SCORM-compliant personalized eLearning using Instructional Design principle

Srimathi. H Lecturer (SG), Department of Computer Applications

SRM University Chennai, India

harisrimathi@yahoo.co.in

Srivatsa. S. K. Senior Professor, Department of ECE,

St. Joseph’s College of Engineering Chennai, India

profsks@hotmail.com

Abstract The field of education faces various new challenges in meeting the demands of teaching and learning in the 21st century. One of the new challenges is the call for the integration of Information and Communication Technology as eLearning. According to UNESCO (United Nations Educational Scientific and Cultural Organization), eLearning expands educational opportunities and can be used as blended learning in formal education to address the skill shortage [24]. However, some problems and barriers in the course delivery have been reported such as most of the current eLearning course materials are in the simple PDF or HTML format, where in there is no possibility of ensuring knowledge acquisition. The choice of ‘developing personalized eLearning’ with learner centric learning objects is governed by considering the aspects such as the technological enhancement of using interactive multimedia course materials. The recent advances in eLearning standards to ensure consistency particularly Shareable Content Object Reference Model (SCORM) that integrates a collection of eLearning resources, where in the content and the pedagogic approach is to be taken care of by the course author. As a consequence, there is a limitation of learner preferences in the course. Ontology based semantic web technologies are promising solutions to give an explicit definition of conceptualization on a specified domain and assembly of learning objects with personalized functionality. The research in this study has applied the concept of Instructional design (ID) to develop learner-centric learning objects (LO) and adapting learning objects based on learner profiles to maximize the learning outcome. Keywords: LMS, LO, ID, SCORM

Introduction

This study pertains to eLearning with Instructional Design (ID) Principles, Learning Technology and Standards, and Semantic Web. eLearners can experience the best learning when the web based material provides interactive communication and information is presented in different

ways with control over learning. The materials prepared for conventional education are used as supporting documents for classroom teaching, where in a teacher is totally responsible for knowledge transfer. In eLearning courses, the teacher interacts with the students only through the materials. This fundamental difference shifted the eLearning course delivery from simple presentation of learning content to highly interactive learning objects. Many of the current eLearning courses can be utilized as reference materials and do not promote self-paced learning. The challenge is to promote the interaction and effective presentation of course material based on the learner’s profile that would result in performance improvement. The study has made to propose a SCORM complement architectural approach of eLearning Management System by incorporating ID and implementation of dynamic adaptive courseware based on learner preference.

Review of literature

The number of eLearning systems has constantly been increasing during the past years as lots of companies, faculties, universities and other institutions developed systems for common or personal use. The following list includes some of the systems most frequently used in eLearning systems.

• ATutor [19] is an open source Web-based learning content management system. This software is cited as unique for its accessibility features, (useful to visually-impaired and disabled learners).

• Online learning and training (OLAT) [22] project was started in 1999 at the University of Zurich. It became open source.

• Moodle [21] is a very popular free course management system. It has a fixed team of lead developers since 2005. The general design tries to consider pedagogical principles and learning theories.

• Adobe Learning Management System (Adobe-LMS) [18] is a popular commercial learning management system to provide real-time online communication and collaboration.

2009 International Conference on Signal Processing Systems

978-0-7695-3654-5/09 $25.00 © 2009 IEEE

DOI 10.1109/ICSPS.2009.98

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Few of the adaptive eLearning systems to support adaptive presentation and navigation are:

• AHA [5] is an open Adaptive Hypermedia Architecture providing adaptive content presentation based on fragments as well as link annotation and link hiding. The current version is based on AHAM (Adaptive Hypermedia Application Model) User Model and Adaptation engine are strictly separated.

• iWeaver [17] is a PhD project designed to provide an adaptive, flexible learning environment for the Java programming language. iWeaver combines adaptive navigation and adaptive content presentation techniques for personalization.

• Elena [20] is a European research initiative funded project for creating smart spaces for learning. It integrates heterogeneous services such as assessment services, content brokerage, learning management and human resource management.

• Persona [10] is a funded project by PT Inovacao under the program IDEIA 2005. It concentrates on ontology based dynamic model of learner profile and creation of course content in the form of Sharing Content Object.

These systems are not complete in integrating three different view points of eLearning [13] such as pedagogical viewpoint (learner-oriented educational theories), pragmatic viewpoint (practical solutions to use LO by teachers and instructional designers) and technological viewpoint (building and sequencing LO). The success of eLearning course materials based on instructional design principle has been studied [2, 9, 11, 12, 16]. A learner centric guideline of creating learning content has been insisted upon. The dynamic updating of learner profile based on learner performance is suggested [8] to adapting learning sequence. The lack of formal semantics inherent in XML (eXtensible Markup Language) to achieve semantic interoperability is addressed and suggestion is made on ontology based conceptualization [6, 14, 15]. The choice of SCORM is highlighted [7, 10] for implementing reusable, interoperable, and sequencing navigation of LO.

In Indian education scenario, there are variety of

eLearning courses developed and practiced by formal educational Institutions and Universities. Some of them are Indian Institutes of Technology (IIT), Visvesvaraya Technological University (VTU), National Institutes of Technical Teachers Training & Research (NITTTR) and Symbiosis International University. The course materials, developed in IIT, are published through NPTel (National Programme on Technology Enhanced Learning) and YouTube. They publish the course material but do not cover the knowledge acquisition of learner. VTU is publishing the courses by making use of educational satellites (EduSat) and also through Web. It has now promised to promote SCORM-

compliant course materials. NITTTR prepares educational multimedia contents and video lectures with the pedagogical approach. Symbiosis runs its own closed learning management system, which can not be utilized by external learners. Our research addresses the lacunae present in the existing scenario with the need of an integrated approach which combines pedagogy, pragmatism and technology. With this listed literature review, an exhaustive study is made on identifying learning objects. Research Design

Our research study proposes interactive learning objects and its dynamic composition of personalized learning. In particular, the study examines how pedagogy, metadata standards and dynamic adaptive hypermedia have influenced the design. Our research describes the evolution of SCORM-complement architecture that was developed as part of the study. The stages of design are implementing SCORM standards and expanding SCORM architecture with learner centric learning objects and promoting personalized learning. Learning technology standards and specifications are developed to facilitate the description, packaging, sequencing of educational contents, learning activities and learner information. The Sharable Content Object Model [23] is a reference model for Web based eLearning and is used in many Learning Management System (LMS) and authoring tools. SCORM comprises several technical specifications and guidelines for developing learning objects such as

• IEEE Data Model For Content Object Communication

• IEEE ECMAScript Application Programming Interface for Content to Runtime Services Communication

• IEEE Learning Object Metadata (LOM) • IEEE Extensible Markup Language (XML) Schema

Binding for Learning Object Metadata Data Model • IMS (Instruction Management System) Content

Packaging and Simple Sequencing SCORM consists of three parts, namely content aggregation model, run-time environment, and sequencing and navigation. SCORM LOM enables the indexing, location, management and searching of learning objects in a learning object repository. SCO (Sharable content object) is a learning object that contains complete instructional contents and resources (files, assets) supporting the instructions. Despite the advantages, SCORM confines learners to a static pool of learning resources organized in a predefined narrative structure. Hence, all learners’ will receive the same set of learning resources regardless of their preferences. SCORM is a model for content delivery and is not a model for creating learning content. The lack of pedagogical issues

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on defining learning objects and limitations of static profile in SCORM model lead to the evolution of SCORM LMS architecture. Our study has extended SCORM-compliant architecture to incorporate the pedagogical approach and personalization as given in Fig. 1. ID in eLearning integrates the fields of education pedagogy and information technology. The conceptual mapping of educational technology and information technology is carried out using the ontology tool Protégé. Phases of ADDIE (Analysis, Design, Develop, Implement and Evaluate) model are serving as basic components on mapping educational technology components with a specific focus [9]. The study is made on considering several factors such as level of audience, learning style etc. The work is carried out on mapping the identified components of education and information technology with the suggestions and resulted in the conceptualization [3]. The component representation in Protégé is given in Fig. 2 with the conceptual class hierarchy and appropriate associations. The ontology mapping of ID is done and represented with the help of OntoViZ tool and leads to defining conceptual class hierarchy of LCMS as shown in Fig. 3. The identified learning activities categorized and grouped under each learning theory. Since the learners are adult learners and pursuing higher studies, the composition of cognitive and constructive learning activities are more in the course content where the learning activities of behavior theory serve as default. The study is further extended to define the conceptual class hierarchy of LMS to record learner preference in the learning sequence for adapting personalized learning. The student model that we have developed in our study comprises both static and dynamic data. The learner profile is mapped with preference, performance and portfolio of selecting learning objects. The learner profile is placed in multidimensional profile space with the stage of semantic decision. The learner profile stores learners personal information, learning preference (default value: behavioral learner), and learning performance. The learning performance is dynamically updated based on different assessments (such as prerequisites, self-check exercises, criterion-referenced exercises, assignments) at various levels.

Fig. 1. SCORM LMS architecture with the suggested

extension points

Fig. 2. ID representation using OWL ontology in Protégé

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Fig. 3. Conceptual hierarchy of LCMS The personalized adaptation of learning is carried out to support individual learner by referring the value stored in the data model. The learner profile is referred on request and the required content aggregation is formed using adaptation engine. The technique which is used for adaptation is adaptive hiding [4]. The links of learning objects meant for cognitive and constructive learners are hidden for the behavioral learners. Our study is limited with just displaying the useful external link resources recommended by the content developer. However, the study can be extended to link external resources using lexicon analyzer and adaptation techniques [1]. It is important to assess the learning outcome of the learner obtained through external sources, Web 2.0 and collaborative tools. In our current study, the exercise questions are framed pertaining to the recommended external link resources and learners skill set is assessed based on the visited link. Our research is implemented SCORM complementing architecture using ID through Reload Editor (Reusable eLearning object Authoring and Delivery). Reload editor 2004 is an open source content packaging tool for aggregating content objects to create a SCORM 2004 conformant content package. Reload editor enhances the range of pedagogical approaches realizable through the use of lesson plans. Reload editor promotes learner preference sequencing by separating the content from the intended structure and rules for sequencing. The links are provided for cognitive and constructive learners with the additional learning activities and can be extended by everyone. The simple learning sequence of objects is shown in Fig. 4.

Fig. 4. LO sequencing for learning theory

Conclusions and scope for future work In this research work, we have investigated education pedagogy, instructional strategies, learning standards and ontology conceptualization. The conceptualization of LCMS hierarchy is influenced by activity based learning objects which promote learning performance. The study has recommended the architectural revision needed on newer versions of SCORM by incorporating pedagogical approach, extending the existing student model, learner preference in LO sequencing and implementation of ontology based semantic web service approach. The system is studied for promoting formal education with the reflex of class room teaching. From the educational point of view, our research makes possible the SCORM learning environment to deliver reusable learning materials that are preferable to both teachers and students. Considering the rural and urban ratio of population in India, and also the acute shortage of skilled teachers in rural areas, the implementation of research helps in promoting effective education through eLearning and reduces the current dropout rates in higher education. Our future study will focus on effectiveness of Web 2.0 in the formal education. References [1]. Abdullah, Nor Aniza, Bailey, Christopher Davis, and

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