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Information technology - Sharable Content Object Reference Model (SCORM®) 2004 3rd edition - Part 4: Sequencing and navigation version 1.1 (Adopted ISO/IEC TR 29163-4:2009, first edition, 2009-12-15)
The SCORM Content Aggregation Model (CAM) book contains information on Metadata, Content Packages, and ADL Sequencing and Navigation Content Package extensions. There are several dependencies between the SCORM CAM book and the SCORM SN book. Metadata is "data about data." Simply put, Metadata is information that describes the different components (Content Aggregations, Content Organizations, Activities, SCOs and Assets) of the SCORM content model. Metadata is necessary for search and discovery of content objects. At this time, the SCORM SN book does not define a relationship with metadata; metadata has no impact on processing navigation requests or sequencing behaviors. A Content Package, in a general sense, bundles content objects with a prescribed content structure. A SCORM Content Package may represent a SCORM course, lesson, module or may simply be a collection of related content objects that may be stored in a SCORM repository. All SCORM Content Packages contain the imsmanifest.xml file. This file describes the contents of the package and may include an optional description of the content structure. SCORM Content Packages may include additional information that describes how an LMS is intended to process the Content Package and manage its contents. Some of the information is utilized by the SCORM SN book
The SCORM Run-Time Environment (RTE) book describes the responsibilities of LMSs and content objects during run-time. In the context of SCORM, content objects are either SCOs, which may communicate during run-time, or Assets that do not communicate during run-time. The SCORM RTE book describes a common content object launch mechanism, a common communication mechanism between content objects and LMSs, and a common data model for tracking a learner's experience with content objects. These aspects create an environment where several of the ADL "-ilities" are satisfied. For example, content objects that communicate through the standardized communication mechanism can be moved from LMS to LMS without modification to their communication methods; this increases learning object portability and durability, thereby lowering the cost of development, installation and maintenance. 1.2. SCORM Sequencing Overview Parts of the SCORM SN book are based on the IMS Simple Sequencing (SS) Specification [1] which defines a method for representing the intended behavior of an authored learning experience such that any LMS will sequence discrete learning activities in a consistent way. IMS SS is labeled as simple because it defines a limited number of widely used sequencing behaviors, not because the specification itself is simple. IMS SS is not all-inclusive. In particular, IMS SS does not address, but does not necessarily preclude, artificial intelligence-based sequencing, schedule-based sequencing, sequencing requiring data from closed external systems and services (e.g., sequencing of embedded simulations), collaborative learning, customized learning or synchronization between multiple parallel learning activities. IMS SS recognizes only the role of the learner and does not define sequencing capabilities that utilize or are dependent on other actors, such as instructors, mentors or peers. The SCORM SN book does not prohibit usage in contexts involving other actors; however, it does not define roles of other actors or sequencing behaviors that result from participation of other actors. The SCORM SN book defines how IMS SS is applied and is extended in a SCORM environment. It defines the required behaviors and functionality that SCORM conformant LMSs must implement to process sequencing information at run-time. More specifically, it describes the branching and flow of learning activities in terms of an Activity Tree, based on the results of a learner's interactions with launched content objects and an authored sequencing strategy. SCORM does not place any requirements on an LMS-related to how or when Activity Trees are created, the internal representation of Activity Trees or the management of Activity Trees at run-time. However, the SCORM CAM book defines one representation of sequencing information via extensions to a SCORM Content Package, providing an interoperable mechanism to exchange content structure and sequencing information between different run-time components or LMSs. In summary, SCORM Sequencing depends on: a defined structure of learning activities, the Activity Tree; a defined sequencing strategy, the Sequencing Definition Model; and the application of defined behavior to external and system triggered events, SCORM Sequencing Behaviors. 1.3. SCORM Navigation Overview The SCORM SN book also describes how learner- and system-initiated navigation events can be triggered and processed, resulting in the identification of learning activities for delivery. Each learning activity identified for delivery will have an associated content object. The SCORM RTE book [4] (Section 2.1.2: Launching Content Objects describes how identified content objects are launched. The sequence of launched content objects, for a given learner and content structure, provides a unique learning experience (learner interaction with content objects); the SCORM RTE book describes how the LMS manages the resulting learning experience for SCOs and how that learning experience may affect the Activity Tree. Navigation assumes the existence of user interface devices to trigger navigation events. These devices may be provided by the LMS or embedded in content objects. When a learner triggers such a device, the LMS translates the event into its corresponding navigation request, processes the request, and then may indicate the next learning activity for delivery. The SCORM SN book describes a run-time data model that SCOs may use to indicate desired navigation requests to the LMS. The SCORM SN book imposes no requirements on the type or style of the user interface presented to a learner at run-time, including any user interface devices for navigation or accessing auxiliary services. The nature of the user interface and the mechanisms for interaction between the learner and the LMS are intentionally unspecified. Issues such as look and feel, presentation style and placement of user interface devices or controls are outside the scope of SCORM. Various recommendations are provided to help reduce interpretation of the SCORM Navigation Model until a formal navigation (and presentation) specification or standard is developed. However, an LMS is required to provide user interface devices that trigger navigation events whose processing would result in the identification of a deliverable content object.
| SDO | CSA: Canadian Standards Association |
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| Publication Date | Jan. 1, 2015 |
| Language | en - English |
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