates the
Conformance Requirements, including the Conformance Matrix, as well as the Conformance
Test Suite that implements assessment to these requirements. The ADL Technical Team
is striving to minimize the amount of time between the release of the SCORM and
these synchronized components.
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What is the Sample Run-Time
Environment?
The Sample Run-Time Environment (RTE) software provides a reference implementation
of the Content Packaging and Run-Time Environment components of the SCORM. This
is not meant to be a complete or robust functioning Learning Management System (LMS),
but rather a single example of how the Content Packaging and RTE may be implemented
within an LMS and within Sharable Content Objects (SCOs). The SCORM Version 1.2
Sample RTE contains sample working implementations of the SCORM Content Packaging,
RTE Application Program Interface and RTE Data Model as illustrated.
The SCORM Version 1.3 Sample RTE should prove a useful example to content developers
and LMS vendors alike.
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Where can I get the Sample
Run-Time Environment, and how much does it cost?
The latest version of the Sample Run-Time Environment is available free of charge
in the Downloads section.
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SCORM Meta-Data Generator
Tool Discontinued
The ADL Technical Team has received several questions about with the Meta-data
Generator Tool. The ADL Technical Team has indefinitely discontinued the development
and maintenance of the Meta-data Generator Tool to concentrate on the evolution
of SCORM, the Conformance Test Suite and the Sample RTE. Also, several vendors have
integrated SCORM meta-data generators into their content development tools. The
ADL Technical Team considers these tools a replacement for the meta-data generator
and no longer supports such development efforts. The ADL Technical Team may resume
development efforts on a newer version of the Meta-data Generator Tool in the future.
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Overview of ADL Metadata
Specifications
The work of the ADL Initiative to develop SCORM is also a process to knit together
disparate groups and interests. This reference model aims to coordinate emerging
technologies with commercial and/or public implementations. SCORM defines the application
requirements and guidance in the use of the IEEE 1484.12.1-2002 (more commonly referred
to as Learning Object Metadata, or
LOM).
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How many curricular levels
must Conforming Courses support?
The Content Packaging is designed to be able to support any number of levels and
can be self-describing as to your organization's curricular taxonomy (e.g., Course,
Chapter, Unit, Learning Step, etc.). There is no "one-size-fits-all" assumption
in SCORM.
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History of APIWrapper
During the implementation of the Sample SCOs found in the Sample LMS download (now
entitled Sample RTE), the ADL Technical Team found it easier to abstract some common
functionality out into separate files (APIWrapper.js and SCOFunctions.js). The common
functions were being used by all of the Sample SCOs that were being demonstrated
in the Sample LMS.
APIWrapper.js - This file is part of the ADL Sample API Implementation intended
to provide an elementary example of the concepts presented in SCORM.
The purpose in wrapping the calls to the API is to provide a consistent means of
finding the LMS API implementation within the window hierarchy.
SCOFunctions.js - This file contains several JavaScript functions that are used
by the Sample SCOs contained in the Sample Course found in the Sample LMS (now entitled
Sample RTE). These functions encapsulate actions that are taken when the user navigates
between SCOs, or exits the Lesson.
Use of both of these files is not a requirement of SCORM. The requirements defined
in SCORM state that a SCO must be able to:
- find an LMS provided API Adapter
- call LMSInitialize
- call LMSFinish
Content developers may implement this capability in any manner they wish as long
as these requirements are met.
In our case, all of the code to do this, plus the implementation of the other API
functions, was abstracted into one file, APIWrapper.js, and included in every
SCO found in the Sample LMS.
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What actions is ADL taking
to account for Section 508 compliance in its standards and specifications?
SCORM primarily addresses issues of interoperability between e-learning content,
tools and systems. At this point in time, SCORM does not address Section 508
applicability to content creation. SCORM may address this issue at some point
in the future.
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