Delivering open and distance education e-programmes using the SCORM 2004 specification

Lim Kin Chew
SIM University
Singapore

Using technology in open and distance education programmes is a necessity, especially when we want to offer flexibility for students to learn at their own pace and place. However, when arranging the course content to cater for students of varying ability, many instructional designers think in terms of intelligent tutoring systems or complicated expert systems to allow for adaptive learning.

Another approach is to use the work of the ADL (Advanced Distributed Learning) Project of the US Department of Defence. This approach is based on the SCORM (Sharable Content Object Reference Model) 2004, 3rd edition specification -- an important aspect of which is the sequencing and navigation of 'chunks' of content called SCOs (Sharable Content Objects). These SCOs can be monitored and tracked by a SCORM 2004 3rd edition compliant learning management system, and multiple SCOs can be aggregated to form a lesson or content package. Accompanying each content package is a manifest file which allows different learning sequences to be specified.

This paper explains the different strategies that can be used by instructional designers to design and develop learning content with different learning paths. For example, using SCORM, the instructional designer can factor in items such as the tracking of learners' learning, and the sequencing and navigation mechanisms. These mechanisms can be developed so that learners of varying ability can master the content by using different learning paths, an aspect which the author considers advantageous, particularly in open and distance education programmes.

Different learning sequences can be arranged to cater for students of varied ability, though the content (in the form of SCOs) remains the same. For example, we can have a learning sequence in which the learner progresses through the content aggregation of SCOs in a pre-determined order, or he/she can be presented with choices in some learning modules. In addition, students may follow a sequence based on their knowledge of certain modules, and so pre-tests and post-tests need to be factored in.

Although it is an effective approach, the SCORM 2004 specification does have limitations. The paper discusses some of these limitations and gives examples of domain areas where this approach works well. The paper also describes some useful tools and systems that have been tried out at the SIM University.