Sharable Content Object Reference Model Research Articles

Transforming Interactive Educational Content into Immersive Virtual Reality Learning Objects

Currently, the integration of immersive virtual reality applications into learning management systems is limited, which disadvantages kinesthetic learners, as the majority of learning material is mostly written or visual in nature. This research presents a method on how to transform existing conventional learning material into immersive virtual reality and integrate it into learning management systems, demonstrating it with a pilot study and an immersive virtual reality application prototype. The prototype application uses WebXR technology and provides integration into the Moodle learning management system using the Sharable Content Object Reference Model standard. The developed learning object was evaluated using the System Usability Scale, Web-based Learning Tool evaluation scale and the igroup Presence Questionnaire. The results of the pilot study revealed that the learning object performed above average in all tested fields and is preferable to established non-IVR solutions.

Architecture Design of Internet of things Virtual Laboratory

The development of the internet today has been very developed including for the world of education, one of the technologies is the application of the Internet of Things (IoT) which should be accompanied by an increase in student competence in higher education but is currently still constrained by laboratory facilities, The purpose of this study is to produce an IoT virtual laboratory architecture design, which will then be developed into an IoT virtual lab system. The method used in this research is the waterfall method in the design and design aspects, testing is done using an expert validation instrument to determine the validity level of the virtual laboratory design before entering the implementation or system creation stage. The research has produced an IoT virtual laboratory architecture consisting of three main components, namely (1) virtualab information system, (2) virtual lab manager and (3) system integration through SCORM (Sharable Content Object Reference Model) which is used for integration into the LMS (Learning Management System) system, the results of validation from experts on the design of the IoT virtual laboratory architecture show an average score of 3.56, within the value range of 3.26 to 4.00. This indicates a very good level of quality. This indicates a very good level of quality. However, there are still areas that need to be improved, especially in criterion V2 related to the system development flow diagram which gets an average score of 3.33, so the results of this research design can be used for the system development stage.

Construção e validação de curso online para enfermeiros sobre cateteres venosos centrais em crianças no domicílio

Abstract Objective to construct an online, self-instructional course for nurses who provide care to children using a central venous catheter at home and validate the course content by experts. Method this is a methodological study, based on Instructional Design using the ADDIE model, developed in two stages between September 2019 and May 2020: course construction; and content validity by a committee of eight experts, recruited by the snowball method through electronic. The Educational Content Validation Instrument in Health was used, with a cut-off point ≥0.8 for content validity. Results twenty-five technological products are created for the course’s final production: four pedagogical action plans, six storyboards, nine educational video resources and 6 course modules in Sharable Content Object Reference Model format, applicable on different platforms. All modules presented a Content Validity Index ≥0.80 in all domains and in the overall assessment. Conclusion and implications for practice the content of all modules has been validated by experts. The course contributes to care practice, allowing updating based on current and scientifically validated content. It can be used in other pedagogical proposals, as long as the Creative Commons Attribution 4.0 International License premises are met.

Repurposing lectures and reviews into educational blogs.

The COVID-19 pandemic caused a disruption in health education,1 and the delivery of content and skill development evolved into hybrid models, where most of the knowledge-based material is delivered online and the practical activities in person. This requires the faculty to have technological skills, to create learning objects (LO) that are suitable for the online methodology. A LO can be used as a stand-alone module or as a resource to create content.2 The repurpose of LOs has been described in health sciences education, including nursing3 and dentistry,4 with favorable response from the students. A proposed strategy to create LOs in an efficient manner, is to follow the concept of a supply chain, from planning to deployment, with the possibility of repurposing the material for a variety of educational contexts, using tools with the potential to export to diverse media.5 The transformation of a lecture or a literature review to a digital format, constitutes a re-design where the material evolves to produce additional educational objects. The New Media Consortium has created specific guidelines for the creation of learning objects.6 Some examples are a sharable content object reference model (SCORM) for a learning management system (LMS); a video file; a written document (blog or manual); or even a podcast. The newly developed LO can be used not only for teaching purposes, but also for marketing or showcasing to potential students and collaborators (Figure 1). By repurposing lectures designed for in-person instruction, and literature reviews created as complementary readings, a collection of blogs was created and hosted on an open platform (ostrowon.usc.edu). The blogs are organized by discipline and provide useful information regarding clinical entities and their management, suitable for clinicians or patients. The analytics on the website (April 1st – June 30th, 2022), show that the most visited blogs are those focusing on step-by-step “how-to”s for clinical procedures (Figure 2). The main challenge is to maintain a continuous flow of updated information. The proposed model of blog creation based on existing content could be used for any discipline. Further research is required to compare the efficacy of the blogs with other types of tools, such as videos and podcasts for dental education.

Multi-Label Classification of Learning Objects Using Clustering Algorithms Based on Feature Selection

In the field of online learning, the development of learning objects (LOs) has increased. LOs promote reusing and referencing educational content in various learning environments. However, despite this progress, the lack of a conceptual model for sharing suitable LOs between learners makes multiple challenges. In this regard, multi-label classification plays a significant role to make high-quality LOs, which can be accessible and reusable. This article highlights a new way of using learning objects based on Multi-Label Classification (MLC) and clustering algorithms with feature selection techniques. It suggests a new system that makes the most suitable choice among many alternative sources based on the Sharable Content Object Reference Model (SCORM). The proposed algorithm has been tested on a real-world application dataset related to the data analysis service for the learning science community. The experimental results show that our algorithm outperforms the traditional approach and produces good results.

Designing an Arabic Speaking and Listening Skills E- Course: Resources, Activities and Students' Perceptions

This paper presents a fully online course model for teaching speaking and listening skills for students learning Arabic as a foreign language at the International Peace College South Africa on the NEO learning management platform. It also investigates the students' attitudes towards the course. The course was developed by the researcher during the first semester of 2020. This period coincided with South Africa’s first wave of COVID-19, and the country’s first strict lockdown. The syllabus consists of three components: listening, speaking and conversational Arabic. It includes various technology-enhanced activities and resources which were developed by using LMS features, Web 2.0 tools, and e-learning specifications such as Learning Tools Interoperability (LTI) and Shareable Content Object Reference Model (SCORM). The integration of technology in the course is based on an approach that combines Bloom's taxonomy and Technology Integration Matrix (TIM). Apart from the description of the course, this study used a thirty-item questionnaire to investigate the attitudes of thirty-one learners who participated in the course. They answered questions about the course’s resources, activities as well as its impact on their language skills. Results from the questionnaire revealed that the respondents' attitudes towards the online course were positive and statistically significant at p < .05. The design and the approach adopted in this study can apply to any context of language teaching. It provides a myriad of technology-enhanced activities that can be effectively used to teach listening and speaking skills virtually. Foreign language teachers can adopt this approach in its entirety, or with idiosyncratic modifications to design their language courses, irrespective of the virtual learning ecology (VLE) they use.

Hybridization of automation practical courses

Since 2020, the Covid-19 pandemic has led universities around the world to hybridize courses (i.e., replacement of classroom time by online activities), most often as a matter of urgency. The difficulty of hybridization depends on the kind of course (lectures, tutorials, practical works) and the type of course (mathematics, chemistry, engineering, informatics…). ET-LIOS is a 2 year project started in November 2020, led by the GIS S.mart (scientific interest French grouping for Industry 4.0) and 14 French universities. The objective is to propose solutions and resources to hybridize higher education courses dedicated to the Industry of the Future. In this paper, firstly, we present the problems to be solved to hybridize practical works. One of the challenges is to carry out solutions which can be used easily and adapted by all partners of the ET-LIOS. Secondly, for combinatorial logic practical work, we propose to use simulation softwares (HOME I/O and CONNECT I/O) installed on the students’ computer, conjointly with customizable SCORM (Sharable Content Object Reference Model) packages which can be integrated in existing learning platforms of course management (LMS) like Moodle. This SCORM package enables students to test and to get feedback of their proposed solutions. The approach has been tested with Bachelor students in a combinatorial logic practical work. First results are very encouraging.

Towards a Blended Programme for Arabic and Other Less Commonly Taught Languages (LCTLs) in the South African Higher Education Context

Disruptive technologies are widely used in education today. They aim to develop the knowledge, skills, and competencies of students. The field of applied linguistics, in general, and foreign language teaching, in particular, have benefited immensely from the developments taking place in computer-assisted language learning (CALL) and mobile-assisted language learning (MALL). However, meaningful learning cannot be achieved by using technology indiscriminately; an understanding of educational theories and key instructional design models is urgently required. The present study argues that the adoption of established instructional design models will yield effective learning materials not only for the less commonly taught languages (LCTLs) but also for language classrooms in general. It investigates the use of ADDIE instructional design model for designing and developing a blended syllabus for teaching Arabic as a foreign language in South African institutions of higher learning. The study also deals with the attitudes of the students towards the designed blended syllabus. The proposed syllabus is based on a wide range of web-based tools and e-learning specifications such as Learning Tools Interoperability (LTI) and Shareable Content Object Reference Model (SCORM). This study serves as a guideline for developing instructional materials for teaching Arabic, as well as other languages.

Evaluation of the Cost-Effectiveness of Virtual and Traditional Education Models in Higher Education: A Systematic Review

Context: Recent advances in information technology and electronic devices, as well as limitations in traditional education, have persuaded higher education systems to use the virtual model as an alternative. The present systematic review aimed at evaluating the cost-effectiveness of both the traditional and virtual education models.
 Methods: In this systematic review, articles published in known English and Persian databases, such as MEDLINE (PubMed), Scopus, Science Direct, HTA, Cochrane, Irandoc, Magiran, and SID from 2007 to 2017 were retrieved. Studies on health technologies and economic were also reviewed. For this purpose, the hierarchical search algorithm and the keywords “e-Learning” and “traditional education” were used.
 Results: Ten studies were included, and their results were slightly different. Most studies showed that the cost-effectiveness of virtual education alone or in combination with traditional education (blended model) was equal or greater than that of traditional education. The data analysis of the articles was performed by comparing cost, effectiveness (Min, SD, QASE), cost-effectiveness (ICER), and the average cost per student. Cost-effectiveness refers to achieve the highest output at the lowest cost. The results showed that due to the use of multimedia, lack of space and time limitations, admission of a large number of students, the increased student satisfaction, easy and fast access to information, and use of Sharable Content Object Reference model in producing content and instruction, distance higher education reduces education costs while compensating for the lack of human resources in the teaching-learning process.
 Conclusion: One of the effective methods in the education of medical students seems to be Web-based teaching as traditional teaching. Considering the predominance of the web-based method, it is recommended to be used in educational programs in the universities.

A Serious Game Designed to Promote Safe Behaviors Among Health Care Workers During the COVID-19 Pandemic: Development of "Escape COVID-19".

BackgroundAs many countries fear and even experience the emergence of a second wave of COVID-19, reminding health care workers (HCWs) and other hospital employees of the critical role they play in preventing SARS-CoV-2 transmission is more important than ever. Building and strengthening the intrinsic motivation of HCWs to apply infection prevention and control (IPC) guidelines to avoid contaminating their colleagues, patients, friends, and relatives is a goal that must be energetically pursued. A high rate of nosocomial infections during the first COVID-19 wave was detected by IPC specialists and further cemented their belief in the need for an engaging intervention that could improve compliance with COVID-19 safe behaviors.ObjectiveOur aim was to develop a serious game that would promote IPC practices with a specific focus on COVID-19 among HCWs and other hospital employees.MethodsThe first 3 stages of the SERES framework were used to develop this serious game. A brainswarming session between developers and IPC specialists was used to identify the target audience and acquisition objectives. Nicholson’s RECIPE mnemonic (reflection, engagement, choice, information, play, exposition) for meaningful gamification was used to guide the general design. A common and simple terminology was used to suit the broad target audience. The game was tested on various platforms (smartphones, tablets, laptops, desktop computers) by different users during each development loop and before its final release.ResultsThe game was designed to target all hospital staff who could be in direct contact with patients within the Geneva University Hospitals. In total, 10 acquisition objectives were defined by IPC specialists and implemented into the game according to the principles of meaningful gamification. A simple storyboard was first created using Microsoft PowerPoint and was progressively refined through multiple iteration loops. Articulate Storyline was then used to create two successive versions of the actual game. In the final version, a unique graphic atmosphere was created with help from a professional graphic designer. Feedback mechanisms were used extensively throughout the game to strengthen key IPC messages.ConclusionsThe SERES framework was successfully used to create “Escape COVID-19,” a serious game designed to promote safe IPC practices among HCWs and other hospital employees during the COVID-19 pandemic. This game can be obtained free of charge for research and educational purposes. A SCORM (shareable content object reference model) package is available to facilitate results and completion tracking on most current learning management systems.

CMI5 – НОВИЙ СТАНДАРТ ІНТЕГРАЦІЇ ЗАСОБІВ ДЛЯ ЕЛЕКТРОННОГО НАВЧАННЯ

Стандартизація в галузі розробки засобів е-навчання приносить значний ефект, даючи змогу інтегрувати без жодних змін і модифікацій електронні освітні ресурси, що були створені для одних програмних середовищ, в інші. На сьогодні основним стандартом інтеграції засобів е-навчання поки що залишається SCORM (Sharable Content Object Reference Model), створений ініціативною групою ADL (Advanced Distributed Learning) ще в 2001 р., який з багатьох причин вже не відповідає сучасним вимогам: може працювати тільки в браузері, не підтримує роботу з мобільними застосунками в режимі офлайн тощо. Тому в 2013 р. ADL запропонувала новий стандарт xAPI, що регламентує спосіб збору та збереження в розташованих у мережі сховищах – Learning Record Store (LRS) – даних про формування компетентностей осіб у рамах їх формальної, неформальної та інформальної освіти впродовж життя. Однак цей стандарт не зміг замінити SCORM через свою надмірну гнучкість. Для подолання цього недоліку ADL у 2016 р. було прийнято окремий профіль специфікації стандарту xAPI, що одержав назву cmi5, який чіткіше формалізує алгоритм взаємодії між призначеною одиницею (Assignable Unit – AU) навчального контенту, LRS, і системою управління навчанням (Learning Management System – LMS). У статті проаналізовано відмінності нового стандарту cmi5 від його попередників – SCORM і xAPI; наведено актуальний перелік програмних засобів, що підтримують cmi5, а також виконано тестування роботи з cmi5 у програмі створення електронних курсів iSpring Suite і хмарній системі управління навчанням SCORM Cloud. Зроблено порівняльний аналіз вмісту пакетів SCORM, xAPI та cmi5, а також операторів, які записуються в LRS при виконанні цих пакетів. Наведено огляд плагінів для роботи зі SCORM, xAPI та cmi5 у LMS Moodle та результати їх тестування.

Development of an online assessment based on the Shareable Content Object Reference Model (SCORM) to optimize the use of BeSmart UNY

This study aimed at developing an Online Assessment based on the Shareable Content Object Reference Model (SCORM) package. This study focused on: (1) obtaining an online assessment design based on SCORM package for the subject of Medical Instrumentation and Electronics based on needs analysis; (2) examining the functionality of the developed online assessment and (3) analyzing the usability of the developed online assessment. This software development process used the ADDIE development model. The testing stage of this study was conducted to verify and to validate the software. The software verification process was performed with functionality testing by media and material experts, and usability testing by users. The results indicated that: (1) it was obtained the design of an online assessment based on SCORM package for the subject of Medical Instrumentation and Electronics, including an online assessment in Besmart packed with SCORM Packages in the form of quiz integration (multiple-choice, short answer, true or false, drag and drop questions); (2) the functionality testing by material experts with a score of 3.88 and a media expert with a score of 4.16 suggested that the developed online assessment was feasible in the aspect of functionality; (3) usability testing by users achieved the score of 3.88 indicating that the developed online assessment was feasible in the aspect of usability.

Implementing Individualized Learning in a Legacy Learning Management System

Educators are being encouraged to shift their instructional paradigm from teacher-centered to learner-centered through the use of technology. For online courses, legacy learning management products originally designed to support and deliver teacher-centered instruction may represent a constraint to implementing the learner-centered paradigm. Yet, replacement of these systems presents a formidable hurdle to educators wishing to initiate learner-centered online courses. This hurdle could be lowered significantly by a transitional approach that allows learner-centered strategies to be delivered within the framework of existing learning management systems. This paper describes our efforts to prototype such a transitional approach for an online statistics course. Pedagogical and technological objectives were successfully achieved by combining the technologies of the Sharable Content Object Reference Model (SCORM), a legacy learning management system, and a standalone course authoring tool to deliver an example course demonstrating adaptive, competency-based student progress instruction that personalizes one’s learning path with topic-contingent assessment feedback.

SCORMAdaptiveQuiz: Implementation of Adaptive e-Learning for Moodle

One of the advantages of online learning, which is evolving at a rapid rate, is that it can be standardized. However, it also has a disadvantage in that online content lacks adaptivity. In this study, we aim to improve online content adaptivity, and develop an extension plugin for Sharable Content Object Reference Model (SCORM) for Moodle: SCORMAdaptiveQuiz (https://github.com/uedahiro4/SCORMAdaptiveQuiz), which can provide the adaptive presentation feature in accordance with the pre-knowledge of the learner as reflected from a pre-test created by the Moodle quiz module. Data were collected from the productive operation of the module for a year in the security awareness education online course “Learn with Princess Rin Rin: Cyberethics” provided in Japanese, English, Chinese, and Korean and hosted on GakuNinMoodle (https://security-learning.nii.ac. jp/), which is widely used in universities in Japan. The result of the data analysis revealed the effect of the SCORMAdaptiveQuiz module: An improved access rate was obtained in the 2016 academic year than in 2015 for all four languages. In addition, a significant improvement was seen in the results of the final test of the Korean and Chinese course in comparison with that of the 2015 academic year. On the other hand, a slight decrease in the score of the final test was observed for the English and Japanese courses. We argue that the SCORMAdaptiveQuiz plugin is useful in providing an adaptive online course in accordance with the knowledge of the learner.

An Interoperable Model for the Intelligent Content Object Based on a Knowledge Ontology and the SCORM Specification

Based on the sharable content object concept of advanced distributed learning, an ontology-based intelligent content object (ICO) that can automatically reason and be reused is proposed. Then, by extending the advanced distributed learning or sharable content object reference model (SCORM) specification, an interoperable model for the ICO is developed; it involves (a) adding an ontological model of general domain knowledge for intelligent tutoring systems to the SCORM specification and encapsulating the design details of the heterogeneous knowledge ontologies, (b) adding a hierarchical data structure for the current ontology element to the communication data model in the run-time environment of the SCORM specification, (c) extending the application program interface in the run-time environment of the SCORM specification to enable the ICO to query various knowledge ontologies in a consistent way, and (d) adding an Ontology section to the content aggregation model in the SCORM specification to ensure that the same ICO can be associated with different knowledge ontologies. The proposed model extends the SCORM-based courseware model from a multimedia-based structured courseware to the intelligent courseware based on a knowledge ontology and can significantly improve the overall intelligence of the learning system along the lines of the specification, thereby providing a reference for the future development of the SCORM specification.

SOFTWARE IMPLEMENTATION FOR SCORM CONTENT MIGRATION IN THE LEARNING MANAGEMENT SYSTEM

Using of learning management systems increases the possibility of teachers and students in achieving their goals in education. Such systems provide learning content, help to organize and to monitor training progress, help to collect statistics. However, the transition from one LMS to another there is a problem of content migration, because all training materials and tests should either be recreated, or somehow be migrated to the new system. Content migration by hand is a very time-consuming process, so the leading developers of the learning management systems developed a standard for the organization and storage of content, called SCORM (Eng., Sharable Content Object Reference Model). Created by this standard, the content must migrate to the learning management system provided its support for these systems. SCORM standard allows you to create training content that is not dependent on the learning management system, but the loosely embedded in it. This approach enables teachers to develop unique courses and put them free available or for sale in the Internet for all interested persons, and to use educational content created by the best specialists around the world to carry out their activities. The content on the SCORM standard imposes certain requirements on the learning management systems, as they do not distort the training content and properly interact with the tests. The aim of this article is a software implementation of a content migration by SCORM standard from other learning management systems in its own development used at the Software Department of the Faculty of Information Technology and Robotics of the Belarusian National Technical University.

Big Data in Education and Learning Analytics

Due to increasing role of computers, the internet and digital data across many forms of human endeavor is the widespread uptake of the notion of “Big data.” Researchers and educators seem to explore the potential of technology to grab, analyze and utilize huge amount of data in increasingly powerful ways. analysis of educational data is not something new in the field of education but increasing interest towards the use of learning management system, collaborative learning electronic portfolio, moodle, intelligent tutoring system, gaming, sharable content object reference model (SCORM), e-learning, m-learning, e-assessment, virtual worlds and augmented reality has fueled research in the field of Big data and learning analytics. Learning analytics is a field related to educational data mining. It describes attempts to use digital data about student's background and learning behaviors in online contexts to monitor and predict student performance. This paper explores the concept of learning analytics, its dimensions, approaches and applications in detail it also describes the relationship between educational data mining, academic analytics and learning analytics.

Interactions Tracks Retrieving in Learning Management System Context: Case Study of Sharable Content Object Reference Model Based Environment

Most of methodologies of educational research requires in majority of its forms and objectives that traces be observed and subsequently processed. Particularly, in e-learning environments, tracks of Interactions are considered as a source of information of obvious importance. According to learners activities and their perpetual changing profiles, the learning system need to get decisions on the available learning resources and approaches of knowledge delivering. The analysis of the generated tracks of interactions is essential in many ways to enhance the effectiveness of the support of users in their interactions within the learning system. Particularly, learning management systems (LMS), often modular, are now based largely on web services and have, indeed, to integrate the evolution of web technologies. In this paper we propose a Service Oriented architecture (SOA) based system for tracks retrieving and processing. A Service oriented layer for data collecting is introduced and implemented for the Sharable content object reference model (SCORM) standard compliant environment. The tracks collection service is particularly based on the standardized data model defined by the IEEE 1484.11.1 specification adopted by SCORM. To construct a complete data set which match the needs of learning tracking, an expansion of the IEEE 1484.11.1 data model is integrated to take into consideration other activities of interest, the most considered are the communication between different learning actors within the learning management system.

Online CME usage patterns.

The paper reports the findings of the analysis of a sample of 829 online Continuous Medical Education (CME) enrolments aimed at inspecting users' preferences and behaviours. The contents of the analyzed course are provided as online SCORM (Sharable Content Object Reference Model) resources together with the corresponding Pdf downloadable versions allowing different usage patterns (online only, Pdf only, online AND Pdf, mixed online OR Pdf). The results point out that there is not a specific preference for one of the four patterns and that most of the users access both navigable modules and Pdf documents. Demographic characteristics and initial knowledge level do not influence the choice of a specific usage pattern that probably depends on internal or context factors. From the point of view of knowledge acquisition, the four patterns are equivalent. As regards users' behaviour, the analysis has pointed out two issues: 1) the attitude to conclude the course in a short time and to reach good test scores, but not the excellence; 2) learning activity tracing data were not available for all the enrolments. Cues for discussion are proposed.

GakuNinMoodle: Toward Robust E-Learning Services Using Moodle in Japan

In this study, we aim to improve security awareness education by developing more robust e-learning services that can maintain itself in the busy period including the beginning of new semesters. This paper focuses on the improvement of e-learning services on Moodle with limited system resources. The course design and Moodle management were improved as follows after some workarounds: (1) The “Final Test,” which is a JavaScript-based test inside the Shareable Content Object Reference Model (SCORM) content was divided into a Moodle quiz module. “Conditional Activities” were then adopted to allow users to take the “Final Test” after the completion of the SCORM content. (2) The course was reset annually to delete all SCORM tracking data. In this study, we obtain effective operational findings for developing robust e-learning services, particularly for Moodle. As a result, we can provided robust e-learning services in Japan because GakuNinMoodle and the security awareness education course for federated institute, “Learn with Princess Rin Rin: Cyberethics” are accessed by 102 institutes including Kyoto University, Gunma University, and National Institute of Technology through actual operations. In general, database optimization is the best method for improving LMS performance with limited system resources. Specifically, online courses that include SCORM content should be considered as an overhead of API calls between LMS and SCORM content to determine a temporary solution under the constraint of limited resources to improve the performance of LMS when numerous accesses and downloads of learning reports are requested. Therefore, robust e-learning services with Moodle can be obtained even with limited resources. Additional research is being conducted to analyze learning records and system logs to improve the contents according to the assumption that the best method to improve e-learning is by considering learner's behavior.