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Runtime - Overview
| A basic requirement to support educational content reuse is to keep a clear separation between contents and the logic that handles them, that is, their runtime environment. The basic tasks of runtime environments are content delivery to the student, support of the interaction between the content and the Learning Management System, and to decide the content to be delivered next depending on the static and dynamic course structure, and previous student actions. To facilitate reuse, the logic needed to provide this functionality should be clearly separated from other educational resources like multimedia elements, or even software modules responsible for other tasks (e.g. content transfer, communication among students, etc.). |
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These contents have been obtained from the AICC web site and edited for presentation. Please refer to the AICC web site for additional information on terms of use.
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Advanced Distributed Learning Initiative
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The Aviation Industry CBT Committee (AICC) defines, on its CMI Guidelines for Interoperability technical report, a common way to start learning contents (CBTs), a common mechanism for learning contents to communicate with an CMI (Computer Managed Instruction) system, and a predefined data model or vocabulary as the basis for the communication.
These three aspects are considered inside runtime environments. The purpose of these specifications is to allow a single CMI system to initiate and use lessons developed from different CBT vendors.CMI Guidelines For Interoperability |
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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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The Sharable Content Object Reference Model (SCORM), developed by the ADL initiative, includes the SCORM Run-time Environment specification.
The purpose of the SCORM Run-time Environment is to provide a means for interoperability between Sharable Content Object-based learning content and Learning Management Systems. A requirement of the SCORM is that learning content be interoperable across multiple LMSs regardless of the tools used to create the content. For this to be possible, there must be a common way to start content, a common way for content to communicate with an LMS and predefined data elements that are exchanged between an LMS and content during its execution. The three components of the SCORM Run-Time Environment are defined in the SCORM as Launch/Management, Application Program Interface (API) and Data Model.
NOTE: ADL collaborated with AICC members and participants to develop a common Launch and API specification and to adopt the AICC Data Model for Web-based data elements.SCORM 2004 4th Edition |
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These contents have been obtained from the IEEE Learning Technology Standards Committee (LTSC) web site and edited for presentation. Please refer to the IEEE Learning Technology Standards Committee (LTSC) web site for additional information on terms of use.
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IEEE LTSC
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Today Computer Based Training (CBT) is being written by a diverse number of parties using very diverse tools or authoring systems. Many of the CBT lessons being developed can complement and work well with other lessons developed in different locations with different tools by different people. There is a need to allow these complementary lessons to be brought together and used in a single course. However, this cannot be done without defining a standard set of CMI (Computer Managed Instruction) functions and a matching set of CBT functions.
Additionally, there are reasons for courses to be moved from one environment - one CMI system - to another.
- Need to save money by purchasing a single CMI system instead of one for each course to be administered.
- Low cost of administering a single CMI system instead of many.
Consequently there is a need to standardize the description, listing of contents, and sequencing of the lessons in a course.
And finally, there is a need to analyze student performance data accumulated in a lesson. A standard means of describing a student's performance can enable the analysis of diverse lessons, authored by different persons with different systems.
For the above reasons, the purpose of this standard is to:
- Allow different lessons to work with different CMI systems
- Allow courses to move from one CMI system to another with minimal effort (Course interchange/interoperability)
- Allow modification/expansion of a course by any instructor with his/her preferred CMI tools
- Enable easier analysis of student data from different lessons.
IEEE LTSC Computing Managed Instruction Web Page |
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These contents have been obtained from the IMS website and edited for presentation. Please refer to the IMS website for additional information on terms of use.
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The Shareable State Persistence specification describes an extension to e-learning runtime systems (e.g., SCORM) that enables the storage of and shared access to state information between content objects. There is currently no prescribed method for a content object to store (arbitrarily complex) state information in the runtime system that can later be retrieved by itself or by another content object. This capability is crucial to the persistence of the sometimes complex state information that is generated by a variety of interactive content (e.g., simulations) and that is currently stored and retrieved in proprietary formats and through proprietary methods.
The Public Draft Version 1 was approved by the IMS Technical Board in March 2004.More info |
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