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8/4/2019 AICC Objetivos CMI005 Obj
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DOCUMENT NUMBER: CMI005
Handling Objectives in the
AICC CMI Guidelines
WORKING DRAFT: 6-Jul-1998
THIS DOCUMENT IS CONTROLLED BY:
AICC CMI Subcommittee
ALL REVISIONS SHALL BE APPROVED
BY THE ABOVE ORGANIZATION PRIOR TO RELEASE
POINT OF CONTACT:
Scott Bergstrom
AICC Administrator P.O. Box 472
Sugar City, ID 83448-0472
Telephone: (208) 356-1136E-mail: [email protected]
File name: CMI005_obj.DOC
Caveats... The data contained in this document has been collected by the AICC as an
information resource for computer-based training programs. Neither the AICCnor any of its members assumes nor shall any of them have any responsibility for
any use by anyone for any purpose of this document or of the data which it
contains.
©1998 AICC
All rights reserved.
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AICC/CMI Handling of Objectives DRAFT (1998-07-06)
Prepared by: ________________________ ______________ Jack Q. Hyde Date
FlightSafetyBoeing Training International
(206) 662-8484
Approved by: ________________________ ______________
Mark Scansen Date
Matsushita Avionics
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AICC/CMI Handling of Objectives DRAFT (1998-07-06)
REGISTRATION FORM
To receive free notification of revisions to this document,mail or fax the following information to
Scott BergstromAICC Administrator
P.O. Box 472
Sugar City, ID 83448-0472
Telephone: (208) 356-1136Internet address: [email protected]
Name:
Title:
Organization:
Address:
City:
State: Zip Code:
Telephone: Fax:
E-mail:
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AICC/CMI Handling of Objectives DRAFT (1998-07-06)
ABSTRACT
This document describes features in the AICC CMI
Guidelines relating to objectives.
KEY WORDS
CMI
Completion requirementsComputer Managed
Instruction
Guidelines
ObjectivesPrerequisites
The use of registered names, trademarks, etc. in this publication does not imply, even in theabsence of a specific statement, that such names are exempt from the relevant protective laws
and regulations and therefore free for general use.
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Table of contents
1 INTRODUCTION.......................................................................................................................................1
1.1 PURPOSE...................................................................................................................................................1
1.2 R ELATED AICC DOCUMENTS......................................................................................................................1
2 OVERVIEW.................................................................................................................................................2
2.1 TYPES OF OBJECTIVES.................................................................................................................................2
2.2 METADATA ASSOCIATED WITH OBJECTIVES IN A COURSE....................................................................................2
2.3 OBJECTIVE IDENTIFIERS...............................................................................................................................3
3 OBJECTIVE RELATIONSHIPS .............................................................................................................4
3.1 R ELATION TO OTHER COURSE ELEMENTS.........................................................................................................4
3.2 OBJECTIVE R ELATIONSHIP TABLE.................................................................................................................6
J73...........................................................................................................................................................7
J74...........................................................................................................................................................7
4 INFORMATION FLOW..........................................................................................................................10
5 USING OBJECTIVES..............................................................................................................................11
5.1 PREREQUISITES.........................................................................................................................................11 Example 1.............................................................................................................................................12
Example 2.............................................................................................................................................13 Example 3.............................................................................................................................................13
5.2 COMPLETION R EQUIREMENTS.....................................................................................................................15
Example 1.............................................................................................................................................15
Example 2.............................................................................................................................................15
Example 3.............................................................................................................................................17
Example 4.............................................................................................................................................19
6 SUMMARY................................................................................................................................................20
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AICC/CMI Handling of objectives DRAFT (1998-07-06)
1 Introduction
1.1 Purpose
The purpose of this paper is describe features related to learning objectives in the AICC CMI
Guidelines for Interoperability. This description should help developers understand how they
can use CMI features to identify, track, and analyze objectives in their courses.
1.2 Related AICC Documents
CMI001 - Guidelines for CMI Interoperability
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2 Overview
2.1 Types of Objectives
The guideline defines two types of objectives: simple objectives and complex objectives.
Simple objective:
This is an Assignable Unit level objective. These objectives are only found inside assignable
units. There are none, one or more per assignable unit. An assignable units determine and report
the status of simple objectives.
Complex objective:
This is an objective that is not confined to a single assignable unit. It is defined by various
combinations of AU’s, blocks, and other objectives. It is an objective whose status cannot be
reported by an assignable unit. Only a system that can look at the status of multiple courseelements can determine the status of a complex objective.
2.2 Metadata associated with objectives in a course
The following information is available for each objective in a course. This information is found
in the course interchange files.
Objectives Metadata
Name Definition Data Type Name Title for an objective. Provided by the
Assignable Unit developer string
Description Textual description of an objective. Provided by the AU developer.
string
Developer_ID An identifier for an objective. Created by the
AU developer.
string
System_ID An identifier created by the CMI system for
an objective. Unique to each objective in acourse.
restricted string
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2.3 Objective Identifiers
As can be seen in the Objectives Metadata, most objectives in a course have two identifiers, a
Developer ID and a System ID. The assignable unit or course developer assigns the developer
ID. The CMI system assigns the system ID.
Every course element – objectives, assignable units, and blocks – have a system ID. This assures
at least one totally unique identifier for each element in a course.
The system ID's have a defined format for each type of course element.
• Assignable unit ID's begin with the letter A followed by an integer number.
• Objective ID's begin with a J followed by an integer.
• Blocks begin with a B followed by an integer.
Developer ID's can be made up of almost any combination of characters.
A descriptor table with these two metadata elements is used to identify the relationship betweenthese two identifiers, when it becomes necessary in the examples. In the Objective RelationshipTable and in the diagrams, only the system ID's are used. The developer ID only becomes
relevant in the communication between assignable units and CMI.
Descriptor Table
System ID
J = Objective
A = Assignable Unit
Developer ID
A2 OVERVIEW_LESSON_2
J3 DEV361
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3 Objective Relationships
3.1 Relation to other course elements
Course elements, in the context of the AICC Guidelines, consist of
• Objectives
• Assignable Units (AU's)
• Blocks
Assignable units may have none, one, or more simple objectives.
A complex objective may encompass one or more assignable units. Some of the assignable
units may contain other objectives.
A block contains other blocks or assignable units. A block may also contain one or more
objectives
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AU Obj
Block
Objective
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A complex objective may encompass one or more blocks
A complex objective may encompass two or more additional objectives
Simple vs. Complex Objectives
In the graphic below, the objective on the left is a simple objective, the objective on the right is acomplex objective. On the left, the assignable unit can report the status of the objective and a
different status for the lesson itself. On the right, the status of the lesson is reported to the CMI
system and the CMI determines the status of the objective based on the report. The assignableunit on the right may not even know of the existence of the objective associated with it.
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Simple Objective Complex Objective
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3.2 Objective Relationship Table
All of these relationships can be described in the Objectives Relationship Table. It defines therelationship of the simple and complex objectives to other elements in the course structure. It
can also describe the relationship of assignable units and blocks to the objectives in a course.
The following example shows the relationship of three assignable units and five complexobjectives with the rest of the course.
Objectives Relationship Table
Course
Element
Member Member Member Member
A1 J1 J2 J3
A11 J2 J23 J24 J29
J73 J15 J16 J18
J74 A10 J12 J19 J20
J75 A 11 J74J76 B5 B7A2 J4
J5 A3
Assignable Unit A1 contains three objectives, J1, J2, and J3. A single objective may appear
more than once in a course. Assignable Unit A11, for instance contains objective J2 as well as
J23 and J24.
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J1J2
J3
A1
J23J2
J24
A11
J29
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AICC/CMI Handling of objectives DRAFT (1998-07-06)
Objectives Relationship Table
Course
Element
Member Member Member Member
A1 J1 J2 J3
A11 J2 J23 J24 J29J73 J15 J16 J18
J74 A10 J12 J19 J20
J75 A 11 J74
J76 B5 B7
A2 J4
J5 A3
A default assumption in the CMI system is that a complex objective gains a status of passed
when all of its members are passed. Based on this table, Objective J73 is considered passed (or mastered) when objectives J15, J16, and J18 are all passed.
Objectives J15, J16, and J18 may all be in a single assignable unit, or they may each be indifferent assignable units. Other records in the Objectives Relationship Table need to be
consulted to determine which simple objectives are in which assignable units.
Objective J74 mastery requires that Assignable Unit A10, plus Objectives J12, J19, and J20 all
be passed.
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J15
J16
J18
J73
J12
J19
J20
J74
A10
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Objectives Relationship Table
Course
Element
Member Member Member Member
A1 J1 J2 J3
A11 J2 J23 J24 J29J73 J15 J16 J18
J74 A10 J12 J19 J20
J75 A 11 J74
J76 B5 B7
A2 J4
J5 A3
Objective J75 requires that Assignable Unit A11 and Complex Objective J74 both be passed.
Objective J76 requires that Blocks B5 and B7 be passed. These blocks may contain several
assignable units and several objectives. The default assumption of the CMI guidelines is that a
block is passed when its members are all passed.1
1 The default assumptions can be changed by explicit entries in the Completion Requirements table.
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A11
J74
J75
B5
B7
J76
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Objectives Relationship Table
Course
Element
Member Member Member Member
A1 J1 J2 J3
A11 J2 J23 J24 J29J73 J15 J16 J18
J74 A10 J12 J19 J20
J75 A 11 J74
J76 B5 B7
A2 J4
J5 A3
The last two entries in the table show the difference between the description of a simple
objective (J4) and the simplest of complex objectives (J5).
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A2
J4A3
J5
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4 Information flow
When the CMI system launches an Assignable Unit (AU) it sends information to the lesson.
Some of this information is related to the objectives in the lesson. At the conclusion of theassignable unit, student performance in the lesson (AU) objectives is sent back to the CMI
system.
The information related to objectives is in the Objectives_Status group. Simple objectives may
have a status or both a score and a status associated with them.
Objectives_Status Group
Name Definition Data Type
J_ID.1 An identifier for the first objective. Created
by the AU developer. The same as theobjective Developer_ID. Each objective inthe lesson is arbitrarily identified by a
numerical extension to J_ID.
string
J_ID.2 The second objective whose information is
being reported by the lesson.
string
Score.1 A number associated with a student’s
performance of the first objective. A raw
score. Determined by a lesson.
integer
Score.2 The student’s performance on the second
objective.
integer
Status.1 An assessment of the student’s performanceof the first objective. Values: Passed, Failed,
Completed, Incomplete, Not_attempted,Browsed
vocabulary2
Status.2 An assessment of the student’s performanceon the second objective.
vocabulary
2 A vocabulary is a limited set of words, one of which must be selected as a value for the data element.
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CMI System
Lesson Start Lesson
EndAU
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AICC/CMI Handling of objectives DRAFT (1998-07-06)
5 Using Objectives
Developers and instructors can use information on objectives to revise training programs and
optimize instruction for individual students.
A CMI system can also use data on objectives. The AICC CMI Guidelines do not prevent a CMIsystem from using objective mastery information in any way. For instance, CMI systems can
use objectives data to sequence student learning activities using artificial intelligence.
However, when a course is exported or imported the Guidelines enable describing only two
types of decision-making based on the status of objectives. The course interchange files to
describe the use of objectives to:
• Determine when the student has mastered a learning activity.
• Decide when the student has met the prerequisites for a learning activity.
5.1 Prerequisites
Prerequisites can be used to set up and describe a very complex lesson sequencing system if desired. Prerequisites are the basis for the description of sequencing in the course interchange
files.
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AICC/CMI Handling of objectives DRAFT (1998-07-06)
The following are three examples of how objectives can be used to describe course sequencing.
The first is a simple linear sequence.
Example 1This is a course with only 3 lessons in it. They are A1, A2, and A3. The following prerequisite
table is for this course.
Prerequisite Table
Course Element Prerequisite
A2 J1
A3 J2
There is no prerequisite for A1, but there are prerequisites for A2 and A3, so A1 must be taken
first. After mastering objective 1 (J1) the only lesson for which the student has met the prerequisites, is A2. So A2 must be taken second. After mastering J2, A3 must be taken. So
this table forces the student into a linear sequence.
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A1
J1
A3
J3
A2
J2
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Example 2This is another course with the same three lessons, A1, A2, and A3. This course however has a
different prerequisite table.
Prerequisite Table
Course Element PrerequisiteA3 J1 & J2
In this case, there are no prerequisites for A1 or A2, so the student can enter either lesson first.However, he can only begin A3 after mastering the objectives in A1 and A2.
Example 3This example shows how a relatively complex student navigation scheme can be represented in
only two lines in the prerequisite table. This course has 10 lessons, each is an assignable unit.
Three of the lessons must be taken before any of the others. However, they can be taken in any
order. After mastering all three, the student then has a choice of four additional lessons that he
can take in any order. Only after passing these four lessons can the student have access to the
last three lessons, which again can be taken in any order.
This example requires the addition of a Course Structure Table, which enables the description of
blocks. The first three lessons can be placed in block 1 (B1), the next four lessons in block B2,and the last 3 lessons in block B3. The Course Structure Table is organized like an Objectives
Relationship Table. However, it shows the relationship of blocks and assignable units without
reference to objectives. Three lines in this table represent the entire course of 10 lessons divided
into 3 blocks.
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A2
J2A1
J1
A3
J3
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AICC/CMI Handling of objectives DRAFT (1998-07-06)
Course Structure Table
Course
Element
Member Member Member Member
B1 A10 A11 A12
B2 A13 A14 A15 A16B3 A17 A18 A19
Prerequisite Table
Course Element Prerequisite
B2 B1
B3 B2
By default, a block is only considered passed, when all of its members have been passed. In this
example, the lessons inside each block can be taken in any order. However, the blocks must be
taken in sequence. For instance, a student can begin lessons A10, A11, or A12 at any time. Buthe or she could not begin lesson A14 until all three lessons (A10, A11, and A12) in block B1 had
been passed.
Although in this course the objectives are not used as prerequisites, they may be critical elements
in determining when each assignable unit is passed. In other words, they may be completionrequirements.
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A12
J3
A10
J1
A11
J2
B1
A16
J24
A15
J23
A13
J21
A14
J22
B2
A19
J33
A17
J31
A18
J32
B3
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5.2 Completion Requirements
Objectives may be used to determine when a student has passed a lesson, or assignable unit. ACompletion Requirements Table is used to tell the CMI system what objectives must be mastered
to consider an assignable unit passed.
Example 1
Completion Requirements Table
Course Element Requirements
A5 J11=P & J12=P & J16=P
Assignable Unit 5 (A5) is considered passed if objectives J11, J12, and J16 have all been passed.
The assignable unit might pass back a lesson status as well as a status for each objective in theAU. However, the completion requirements table has priority over AU-reported lesson status.
The table tells the CMI system that the mastery of 3 objectives is required for a lesson status of
passed, regardless of what lesson status is passed back from the assignable unit.
Example 2
This is another example of how the Completion Requirements Table takes precedence over AU-reported lesson status.
Descriptor Table Completion Requirements Table
System ID Developer ID Course Element Requirements
A6 POW12_1 A6 3 of {J24=P, J25=P,
J26=P, J27=P}
J24 DEV324
J25 DEV325
J26 DEV326
J27 DEV327
The Descriptor Table shows the ID for each objective assigned by the original developer, and theidentifier given to that objective by the CMI system. The CMI system identifier is used in tables
showing course structure, prerequisites, and completion requirements. The Completion
Requirements Table entry says that any three of the set of objectives {J24, J25, J26, and J27}will result in a status of passed for the assignable unit A6.
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A5
J11 J12
J16
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AICC/CMI Handling of objectives DRAFT (1998-07-06)
Assume that the following information is sent from the lesson to the CMI system at the
completion of the lesson.
CBT to CMI Communication
Lesson_Status = FailedJ_ID.1 = DEV324
J_ID.2 = DEV325
J_ID.3 = DEV326J_ID.4 = DEV327
J_status.1 = Passed
J_status.2 = Failed
J_status.3 = PassedJ_status.4 = Passed
The AU passes back a lesson status of failed because one of the objectives is failed. However,
the CMI overrides the lesson status with a status of passed, because the completion requirements
table indicates only 3 of the four objectives are required.
Notice that the CMI system must figure out the system ID for each objective status passed back
to it. The system ID is what is required to interpret the completion requirements table.
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A6
J24 J25
J27
J26
CMI System
A6 Lesson_Status = Passed
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AICC/CMI Handling of objectives DRAFT (1998-07-06)
Example 3This example shows how objective status can be passed from one lesson to another via the CMI
system.
Descriptor Table
System ID Developer IDA4 SL3_2
A5 SM4_5
J11 DEV311
J12 DEV312
J16 DEV316
J18 DEV318
Objectives Relationship Table Completion Requirements Table
Course Element Members Course Element Requirements
A4 J16, J18 A4 J16=P & J18=P
A5 J11, J12, J16 A5 J11=P & J12=P &J16=P
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AICC/CMI Handling of objectives DRAFT (1998-07-06)
CBT to CMI
Communication
J_ID.1 = DEV316J_ID.2 = DEV318
J_status.1 = PassedJ_status.2 = Failed
CMI to CBT
Communication
J_ID.1 = DEV311
J_ID.2 = DEV312J_ID.3 = DEV316
J_status.1 = Not attempted
J_status.2 = Not attemptedJ_status.3 = Passed
If a student completes objective J16 in A4, then when the learner comes to A5 he or she onlyneeds to master J11 and J12. When entering lesson A5, information passed into the lesson
includes the status of all objectives in the lesson. Because the CMI knows that objective J16 isin both A4 and A5 (from the Objectives Relationship Table), it will pass the status of J16 into
A5.
While in A5, the lesson may be smart enough to route the student around the part dealing with
J16 and consider the student passed when he finishes J11 and J12. However, a less sophisticated
AU may ignore incoming information on objectives status. The student may recognize thematerial as something already seen and mastered. The student may consequently skip that
material and leave the lesson after passing J11 and J12. When he leaves lesson 5, because he
skipped the part of A5 with objective J16, the AU may believe its status is incomplete.However, because the CMI knows that J16 was mastered elsewhere, it will identify A5 as having
been passed.
This scenario assumes that the objective in both lessons has the same identifier -- J16 -- assignedto it in both A4 and A5. These two lessons came from the same developer or team, which
enabled the objective J16 to have the same developer ID in each assignable unit it appears.
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A5
J11 J12
J16
A4
J16
J18
CMI System
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AICC/CMI Handling of objectives DRAFT (1998-07-06)
Example 4Sometimes a course is made of elements assembled from different sources. These different
sources may result in the same objective being covered in different assignable units. However, because different developers designed the different AU's, the objectives may have been given
different ID's by their developers.
Objectives Relationship Table Completion Requirements Table
Course Element Members Course Element Requirements
A20 J21, J22 A20 J21=P & J22=P
A30 J31, J32, J33 A30 J31=P & J32=P &
J33=P
Assume that in these two lessons objectives J21 and J33 cover the same area. How can the CMI
pass to lesson A30 that objective J33 has been mastered in lesson A20? The answer lies in theCompletion Requirements Table.
Assume the following two additional entries in the table.
Completion Requirements Table
Course Element Requirements
A20 J21=P & J22=P
A30 J31=P & J32=P & J33=P
J21 J21=P or J33=P
J33 J21=P or J33=P
This tells the CMI system that receiving a pass status from a lesson with either objective shouldresult in a pass status for both objectives. So when the CMI launches lesson A30, it will know
the status of J33 is passed because lesson A20 told it that J21 was passed.
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A30
J31 J32
J33A20
J21
J22
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AICC/CMI Handling of objectives DRAFT (1998-07-06)
6 Summary
The CMI system has a pool of information about objectives. Objective status information on
simple objectives is updated as information comes back to the CMI system from each assignable
unit. The status of complex objectives is calculated, based on all information known by the
CMI. Known objective status information about any objectives inside an assignable unit is sentto the unit at startup.
Information on objectives may be used in sequencing assignable units. Identifying objective
prerequisites for assignable units does this. Simple linear sequences, to very complexsequencing can be described this way.
Objectives may also be used to determine when course elements are completed or passed.
CMI System
AU