Learning Technology Standards
Status & Direction
Robby Robson
Chair, IEEE LTSC
President & Senior Partner, Eduworks
[email protected]
Outline
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Who wants standards
Types of Learning Technology Standards
The standards process
Who is doing it
Metadata
The Learning Content Program
Other areas of standardization
Testing and certification
How to participate
Questions and Answers
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What Will NOT Be Covered
 Details of the standards and specifications
– Best covered in longer workshops
 Comparative Analyses and Impact on Academic
or Industry Segments
– Different topic with different value
– Presenter will try to be neutral
 All specifications and standards in the world
– Specific to learning technology and distance
learning
– Limited to what presenter knows
– Concentrate on areas of most activity
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Who Wants Standards?
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Learning Technology Companies
Universities
Training Administrators
Learning Content producers
Consortia
Standards help products work
together and enable solutions to scale
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The Value of Standards
 Standards mark the spot!
Everyone
Standards
Emerge
Pioneers
Demonstration
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Adoption
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Types of Learning Technology Standards
1. LEARNING CONTENT STANDARDS
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Describe Learning Content
Package Learning Content
Track the results of Learning Content
2. LEARNER STANDARDS
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Store and share learner information
Describe competencies and certifications
Ensure privacy and security
3. INTEROPERABILITY STANDARDS
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Integrate components of learning systems
Integrate multiple systems
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Types of Learning Technology Standards
Metadata
Learning Information
Packaging
Learner Records
Sequencing
Privacy/Security
Protocols
Interoperability
Architecture
Competencies
API’s
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The Standards Process
Requirements
Vision
Use Cases
Define
Specifications,
Best Practice
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Test
and Use
Refine
and
consolidate
Accredited
Standards
New Products, Consensus,
Pilot Programs, Consolidation,
Testbeds
Conformance
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Who is Involved?
 Consortia – gathering requirements,
producing specifications
– Alliance of Remote Instructional and Authoring
Distribution Networks for Europe (ARIADNE)
– IMS Global Learning Consortium
– CEN/ISSS Workshop on Learning Technology
– Customized Learning Experiences Online
– Aviation Industry CBT Committee
– HR-XML Consortium
– Energy Industry CBT Alliance
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Who is Involved?
 Testbeds and Reference Models
– Advanced Distributed Learning initiative
– Advanced Learning Infrastructure Consortium
– Education Network Australia
– European Commission
– Chinese Distance Learning Standards
Committee !!!
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Who is Involved?
 Formal Standards Bodies
– IEEE Learning Technology Standards
Committee
– ISO/IEC Joint Technology Committee
Subcommittee on Standards for Learning,
Education, and Technology
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IMS Contributing Members
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ADL Co-Lab
Apple
Artesia Technologies
Becta
Blackboard
Boeing
Campus Pipeline
Centra Software
CIC
Cisco Systems
Click 2 Learn
Calif. State Universities
Can Studios
CMU
DETYA
Digital Learning Interactive
Digitalthink
Docent
Educational Testing Service
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EDUCAUSE
Eduprise
Epic Group
Fretwell-Downing Group
GIUNTI Interactive Labs
IBM Corporation
Industry Canada
JISC
LON
LUVIT
Miami-Dade Community
College
Microsoft
MIT
NIST
NYUOnline
Oracle
OU Netherlands
Pearson Education
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PeopleSoft
Prometheus
R5 Vision
Saba Software
SCT
SUFI
Sun
THINQ
Thomson Learning
UFI
Unext
UC - Berkeley
University of Michigan
University of Wisconsin
University System of
Maryland
US Department of Labor
Virginia Tech
Virtual Education Space
WebCT
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ADL Plugfest Participants
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IEEE Learning Technology Standards Committee
 185 Individual Experts
 Australia, Austria, Belgium, Brazil, Canada,
China, Finland, France, Korea, Germany,
Greece, Indonesia, Iceland, Ireland, Israel,
Italy, Hong Kong, Japan, Netherlands,
Spain, Sweden, Switzerland, UK, US, the
Ukraine, Yugoslavia
 Vendors, Government agencies &
contractors, Academic institutions,
Consulting/solutions firms, other learning
technology organizations
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ISO/IEC JTC1 SC36
 Standards for Learning, Education and Training
 Membership by National Bodies
– Australia, Austria, Canada, China, Czech Republic,
Denmark, Finland, France, Germany, Ireland, Italy,
Japan, Korea, Netherlands, Norway, Singapore,
Sweden, Ukraine, United Kingdom, United States
of America
 Liaisons with other organizations and subcommittees
 Four Working Groups
– Vocabulary
– Collaborative Technology
– Learner Information,
– Management and Delivery of Learning, Education
and Training,
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Metadata
 Data about data:
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Description of learning resources
Author, title, subject, etc.
Copyright, Cost
Technical requirements
Educational intent and nature of the content
 Metadata enables:
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Cataloging
Discovery
Retrieval
Interoperability
 Ultimately: match learning & learners
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Learning Object Metadata
SCORM IMS
ASIA AUSTRALIA EU
Learning Object Metadata
• Almost an IEEE Standard
• Many language versions
• Used by virtually all content
specifications
• Coordinated with Dublin Core
2001 - 2002
2000 - 2002
Standardization
Expected early
2002
Ottawa
communiqué:
Expected early
2002
ARIADNE Dublin Core IMS
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Started
1997
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Remarks on Metadata
 It’s the Metadata!
– No lack of content but it’s hard to find
– People pay for metadata, not content
 Metadata Mastery
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Modular and extensible
Application profiles for communities of practice
Multilingual
Labels are tokens
Multiple records for a single resource
LOM is structured data
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The Learning Content Program
Existing
Content
Repurpose
Learning Content
Authoring Tools
Create
Chunk
Assemble
Find
Learnin
g
Catalog
Import
Track
LMS
Deliver
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Learning Content Standards
 AICC
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file and HTTP communication protocols
Includes pedagogic elements
Many existing implementations
AICC concerned with many other things
 IMS
– Question & Test
– Packaging & Sequencing
– Digital Repository Interoperability
 LTSC: Taking up AICC/IMS specifications
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The Driving Force Behind Content
 ADL/SCORM
– Combination of AICC, IMS, IEEE and other work
– Learning objects are shareable content objects
– Addresses packaging, assembly, sequencing,
communication and metadata
 SCORM versus AICC
– JavaScript API
– Fits into IMS Packaging
– Explicit use of LOM
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OTHER AREAS OF STANDARDIZATION I
 System interoperability
– IMS Enterprise
– XML, SOAP, etc.
– Open Knowledge Initiative (IMS/ADL/Open Source)
 Learner Information
– IMS Learner Information Package
– SC36 Personal And Private Information, Identifiers
– Competencies (HR-XML), Competency Definitions (LTSC)
 Collaboration
– SC36 work
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OTHER AREAS OF STANDARDIZATION II
 Architecture, Vocabulary, Platform Profiles,
Communication protocols etc. (LTSC & SC36)
 Accessibility
– Major issue in Europe and North America
 Quality (CEN/ISSS)
 Learning Design and Architecture
– Educational Modeling Languages (CEN/ISSS, IMS)
 Digital Repositories
– IMS Group
– OCLC
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Testing and Certification
 Needed for consumer and industry
confidence
 AICC has certification program in place
 IMS planning to enable testing
 ADL has developed test suites
 An important IEEE LTSC role is to work with
certification and testing labs
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Invitation to Participate
 The IMS Global Learning Consortium
 Contributing Members:
 specification development, review, approval
 leadership
 Developers Network Members:
 exchange of tools, techniques, and trials
 Dissemination and Participation:
 workshops, briefings, information, setting up
program to enable conformance testing
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Invitation to Participate
 The Advanced Distributed Learning
initiative
 Co-laboratories
 corporate, federal, and academic
 Dissemination and Participation
 publications,
 plugfests,
 work with other organizations
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Invitation to Participate
 The IEEE Learning Technology
Standards Committee
 Working Groups
 standards, technical reports, guides
 open, consensus-driven process with due
process and right to appeal
 Dissemination and Participation
 publications, liaisons with other
organizations
 open to all with a material interest
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Questions & Answers
Email: [email protected]
IEEE LTSC: http://ltsc.ieee.org
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