ADL - Overview

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These contents have been obtained from the Advanced Distribute Learning (ADL) Initiative official Web site and edited for presentation. Please refer to the Web site for additional information on terms of use
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General
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Advanced Distribute Learning Initiative
The Advanced Distributed Learning (ADL) Initiative develops and implements learning technologies across the U.S. Department of Defense and federal government. The ADL Initiative collaborates with government, industry, and academia to promote international specifications and standards for designing and delivering learning content.
Vision
The Advanced Distributed Learning (ADL) Initiative is a collaborative effort to harness the power of information technologies to deliver high-quality, easily accessible, adaptable, and cost-effective education and training. ADL uses structured and collaborative methods to convene multi-national groups from industry, academia, and government who help to define the specifications and standards for the learning industry and then develop tools and content to those standards.

ADL was established in 1997 to standardize and modernize the delivery of training and education. The U.S. Department of Defense (DoD) Office of the Under Secretary of Defense for Personnel and Readiness (OUSD P&R) oversees the ADL Initiative. The vision of the ADL Initiative is to provide access to the highest-quality learning and performance aiding that can be tailored to individual needs and delivered cost-effectively, anytime and anywhere.
Strategy
The ADL Initiative’s strategy is to leverage the power of newer technologies by:
  • Exploiting existing network-based technologies.
  • Creating platform-neutral, reusable courseware and content to lower costs.
  • Promoting widespread collaboration to satisfy common needs.
  • Enhancing performance with emerging and next-generation learning technologies.
  • Developing a common framework that drives COTS product cycles.
  • Establishing a coordinated implementation process.
  • Developing common standards and guidelines.
  • Releasing ADL specifications (e.g. SCORM).
The ADL Initiative can only fulfill its mission by partnering with the Services, Defense agencies, and Federal agencies in collaboration with the private sector and academia.

The ADL Initiative provides leadership to the learning community by:
  • Implementing guidance for designing and developing efficient, cost-effective, and global distributed learning.
  • Encouraging collaboration by demonstrating the practical application and success of learning technologies and methodologies.
  • Advancing the state-of-the-art in the science and technology associated with individual and collective education, training, performance-support, and assessment.
  • Promoting a coordinated implementation process with incentives for organizational and cultural change.
Membership
There are no formal membership processes or requirements to become involved with ADL or SCORM. By registering with ADL you can participate in events such as Plugfests, submit articles relating to SCORM, and receive the latest information from ADLNet.gov.
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These contents have been obtained from the Advanced Distribute Learning (ADL) official Web site and edited for presentation. Please refer to the Advanced Distribute Learning (ADL)official Web site for additional information on terms of use.
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SCORM
"SCORM" stands for "Sharable Content Object Reference Model." A "reference model" is something that shows what kinds of services will be needed to solve a particular problem, how they can be put together, the relevant standards that apply, and how they might be used.

SCORM at a high-level is a collection of specifications and standards. It applies the current developments in training technology through use of a specific content model to ensure consistent implementation of training across the e-learning community. SCORM is built upon the work of the Aviation Industry Computer-Based Training (CBT) Committee (AICC), the IMS Global Learning Consortium, Inc., the Institute of Electrical and Electronics Engineers (IEEE), the Alliance for Remote Instructional Authoring and Distribution Networks for Europe (ARIADNE), and others to create one unified "reference model" of interrelated technical specifications and guidelines that meet DoD high-level requirements for Web-based learning content and systems:
  • Accessibility: The ability to locate and access instructional components from one remote location and deliver them to many other locations.
  • Interoperability: The ability to take instructional components developed in one location with one set of tools or platforms and use them in another location with a different set of tools or platforms.
  • Durability: The ability to withstand technology evolution and changes without costly redesign, reconfiguration or recoding.
  • Reusability: The ability to incorporate instructional components in multiple applications and contexts.
SCORM Web
ADL Registry
The ADL Registry (ADL-R) provides a means for registering, searching, and discovering digital objects using a common set of metadata. Metadata is information that describes the digital object, such as its title, description, or author. The ADL Registry does not store digital objects, it provides a pointer to the actual digital objects that are located and managed in repositories. Access to, and reuse of, the digital objects are subject to the restrictions set forth by the object owners and repository managers.

The U.S. Department of Defense (DoD) Advanced Distributed Learning (ADL) Initiative sponsors and operates the ADL Registry. The ADL Registry provides the means for DoD Components to comply with DoD Instruction (DODI) 1322.26, Development, Management, and Delivery of Distributed Learning.

The ADL Registry is the first publicly available CORDRA registry. CORDRA, Content Object Repository Discovery and Registration Architecture, is a framework on which a family of services may be built to support the discovery, sharing, and ultimately, reuse of digital objects.
ADL Registry Web
Immersive Technologies
Through a continual cycle of discovery, learning and dissemination, the Advanced Distributed Learning (ADL) endeavors to collaborate and share ideas, identify solutions, and realize innovations that will propel the Department of Defense (DoD) learning technology communities into new and exciting areas of immersive learning.

ADL’s immersive technology activities seek to:
  • Discover where the ideas are, where the people are, where the projects are, where the questions are, and where the research is.
  • Learn and understand the ideas, get to know the people, help create the answers and understand and filter the research.
  • Disseminate , communicate, collaborate, facilitate, demonstrate, and deliver to the ADL audience.
The following six goals summarize the ADL Immersive Technologies plan:
  • Goal 1: Instructional Game Design
  • Goal 2: Return on Investment
  • Goal 3: Standards & Integration
  • Goal 4: Policy Harmonization
  • Goal 5: Organizational & Cultural Change
  • Goal 6: Research and Development
Immersive Technologies Web
Training Evaluation
As part of its Training Evaluation activites, ADL conducts research examining ways to increase effectiveness and efficiencies of Web-based instruction. Additionally, Training Evaluation activities include analyzing learning management system (LMS) data to determine usage patterns and effectiveness metrics.

The goal of ADL’s research on Web-based instruction is to provide organizations with actionable findings on how to improve the effectiveness of learning from this media. The practitioner guide, "Effectiveness of Web-based Instruction," includes lessons from the analyses and presents the results of a short intervention that can be included in online courses free of charge.
Training Evaluation WEB
Learning Technology Lab
The ADL Learning Technology Lab at the ADL Co-Lab Hub in Alexandria, Virginia maintains installations of SCORM 2004-certified content authoring, management, and delivery systems, including learning management systems (LMSs). ADL makes these systems available to the public for testing and information purposes.Learning Tech Lab Web
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These contents have been obtained from the Aviation Industry CBT Committee (AICC) official Web site and edited for presentation. Please refer to the Aviation Industry CBT Committee (AICC) official Web site for additional information on terms of use.
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SCORM 2004 4th Edition
The Sharable Content Object Reference Model (SCORM) is a collection, integration and harmonization of specifications and standards that have been bundled into a collection of “technical books”:
  • Overview: High-level conceptual information.
  • Content Aggregation Model (CAM): Assembling, labeling and packaging of learning content.
  • Run-Time Environment (RTE): LMS’s management of the RTE, including launch, content to LMS communication, tracking, data transfer and error handling.
  • Sequencing and Navigation (SN): Sequencing content and navigation.
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ADL Registry
The ADL Registry and CORDRA (Content Object Repository Discovery and Registration/Resolution Architecture) document set consists of five volumes. Each covers different aspects of the Advanced Distributed Learning (ADL) Initiative Registry Project. Volume 1 is available for download now. The remaining volumes in the series will be published throughout 2009.
  • Volume 1 - General Overview: Volume 1 is an introduction to the ADL Registry and the Content Object Repository Discovery and Registration/Resolution Architecture (CORDRA™) including background, history, high-level requirements, design assumptions, and rationale. It provides a basic introduction and orientation, and context for the volumes that follow.
  • Volume 2 - Registry Overview and User’s Guide: Volume 2 describes the ADL Registry. It includes an ADL Web site user’s guide and an introduction to producing digital-object and transaction metadata. This is the "how-to" volume for those getting started with the ADL Registry.
  • Volume 3 - Technical Reference: Volume 3 provides detailed information on using the ADL Registry for technical personnel and tool developers.
  • Volume 4 - CORDRA: Volume 4 provides additional detail on CORDRA. Any community interested in establishing its own set of registry services independently of ADL can use CORDRA. This volume guides those who are investigating solutions to object registration and discovery in general, as well as those who wish to understand how the ADL Registry fits within the CORDRA architecture.
  • Volume 5 - Services and Tools: Volume 5 describes value-added services and tools that are currently available or in development, and also describes how to create new services to provide extended capabilities to registry systems. Some services and tools are ADL specific; others have more general applicability and may be of value to those creating their own registry system.
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Training Evaluation
As part of its Training Evaluation activites, ADL produces three types of evaluation documents:
  • Practitioner Guides: Practitioner guides distill the results of ADL Training Evaluation research to highlight implications that are important for instructors, instructional designers, and course evaluators.
    • Effectiveness of Web-based Instruction
    • Do the Most Satisfied Students Learn the Most?
    • Training Intervention Reduces Attrition
    • Gaining Time Efficiencies from Web-Based Instruction
  • White Papers: White papers are evidence-based summaries on topics of interest to the training community.
    • Incorporating Blogs in Training and Education
    • Selecting Criteria for Evaluating Training
  • Technical Reports: Technical reports present the results of ADL Training Evaluation research efforts and include the technical documentation of the research such as the method and statistical analyses.
    • Does Additional Time in Online Training Result in Higher Learning Outcomes for Electronics Technicians?
    • A Cyclical Model of Motivational Constructs in Web-based Courses
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ADL Learning Technology Lab
ADL makes different SCORM 2004-certified systems (content authoring, management, and delivery systems, including learning management systems -LMSs-) available to the public for testing and information purposes.Download
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ADL works with multiple organizations to develop and ratify standards and specifications. ADL contributes technical ideas and concepts as well as integrating and testing these specifications and standards, to bridge the gap between their early stage development and their widespread adoption by industry.

Among the many organizations working on specifications related to e-learning, there are four in particular that are key to SCORM . While ADL may not incorporate all of the work from these organizations, as some information is out of the scope of SCORM, these organizations play a vital role in the formation of next-generation learning technologies.

These organizations are:
  • Aviation Industry CBT Committee (AICC)
  • Alliance for Remote Instructional Authoring and Distribution Networks for Europe (ADRIANE)
  • Institute of Electrical and Electronics Engineers (IEEE) Learning Technology Standards Committee (LTSC)
  • IMS Global Learning Consortium, Inc. (IMS GLC)
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ADL Summarizes Next Generation SCORM Requirements

( 03/02/2012 )
ADL, through a Broad Area Announcement (BAA) with Rustici Software, is pleased to present a compilation of the community requirements for the Next Generation SCORM (Sharable Content Object Reference Model). This White Paper translates a variety of technical and non-technical requirements that were collected and voted on as a part of the BAA outreach to the ADL Community. The result, although somewhat technical in nature, is a unified vision of what Next Generation SCORM should be. ADL, following the community needs, will strive to make the Next Generation SCORM:

  • Track diverse user learning experiences such as social media, mobile learning, games, simulations, and mixed modality exercises.
  • Move beyond the single-learner model to allow team-based exercises, collaboration, and direct instructor intervention.
  • Eliminate out-of-date technology practices such as the idea that all content needs to fit into a “package”.
  • Improve or eliminate the content sequencing and ineffective requirements.
  • Include tools, guides, and best practices to make the learning curve for Next Generation SCORM easier.
  • Provide clearer instructions and more efficient testing to make content work across systems.
  • Allow content to function in situations where access to network infrastructure is limited or intermittent.
  • Provide a means to expose user data to instructors while keeping assessment data secure.

We urge you to be involved in the development of Next Generation SCORM by following updates on ADLnet.gov and participating in ADL activities.
More info

Updated SCORM Users Guides Available

( 30/01/2012 )
In 2010-2011, ADL led the task of updating its previous SCORM Best Practices Guidelines documents. During the initial review of the existing guidelines, the team determined that two guides should be produced: one targeted specifically at Instructional Systems Designers (ISDs) and one that addressed the additional needs of Programmers and Developers.

While these documents were produced to address the needs of those unfamiliar with SCORM, they also go into some depth regarding the applications of SCORM. In the future, ADL may also produce supplementary guidelines that delve into more complex applications of SCORM.

Both Guides are available for download from ADLnet.gov

SCORM Users Guide for Instructional Designers (PDF, 1.77 MB)

SCORM Users Guide for Programmers (PDF, 2.71 MB)

The update effort was funded by the Combating Terrorism Technical Support Office (CTTSO) Technical Support Working Group (TSWG) (2010-2011). Intelligent Automation Inc (IAI) was contracted to complete the guides, with input and advice from TSWG and ADL personnel.
More info

ADL Releases the Unity-SCORM Integration Toolkit Version 1.0 Beta

( 16/01/2012 )

ADL is pleased to announce the release of the Unity-SCORM Integration Toolkit. The toolkit is the result of an ADL Technical Team research and development project that focused on using games and simulations as part of an e-learning curriculum. After an assessment of the most common questions submitted to the ADL Help Desk and after gathering additional requirements from 3rd party outreach efforts, we began a project to make creating SCORM-Conformant games and simulations efficient and cost effective. Unity was selected as the game development tool for our prototype due to its ability to create web-based content.


The Unity-SCORM Integration Toolkit allows Unity developers to use simple methods, provided by a “ScormManager” object, to set the SCORM Run-Time Data Model elements without having prior experience with SCORM. For example, developers are able to make simple calls like ScormManager.GetLearnerName() to get the user’s name from the LMS. In addition, the ScormManager can be used to set values including scores, objectives and interactions. For advanced users, the entire SCORM data model is available for use.

The Unity-SCORM Integration Toolkit also contains a packaging tool that can be used to create a simple SCORM Content Aggregation Package. The ScormManager and packaging tool support both SCORM Version 1.2 and SCORM 2004 4th Edition. With minor tweaks to the resulting package, SCORM 2004 2nd and 3rd Editions can also be supported.

The Unity-SCORM Integration Toolkit is a demonstration of how content developers can use a game engine to create SCORM-Conformant content. The source code is provided with the download and can be used by a 3rd party in their content and systems. In the future, ADL may release a version for open source development if a community need is identified.

The Unity-SCORM Integration Toolkit Version 1.0 Beta

ADL Next Generation Architecture Proof-of-Concepts

( 16/01/2012 )
ADL Next Generation Architecture Proof-of-Concepts from iFest 2011
The ADL Next Generation Architecture Proof-of-Concepts from iFest 2011 (hereafter referred to as “iFest Prototypes”) are demonstrations of the potential of a new learning architecture beyond SCORM. Several prototypes were created to illustrate different requirements of the next generation architecture:

  • Learning Record Store (LRS)
    The LRS is a prototype system that stores learning records and allows for the subsequent retrieval of those records. In addition to storing a learner’s interactions while actively viewing content, an LRS can store and retrieve information without an active learner-content session. An LRS is a component found in many of today’s LMSs. The LRS concept grew out of the vision that future learning systems will be split into several separate sub-systems that communicate through predefined interfaces. The LRS is a mandatory component for all other iFest Prototypes. Each prototype will use the LRS as its tracking system.

  • Content as a Service (CaaS) Course
    The CaaS Course prototype comes installed with the LRS. The CaaS prototype illustrates how content can be hosted anywhere, not just in an LMS. There is no “import” process and there is no requirement that content be on the same server or domain as the LMS. The CaaS prototype illustrates:
    • tracking learning experiences hosted outside of an LMS
    • moving away from a content package and import process
    • a solution to the SCORM cross-domain issue
    • and using existing standards such as SOAP, REST and JSON for run-time communications

  • Android Tablet Native Application
    The Android Tablet Native Application illustrates several requirements of the next generation learning architecture. This includes:
    • support for out-of-browser content such as mobile applications
    • content for roles other than the learner, in this case an instructor
    • and tracking of content not launched by an LMS

  • Game Engine Integration
    The Game Engine Integration prototype illustrates how a serious game or simulation may track data with a future learning system. This prototype integrated a Unity game, deployed as an executable, with the LRS. Requirements include:
    • tracking “long-running” content,
    • support for out-of-browser content,
    • and tracking of content not launched by an LMS
    In addition, the prototype enables multiple-learner tracking, although it was not included in the ADL demonstration.

  • Legacy Content Wrapper
    Let’s face it… there is a LOT of SCORM-Conformant content out there. In the past, when new versions of SCORM were released, they were not backward compatible, causing complicated and costly upgrade projects. What would a new learning architecture mean for existing SCORM-Conformant content?

    The Legacy Content Wrapper illustrates how existing SCOs (in this case, SCORM Version 1.2 SCOs) can be “wrapped” so that they communicate via a web-service interface. Our example does not change the existing SCOs. The prototype requires a change to the manifest and addition of a new JavaScript file. Although this approach requires some intervention, it dramatically reduces the effort to move existing SCORM content to a service-based architecture.
Next Generation SCORM

Next Generation SCORM

( 09/12/2011 )
A new capability section on ADLnet.gov
ADL  is pleased to announce the release of Next Generation SCORM to ADLnet.gov.  Building on the success of the original SCORM both as a technical creation and a culmination of community-wide collaboration, ADL is leading the design of a new model – one that supports innovative learning experiences.  The direction of this capability and prototypes of what it can accomplish were first shown at iFest 2011 in August.  The Next Generation SCORM area of the website makes public these prototypes, the vision and community input that guided the early development, and documented efforts of what has been accomplished since iFest.Next Generation SCORM Capability