Information Security Warfare Systems - CTC Bremerton Instructional ...

ADL SCORM 2004 Demonstration: ISWS Course Conversion Lessons Learned
2. Content examples are an efficient tool for learning and assimilating SCORM, particularly
the more complicated aspects like sequencing. They can also serve to jump-start the
development process by providing source code.
Before beginning the project, the project team reviewed the SCORM 2004 Photoshop Examples
Version 1.0 available on ADLNet and another content example demonstrated at PlugFest 8. The
examples demonstrated the different possibilities for sequencing and provided code that could be
dissected for greater understanding of how sequencing works. Viewing and discussing the
examples also led to a deeper understanding of the ways SCORM can be used. For instance, the
team noted that any content that didn’t need to communicate with the LMS defaulted to being an
Asset, resulting in fewer SCOs.
Working through the content examples as a group prompted solid discussion about the content
organization of the ISWS course, resulting in the definition of basic sequencing rules and an
activity tree. The content examples also established a basis for the design of the manifest.
The creation of more content examples and sequencing models geared towards the development
community is anticipated. As a library of models and examples emerges, and developers find it
easy to adapt a wide variety of existing code to their own needs, new applications of SCORM
2004 will proliferate in the development community.
3. Determining the course structure is a collaborative process that starts with logical rules
and gradually incorporates the technical requirements related to SCORM.
Drawing from their previous design and development experience and the experience with the
SCORM 2004 content examples, the project team developed the ISWS course in a series of
iterations. Solid instructional design was the first consideration for the organization of the
content. The next consideration was how the learner would experience that content, dictating
how the pieces of content would interact with each other. At this point, it was necessary to start
examining the available sequencing options and defining SCOs and Assets.
In essence, the activity tree became a storyboard for sequencing. At the beginning of the project,
the team thought two versions of the course activity tree should be developed. One would
contain the logical structure and rules and would be the activity tree the project team would agree
on and work from. It would also be used to communicate with clients and stakeholders and
would be included in design documentation. The second version of the activity tree would take
the logical rules and translate them into the technical rules and structure required by SCORM. It
was thought that this activity tree would be used primarily for development, but could also be
included in design documentation, depending on the requirements of the project.
As development progressed, however, the team realized that the manifest itself really became the
documentation, and reference was rarely made to the technical activity tree. So while the logical
activity tree still has value, one that defines all the technical rules may not be necessary.
Nevertheless, a technical activity tree is a useful learning tool for developers and has therefore
been included as a supplement to this document.
CTC Bremerton, May 14, 2004 4