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This module provides a perspective on the current state of play in relation to learning technology standards in general and in particular for SCORM 1.x which has become a default 'standard' for many learning education and training communities. It was originally written as an introductory section to SCORM 2.0: Learning in the Mainstream.

Scorm 2.0: perspective and background

SCORM is often referred to as the ‘de facto’ standard for learning content. There is little question that it has provided immense utility to learning communities globally. It was conceived, however, at a time when the core issues for technology supported learning were very different to the ones that Learning, Education and Training (LET) communities currently face. SCORM and the specifications and standards from which the profile is constituted were developed in response to the need to achieve portability of courses between Learning Management Systems; a ‘mono-dimensional’ separation of packaged content from its delivery. Possibly as a result of this, SCORM implementations have typically resulted in single-user, self-paced online instruction instead of more creative models.

While there is still some value in that objective, the scope of what needs to be achieved and the issues that have become the focus of learning communities in education, government, corporate and defense sectors are now very much broader than purely content aggregation, portability and sequencing. There is evidence that the new requirements for SCORM 2.0 are already being considered with the broader scope in mind (See SCORM 2.0 Home on LETSI and related documents and communities available at that site), so this is just one additional perspective on both the functionality and boundaries that might be considered for SCORM 2.0.

During the period in which SCORM has been available for implementation there have been a number of significant changes in relation to content, infrastructure and the commonly available web-based applications. The sum of these changes would make it nonsensical to redevelop SCORM as it has existed in version 1.x. The emergence of concepts and technologies characterized as “Web 2.0” While there is definitely hype associated with the term Web 2.0 and debate about the validity given the reliance Web 1.0 technology. Since the beginning of the web it has always been possible for individuals to form communities, share content become individual publishers. Nonetheless, the way Web 2.0 is described by O’Reilly at does provide a basis for understanding the value rather than the hype. have impacted many of the communication and interaction models on the web. It is now commonplace for LET discussions to focus on the use of Web 2.0 technologies in learning, and this in itself, drives a change in scope from that of SCORM 1.x. In a recent presentation to LearnX 2008 in Melbourne, Professor Nigel Paine proposed five key shifts that would impact learning, education and training. He described them as the shifts from:

Questions & Answers

Is there any normative that regulates the use of silver nanoparticles?
Damian Reply
what king of growth are you checking .?
What fields keep nano created devices from performing or assimulating ? Magnetic fields ? Are do they assimilate ?
Stoney Reply
why we need to study biomolecules, molecular biology in nanotechnology?
Adin Reply
yes I'm doing my masters in nanotechnology, we are being studying all these domains as well..
what school?
biomolecules are e building blocks of every organics and inorganic materials.
anyone know any internet site where one can find nanotechnology papers?
Damian Reply
sciencedirect big data base
Introduction about quantum dots in nanotechnology
Praveena Reply
what does nano mean?
Anassong Reply
nano basically means 10^(-9). nanometer is a unit to measure length.
do you think it's worthwhile in the long term to study the effects and possibilities of nanotechnology on viral treatment?
Damian Reply
absolutely yes
how to know photocatalytic properties of tio2 nanoparticles...what to do now
Akash Reply
it is a goid question and i want to know the answer as well
characteristics of micro business
for teaching engĺish at school how nano technology help us
Do somebody tell me a best nano engineering book for beginners?
s. Reply
there is no specific books for beginners but there is book called principle of nanotechnology
what is fullerene does it is used to make bukky balls
Devang Reply
are you nano engineer ?
fullerene is a bucky ball aka Carbon 60 molecule. It was name by the architect Fuller. He design the geodesic dome. it resembles a soccer ball.
what is the actual application of fullerenes nowadays?
That is a great question Damian. best way to answer that question is to Google it. there are hundreds of applications for buck minister fullerenes, from medical to aerospace. you can also find plenty of research papers that will give you great detail on the potential applications of fullerenes.
what is the Synthesis, properties,and applications of carbon nano chemistry
Abhijith Reply
Mostly, they use nano carbon for electronics and for materials to be strengthened.
is Bucky paper clear?
carbon nanotubes has various application in fuel cells membrane, current research on cancer drug,and in electronics MEMS and NEMS etc
so some one know about replacing silicon atom with phosphorous in semiconductors device?
s. Reply
Yeah, it is a pain to say the least. You basically have to heat the substarte up to around 1000 degrees celcius then pass phosphene gas over top of it, which is explosive and toxic by the way, under very low pressure.
Do you know which machine is used to that process?
how to fabricate graphene ink ?
for screen printed electrodes ?
What is lattice structure?
s. Reply
of graphene you mean?
or in general
in general
Graphene has a hexagonal structure
On having this app for quite a bit time, Haven't realised there's a chat room in it.
what is biological synthesis of nanoparticles
Sanket Reply
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Source:  OpenStax, Scorm 2.0: learning in the mainstream. OpenStax CNX. Dec 30, 2009 Download for free at http://cnx.org/content/col11166/1.1
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