Polster - Breakdown of Requirements from the WPs

Breakdown of Requirements from the White Papers

Frank Polster prepared this summary of all the SCORM 2.0 requirements suggested in the all 98 White papers.

  • Sequencing
    • fix sequencing- 98
    • It is imperative that LETSI craft of a common vision of where we are heading. Hopefully this paper will stimulate some discussion about what the end goal of SCORM 2.0 really it -8.
    • tool vendors to provide the simple interfaces on top of the complex spec.- comment 8
    • the purpose of a "sequencing" specification or standard is to separate content from instructional strategy in the same way that other standards separate content from presentation - comment 8
    • support for an evolving scenario - 4
    • multiple parallel "portals" (or SCOS) to interact with the student - 4
    • a formal user interface definition, that is external to the SCO - 4
    • modeling a wide variety of pedagogical structures - 4
    • modeling domain-specific segments and protocols - 4
    • role based sequencing - 27
    • reduce the overall complexity of creating sequencing logic thereby increasing the reliability and maintainability of the products.- 65
    • programmer friendly approach to sequencing -comment 65
    • consider creating one or more simple ways to specify sequencing, roll-up and navigation in XML comment 65
    • It is imperative that LETSI craft of a common vision of where we are heading. - 8
    • Intuitive and straight-forward - 15
    • Congruent with the existing SCORM data models - 15
    • Easy to implement - 15
    • Easy to extend and improve - 15
    • A better solution for sequencing and navigation.- 20
    • Skipping future content based on a learner's actions in a learning object - 77
    • Providing feedback to the learner in one learning object based on previous actions in other learning objects - 77
    • Recording completion of a learning goal from multiple, separate learning objectives- 77
    • Controlling which portions of the content the learner is able to see and how non-linear navigation is employed- 77
    • Provide branching content paths based on actions in a learning object or a learner's profile- 77
    • Sending learners back to previous content based on actions in a learningobject- 77
    • Preventing the learner from moving on until they have completed something specific- 77
    • Allowing learners to choose their path through the content or specificportions of content- 77
    • Change to SCORM 2004 3rd Edition IMS Simple Sequencing profile or to IMS Simple Sequencing itself to facilitate storage and display of an objective description.- 32
    • Provide a clear set of examples showing sequencing - 61
    • We need to solve the cross-domain issue completely and simply. Meiselman - Informal
    • Can we decouple the Seq and Nav rules and XML description from the normal manifest XML file? Can we even for further to have each company to define its own Seq and Nav rules by their own XML if they intend to? Can SCOMR 2.0 provide a Sequence Rule Engine instead of pure XML spec? Zhang - Informal
  • Assessment and Competencies
    • Enhanced functionality for capturing assessment data.-88
    • Introduction of portfolio or portable records functionality -88
    • The requirements for SCORM 2.0 to support interoperability in K12 applications by integrating with the SIFA technical approach. -46
    • requirements for implementing an intelligent tutoring system (ITS) capability -87/90
    • facilitate and further support team-based learning (TB)L -3
    • Persistent storage of data outside the scope of the SCORM data model is a core requirement for a variety of e-learning applications.-40
    • Persistence of learner performance data beyond runtime - 81
    • Option to generate learner performance reports -81
    • Easy methods for collecting, storing, tracking and analyzing instructional and assessment data from multiple sources broken out by individual students or demographic subgroups. Billings- Informal - Requirement for competency portability specification that defines (40,42,46, 27,37)
    • Identification Information, probably including a Universal Identifier of some sort.
    • Demographic Information, such as gender, ethnicity, nationality, age, etc.
    • Preferences, such as learning styles, interests, etc.
    • Competencies, which should include a history of learning objects used, including the universal identifiers, a time stamp, and the pass/fail status. There may be additional measures which could be included in this category.
    • Goals, which would outline the learning or training goals for the student along with time frames for these goals. These may be set either by the student or by an instructor.
    • Perceptions data provide data about what the stakeholders think about learning.
    • School Process data focuses on data relating to the processes involved in education including instruction, programmatic improvement, instructional strategies and classroom practices.
    • Addressing the test items by the parent LMS/LCMS (de-encapsulation of the SCO)-63
    • Addressing the test items from several SCOs to be combined in a new manner, in order to design unique learning tests, and assessment situations - 63
    • Separating the HTML structure of the test items from the layout - 63
    • Adding metadata to the test items to improve search, retrieval and reuse of the test items - 63
    • Establishment of a Quality Model that can serve as a framework for a 360° view of assessment and quality management for LEARNING, EDUCATION AND TRAINING SYSTEMS - 64
    • Student Learning data provides information about the learner's results including assessments and observations
    • An additional aspect concerns provision of feedback and hints to encourage and motivate the user. - 63
  • Architecture and Security (also includes SOA, web-services, web 2.0 games/simulations, content packaging)
    • Introduction of functionality for simulation interoperability.-88
    • Creation of a web services based communication protocol-88
    • Introduction of functionality for simulation interoperability.-88
    • Persistent storage of data outside the scope of the SCORM data model is a core requirement for a variety of e-learning applications.-40
    • Improve SCORM 2004 support for modern content management practices. -13
    • Diversify SCORM 2004 to allow a CoP to develop and reference its own SCORM 2.0 functions, such as a content aggregation model -13
    • Integrate SCORM-based learning content development editors with common source databases. 13
    • A simple solution for content interoperability including cross domain deployment. -1
    • Adopt a structured content model for SCORM as an important enabler for the future - 9
    • Provide better support for requirements outside those of defense/aerospace- 9
    • Focus on a structured model that can be used in conjunction with new approaches to learning (not only LMSs, rule-based sequening etc) - 9
    • Consider DITA as the structured content architecture - 9
    • API and data models that enable communication between HLA simulation objects, SCOs, and LMS. - 2
    • There are needs for traning events in simulations to be scheduled and tracked. - 48
    • Make SCORM support "Unique" platforms such as hardware-based simulators. -48
    • SCORM should provide a clear guideline for multilingual support - 96
    • Instructional applications and resources in electronic formats that are device and platform-agnostic. Billings- Informal
    • Instructional resources that are modular and can be seamlessly integrated with the teacher's curricula in a way that both aligns with state and local standards and can be re-organized to differentiate instruction based on the learning needs of individual students. Billings- Informal
    • The ability for students and educators to access their applications, resources, projects, and assignments from anywhere. Billings- Informal
    • The ability to access multiple applications from a unified interface (e.g., learning portals with single sign-on access for students, teachers and parents). Billings - Informal
    • To meet these innovative technical and curricular requirements, publishers and developers need to make their products and services interoperable. Billings - Informal
    • Providing for the digital rights management of their products and services as necessary to maintain intellectual property rights. Billings- Informal
    • Ensuring the integrity of their instructional design and content when it is repackaged or repurposed by educators and students. Billings- Informal
    • Accounting for increased development costs needed to incorporate interoperability and related standards into their educational technologies. Billings - Informal
    • don't mess up the success of SCORM - 98
    • expand the CMI data model- 98
    • support reusability of content and CORDRA- 98
    • make it very easy to add content- 98
    • keep the complexity requirements on the LMS and not on the content author- 98
  • Communities of Practice Considerations
    • Maintenance of a data model consistent with the requirements of all communities of practice, or a reliable methodology for profiling to suit the specific needs of any COP. - 88
    • Introduction of portfolio or portable records functionality -88
  • Future Learning: Pedagogy and Practice
    • Modification and simplification of the sequencing model -88
    • facilitate and further support team-based learning (TBL) -3
  • Interaction, Collaboration and Community
    • allow the creation of community-specific versions of SCORM (e.g., for the technical documentation community where life cycle management is very important) - 98
    • ensure that there are not community-specific versions of SCORM so that content will still be able to play on any SCORM-compliant LMS- 98
  • Synchronous vs. Asynchronous Activities
  • Serving vs. Services
    • Creation of a web services based communication protocol -88
    • additional ways to get information into the LMS (web services)- 98
  • Reconciling Revolution with Evolution
  • Accessibility and Usability
    • Introduction of portfolio or portable records functionality -88
    • The referencing implementation and test suite for SCORM 1.2 and 2004 are very useful, these should also be produced for SCORM 2.0 - Simpson - Informal
  • Mobility and Disconnectedness
    • Enhanced functionality for mobile computing -88
    • Introduction of portfolio or portable records functionality -88
    • Introduction of functionality for simulation interoperability. -88
    • Creation of a web services based communication protocol -88
    • SCORM should support offline tracking APIs. Students/learners should be able to export eLearning content from LMS so that he can go through the content offline- Pandeya - Informal
Enter labels to add to this page:
Please wait 
Looking for a label? Just start typing.

Atlassian Confluence