Information Technology Reference
In-Depth Information
The SCORM specifications intend to make instructional components
sharable and reusable by both systems and the human designers who
assemble these components into instructional interactions. The SCORM spec-
ifications include the Content Aggregation Model, Run-Time Environment,
and
Sequencing and Navigation.
The Content Aggregation Model
(CAM) describes (1) the types of content
objects to be used in a content aggregation, (2) how to package the content
objects for exchange from system to system, and (3) how to use metadata to
describe the content objects for enabling search and discovery, and (4) how
to define the sequencing rules for the content objects.
The Run-Time Environment
describes the requirements of the Learning
Management System (LMS) for interoperability of content across different
LMSs. In particular, the requirements include (1) standardization of the
content launch process, (2) standardization of communication methods
between the content and LMSs, and (3) standardization of data model for
passing information about the learner's interactions with the content.
The
Sequencing and Navigation
defines how SCORM materials may be
sequenced via a set of learner-initiated or system-initiated navigation events
or rules. Branch and flow may be defined by a predetermined set of activi-
ties, set of design time, or generated on demand.
17.5 Cognitive Theory and Instructional Design Strategies
The primary objective of a personalized e-learning system is to provide an
environment where students are treated as a center of their own learning.
Educators must know the principles of learning and how students learn
before any learning materials are developed. Moreover, the development
of effective online learning materials should be designed based on proven
and sound learning theories. Thus, the major learning theories and learning
material design are examined.
The major learning theories are discussed including behaviorism, cogni-
tivism, and constructivism. Through discussion of the theories, it is a good
opportunity to understand what kinds of factors should be considered in an
effective learning materials design.
•
Cognitivism
It is a move from thinking only about overt behaviors to more about
the inner workings of the mind. Cognitivists feel that behaviorism's
emphasis on the link between a stimulus and a response was not
sufficient to account for all human activities.
