Canadian Association for Distance Education Wise And Witty Weekday Presentation April 19, 2006

1. Designing and Developing SCORM-Compliant Learning Objects Canadian Association for Distance Education Wise And Witty Weekday Presentation April 19, 2006 Patricia Ploetz, ABD Academic ADL Co-Lab University of Wisconsin Stevens Point

2. Welcome • Welcome! • My goal for today’s presentation • Provide practical information on Designing and Developing SCORM – Compliant Learning Objects • What would you like to gain from this presentation? • Please feel free to ask questions as we move along. • If I speak to fast….please interrupt and tell me to slow down! Patricia Ploetz, ABD Academic ADL Co-Lab University of Wisconsin Stevens Point 2

3. Topics • SCORM a definition • Journey into the SCORM • Brief history of SCORM • The Big Picture • From theory to practice • Designing and developing content • Learning Objects • Subject Matter Experts • Metadata • The Content package • LMS • Repository Patricia Ploetz, ABD Academic ADL Co-Lab University of Wisconsin Stevens Point 3

4. The SCORM Definition: The Sharable Content Object Reference Model (SCORM) is a set of technical specifications developed by the AICC, IMS, IEEE and others that have been aggregated to form a reference model that has become a standard for sharing digital learning content in the form of Sharable Content Objects (SCO/s) Patricia Ploetz, ABD Academic ADL Co-Lab University of Wisconsin Stevens Point 4

5. A Journey into the SCORM Learning Objects Reusability Stand alone IEEE Manifest.xml Content Package ? Assets Metadata Cancore IMS Dublin Core Standards SCORM Interoperability LMSs Accessibility Durabililty Patricia Ploetz, ABD Academic ADL Co-Lab University of Wisconsin Stevens Point 5

6. The Journey Begins Blue Folder • LMSs • Learning objects, • Metadata, • Repositories • The SCORM Yellow folder Red Folder Green Folder Green Folder Patricia Ploetz, ABD Academic ADL Co-Lab University of Wisconsin Stevens Point 6

7. A Brief History 1990 - 1997 • Growth of Learning Management Systems (LMSs) 1997 – 1999 • Learning content couldn't be moved from one LMS environment to another • LMS products couldn't integrate learning content created by other systems • Couldn't create searchable content or content repositories 1999 - 2000 • Executive order # 13111 charging the Department of Defense with the goal of developing a set of distributed learning standards that would support the sharing of elearning content • The SCORM Patricia Ploetz, ABD Academic ADL Co-Lab University of Wisconsin Stevens Point 7

8. The Big Picture Faculty Metadata Accessible LMS Learning Object Reusable/Durable The Sharable Content Object (SCO) life cycle Characteristics Repository “LO + Metadata is Packaged” Interoperable Shareable Content Object (SCO) Patricia Ploetz, ABD Academic ADL Co-Lab University of Wisconsin Stevens Point 8

9. From Theory to Practice Standards based learning content for distributed learning environments (learning management systems) requires the following: • Content in the form of a learning object (LO) • The creation of an associated metadata file, • Packaging of the learning object into a SCORM conformant Sharable Content Object (SCO). • Placement of the SCO into a repository for sharing. • Uploading into a learning management system (LMS) Patricia Ploetz, ABD Academic ADL Co-Lab University of Wisconsin Stevens Point 9

10. Designing – DevelopingLearning Objects Definition: A learning object is defined as a digital unit of instruction that has a learning objective, learning activities to support the objective, and an assessment that measures student learning. Characteristics or “ilities” of learning objects: • Designing for Reusability • Stands alone (does not reference other materials) • Small, discrete, addresses one lesson or topic • Does not single out specific groups of learners, i.e. sport fans, etc. • Uses flash animations and other highly interactive components only when an html option is not available • Designing for Durability • Highly granular content is more likely to be used and reused • Content that changes little over time is likely to be more durable • Use only those elements that support the learning experience, refrain from using “eye candy” • Content that “dates” the learning object will hamper durability. • Keep in mind that you’re designing a learning object for the world! • . Patricia Ploetz, ABD Academic ADL Co-Lab University of Wisconsin Stevens Point 10

11. Patricia Ploetz, ABD Academic ADL Co-Lab University of Wisconsin Stevens Point

12. Design Phase Learning Object Design Objective: Fully developed storyboards ready for expert review of proposed instruction. Create concept map/storyboards for Learning Objects (Content Developer) Collaborate on revising storyboards (Instructional Designer and Content developer) No Content OK? Revised storyboards (formatted for development) Develop content Storyboard Review content/storyboards provides feedback/ideas (Instructional Designer) Expert Review of Storyboards (Phase 1 Review) Yes Edit Storyboards (Editor) Research Metadata requirements for SCORM 1.2 End of Design (Continue to development) Patricia Ploetz, ABD Academic ADL Co-Lab University of Wisconsin Stevens Point 12

13. Metadata/Accessibility • Metadata/Accessibility Accessibility is the term used to identify learning objects that have been made accessible or discoverable through metadata.. • What is metadata? Metadata is information that describes a learning object and tells a search engine where to find the learning object the metadata describes. • How do you create metadata? Reload Editor – Free software, Dreamweaver, etc • What do you do with it? The metadata file goes with the learning object Patricia Ploetz, ABD Academic ADL Co-Lab University of Wisconsin Stevens Point 13

14. Metadata.xml Patricia Ploetz, ABD Academic ADL Co-Lab University of Wisconsin Stevens Point 14

15. The SCORM Content Package • What is a SCORM content package? • Why do I need to create a content package? • How do I create a content package? Patricia Ploetz, ABD Academic ADL Co-Lab University of Wisconsin Stevens Point 15

16. Imsmanifest.xml Metadata.xml The “content package” Inside the “package” or zipped folder are: Folder/s Containing resource files Learning content Patricia Ploetz, ABD Academic ADL Co-Lab University of Wisconsin Stevens Point 16

17. Why a Content Package? Physical Files The Package The purpose of a content “package” is to allow material associated with learning content to be bundled, moved and installed on any system even if that system is not of the kind that created it. The content “package” is a directory of files compressed and bundled by a zip program. A content package must have a imsmanifest.xml file. The imsmanifest.xml file describes the package and its content and has the following sections; metadata, organization and resources. Manifest File Metadata Organization Resources Patricia Ploetz, ABD Academic ADL Co-Lab University of Wisconsin Stevens Point 17

18. Creating the Content Package Patricia Ploetz, ABD Academic ADL Co-Lab University of Wisconsin Stevens Point 18

19. Upload into an LMS 19 Patricia Ploetz, ABD Academic ADL Co-Lab University of Wisconsin Stevens Point 19

20. Users search repositories (SCO metadata) for learning content specific to their needs A SCORM conformant SCO is uploaded to a repository. Repositories Users download a content package And upload into an LMS for use In their instruction Patricia Ploetz, ABD Academic ADL Co-Lab University of Wisconsin Stevens Point 20

21. Resources Conceicao, S., Olgren, C. Ploetz, P., (2006). Reusing Learning Objects in Three Settings: Implications for Online Instruction (submitted for publication, Journal of Educational Technology) Meachen, E. Olgren, C. & Ploetz, P. (2004). An Investigation of the Pedagogical and Economic Effectiveness of Sharable Content Objects, Using Standards, in Online Instruction. Fund for the Improvement of Postsecondary Education (FIPSE). U.S. Department of Education. Grant No. P116B020126. Ploetz, P. (2004) Faculty Development and Learning Object Technology: Bridging The Gap. Teaching with Technology Today 10(4). Patricia Ploetz, ABD Academic ADL Co-Lab University of Wisconsin Stevens Point 21