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Content Aggregation - Overview
The need for educational resource sharing among learning systems and authoring tools motivated the development of common formats and procedures for encapsulating learning resources into cohesive units of instruction, applying structure and associating learning taxonomies so that the structure and intended behaviour (sequencing of activities) can be uniformly represented, communicated and reproduced across heterogeneous environments.
Furthermore, content aggregation formats should be neutral as far as the type of resources being packed is concerned, that is, they should permit the encapsulation of separate resources, a part of a course that can stand by itself outside of the context of a course, an entire course, or even collections of courses.
* A learning resource is any representation of information that is used in support of a learning experience. Learning experiences consist of activities thar are supported by electronic or non-electronic learning resources (From ADL SCORM). |
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These contents have been obtained from the ADL web site and edited for presentation. Please refer to the ADL web site for additional information on terms of use.
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Advanced Distributed Learning Initiative
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As part of its Sharable Content Object Reference Model (SCORM), the ADL initiative defines the Content Aggregation Model (SCORM CAM). The SCORM CAM represents a pedagogically neutral means for designers and implementers of instruction to aggregate learning resources for the purpose of delivering a desired learning experience. A learning resource is any representation of information that is used in support of a learning experience. Learning experiences consist of activities that are supported by electronic or non-electronic learning resources.
The process of creating and delivering learning experiences involves the creation, discovery and aggregation of simple electronic assets into more complex learning resources and then organizing those learning resources into a defined sequence for delivery. The SCORM Content Aggregation Model defines the technical methods for accomplishing these processes.ADL Sharable Content Object Reference Model |
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Taken from the Aviation Industry CBT Committee (AICC) official Web site.
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Scope
Aviation Industry CBT Committee
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The Aviation Industry CBT Committee (AICC) describes, as part of its CMI Guidelines for Interoperability technical report, a standardized course structure interchange mechanism. The purpose to define interfaces and rules that allow CBT (Computer-Based Training) Content from a variety of sources to interoperate with CMI (Computer Managed Instruction Systems).
This mechanism is based on the definition of the format of a set of standardized interchange files aimed to describe both the static structure of the course and the dynamic behavior (the progression logic philosophy for the whole instructional material of a course) intended by the course developers.
After moving a course, a review-and-modify effort is going to be required. The existence of these standard interchange files however, should eliminate a large number of the man-hours necessary to input a new course from scratch.
This document defines the following:- The mechanism used by the CMI to launch CBT content
- Common mechanisms and data for CMI/CBT communication
- A common definition for organization and sequencing of CBT content in a course.
CMI Guidelines For Interoperability |
Scope
Aviation Industry CBT Committee
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CMI001 AICC CMI Guidelines for Interoperability defines a way to describe a course, its structure, and how the units in the course should be sequenced. However, it does not describe a mechanism to bundle all the pieces of a course to transfer them.
Several specifications including CMI011 Package Exchange Notification Services and CMI010 Offline CMI Communication describe scenarios in which AICC courseware is transferred. In the case of PENS (Package Exchange Notification) the transfer is normally from one organization to another. In the case of Offline CMI the transfer is from an organization to a user.
This specification describes:- Rationale for packaging a course into a zip archive
- Course Package Structure
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Purpose
This specification discusses packaging AICC courseware to facilitate moving it from one organization to another (via the Web or other media), from the holder of the courseware to a user (via any media such as a CD), or from a content server to a user (via the Web).
This specification defines the structure of AICC courseware packaged to facilitate its transfer. The package may be used to transfer courseware:
- From one organization to another (via the Web or in media such as a CD or DVD)
- From one part of an organization to another part of the same organization.
- From a server to a user of the courseware via the Web.
- From an organization to a user via media such as CD or DVD.
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Rationale
Packaging a course as a ZIP archive is important for the following reasons:- Ability to download/distribute the complete course from a single web-URL or CD
- Compression of course data ensures faster download and easier distribution
AICC Packaging Specification |
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These contents have been obtained from the IMS web site and edited for presentation. Please refer to the IMS web site for additional information on terms of use.
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IMS Global Learning Consortium
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Common Cartridge is the first of three major standards that comprise a new generation of Digital Learning Services standards to support a new generation of learning technology. These are:
- Organized and distributed digital learning content (Common Cartridge - CC)
- Applications, systems, and mash-ups (Learning Tools Interoperability - LTI)
- Learner information: privileges and outcomes (Learning Information Services – LIS)
The Common Cartridge defines an open format for the distribution of rich, web-based content. It is designed to ensure the correct installation and operation of content across any Common Cartridge conformant platforms and tools. |
Scope
SCORM was developed to support portability of self-paced computer-based training content. This is a very different set of needs than those of digital course materials that are used to support an online course where there is a cohort of students and an instructor, teacher, or professor.
Common Cartridge was developed primarily to support the use of digital course materials and digital books in the instructional context. It was not designed as a replacement for SCORM. Educational scenarios require advances in assessment, interactive content, sequencing of content, collaboration, facilitation, and authorization that SCORM was not designed to address, but Common Cartridge was.
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Purpose
Common Cartridge solves two problems:- The first is to provide a standard way to represent digital course materials for use in online learning systems so that such content can be developed in one format and used across a wide variety of learning systems (often referred to as course management systems, learning management systems, virtual learning environments, or instructional management systems).
- The second is to enable new publishing models for online course materials and digital books that are modular, web-distributed, interactive, and customizable.
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Common Cartridge & Learning Tools Interoperability Alliance
The Common Cartridge & Learning Tools Interoperability Alliance has been created as a high value community for those involved in implementing Common Cartridge and Learning Tools Interoperability (LTI) through a primarily online engagement with experts from the IMS member organizations, IMS staff, and a large variety of resources shared by the participants. End-user organizations are also heavily involved in the Common Cartridge & Learning Tools Interoperability Alliance because IMS staff facilitate collaborative projects among institutions, school districts, and suppliers that are looking to scale the effective use of digital resources and applications.IMS Common Cartridge Web Site |
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These contents have been obtained from the IMS web site and edited for presentation. Please refer to the IMS web site for additional information on terms of use.
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IMS Global Learning Consortium
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The IMS Content Packaging Specification provides the functionality to describe and package learning materials, such as an individual course or a collection of courses, into interoperable, distributable packages. Content Packaging addresses the description, structure, and location of online learning materials and the definition of some particular content types.
The Content Packaging Specification is aimed primarily at content producers, learning management system vendors, computing platform vendors, and learning service providers. Learning materials described and packaged using the IMS Content Packaging XML format should be interoperable with any tool that supports the Specification. Content creators can develop and distribute material knowing that it can be delivered on any compliant system, thereby protecting their investment in rich content development.
Important things to know about Content Packaging:- Content Packaging is used to define the data format for the exchange of learning resources (or learning objects) from one learning system to another, facilitating easier delivery, reuse and sharing of materials.
- IMS Content Packages enable you to export content from one Learning Content Management System or digital repository, and import it into another while retaining information describing the media in the IMS Package, and how it is structured, such as a table of contents or which web page to show first.
- The IMS Content Packaging specification focuses on the packaging and transport of resources, but doesn't determine the nature of those resources. This is because the specification allows adopters to gather, structure and aggregate content in an unlimited variety of formats.
- The latest v1.2 adds important new features for linking to content that may be distributed via the Internet – “virtual content”.
- IMS Content Packaging is the most widely used learning technology standard in the world. It is the basis for SCORM and is also used standalone as a simpler way to achieve interoperability.
- IMS Content Packaging is currently being considered as a new work item for standardization in ISO/IEC JTC1 SC36.
- Conformance and development of accredited profiles of IMS Content Packaging, including the profile used in SCORM is offered solely under the auspices of the Common Cartridge Alliance: http://www.imsglobal.org/cc/alliance.html
IMS Content Packaging |
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These contents have been obtained from the IMS web site and edited for presentation. Please refer to the IMS web site for additional information on terms of use.
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Scope
IMS Global Learning Consortium
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The Resource List Interoperability (RLI) specification details how structured meta-data can be exchanged between systems that store and expose resources for the purpose of creating resource lists and those that gather and organize those Resource Lists for educational or training purposes. A typical example of such a resource list is a reading list.
The specification is based on an abstract service behavior and data model that describes in generalized terms a resource at the item level, a collection of these resources (i.e., a list), and the behaviors associated with a resource list management service. The data model is then bound or expressed in XML, combining elements that primarily map to subsets of the IEEE-LOM (Learning Object Metadata) and ISO 690-2 bibliographic citation standards to describe the resource items and aggregated resource list. The abstract service interface is bound to web services expressed as WSDL. The IMS Content Packaging specification wraps the resource list to enable transfer between systems. Because the data model is generalized, other bindings may be (and it is expected, will be) added to future releases of the specification (please see Information Model for a fuller description).IMS web site |
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These contents have been obtained from the IMS web site and edited for presentation. Please refer to the IMS web site for additional information on terms of use.
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IMS Global Learning Consortium
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The IMS Simple Sequencing Specification defines a method for representing the intended behavior of an authored learning experience such that any learning technology system (LTS) can sequence discrete learning activities in a consistent way. The specification defines the required behaviors and functionality that conforming systems must implement. It incorporates rules that describe the branching or flow of instruction through content according to the outcomes of a learner's interactions with content. The first version of the specification was released to the public in March 2003.IMS Simple Sequencing |
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These contents have been obtained from the ISO/IEC JTC1 SC36 WG4 web site and edited for presentation. Please refer to the ISO/IEC JTC1 SC36 WG4 web site for additional information on terms of use.
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ISO/IEC JTC1 SC36 logo
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ISO/IEC JTC1 SC36 Working Group 4: Management and Delivery of Learning, Education, and Training (MDLET) is focused on producing a multi-part standard and metadata for learning resources. The proposed data model includes a flexible framework for specifying disjointed conceptual schemas that define structures and data elements for metadata instances associated with learning resources. This section is focused on Content Packaging (CP).
This group is working in the following areas:- ISO/IEC 19788 Information Technology for Learning, Education and Training - ITLET – Metadata for Learning Resources. This project is working on a multipart standard about metadata.
- ISO/IEC 19785 Information Technology for Learning, Education and Training - ITLET – Content Packaging. This is made up by three parts:
- Part 1: Information Model
- Part 2: Content Packaging XML Binding
- Part 3: Best Practice and Implementation Guide
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Standard 19785
This Standard is derived from the IMS Global Learning Consortium (IMS GLC) Content Packaging version 1.2 Specification. IMS Content Packaging is probably the most widely used specification in support of learning technology around the world.
IMS Content Packaging has been an integral foundation of SCORM from its inception to the current version. But, most importantly, IMS Content Packaging has also been used widely outside of SCORM on a standalone basis. IMS Content Packaging is also used in many other high profile educational uses, such as archiving for MIT OpenCourseWare, distributing content packages that exclude runtime and metadata for the Learning Federation of Australia, and nationwide e-learning services for the Cyber Home Learning System in Korea.
IMS GLC provides ongoing support for the use, profiling and improvement of the Content Packaging standard.
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