Education for a Digital World Advice, Guidelines and Effective Practice from Around Globe, 2008a

17 – E-learning Standards
sion. There are standards and specifications for learning
objects, metadata, learning architecture, and instructional
design, which most end-users find far too technical
for their needs. What e-learning standards do have in
common is the intention to assist both the development
and delivery of online learning that, in the end, supports
the end-user’s learning needs and the organization’s
requirement to account for that learning.
Standards seem to come in two flavours: complex
technical standards and specifications that define everything
from minute details for multiple contingencies,
to more user-driven general standards that enable content
to be adapted for local consumption and use. Standards
should fit within current practice and support
learning—not promote a particular technical point of
view or approach. Adoption of SCORM (shareable
courseware object reference model) as a standard for
online courses could be counterproductive for some
organizations as it may conflict with instructional delivery
methodology and approaches, whereas adoption of a
subset of SCORM might prove more appropriate. For
example, an institution or corporation may have invested
in an HR database or learning system that does not meet
all of the SCORM specifications for managing online
content. Does this mean that new systems are required?
To make matters more complex, SCORM is constantly
undergoing update. So which level of SCORM compliance
should be the standard? Should the standard of
accessibility for all be required? If so, the adoption of this
standard could limit the use of engaging media that
would enhance learning for the majority of online learners.
Tip
The development of accredited standards reduces
risk for organizations making investments in
e-learning technologies and content. At a minimum
the adoption of a set of standards should ensure
that data systems work together and that
investment in time and intellectual capital in existing
content is not lost. The standards any organization
adopts should ensure that content is
interoperable on any learning system, enabling its
reuse and re-purposing.
No matter the motivation, the reasons for adopting
standards must be made clear to all, or the risk is to sign
up to someone else’s agenda. Standards that reflect current
and emerging practice encourage development of
engaging online learning. Standards that limit or constrain
creative use of technologies and media can stifle
effective e-learning. The best advice is to focus on
learning, involve those responsible for development and
delivery of content, and engage instructors and learners
in the process. (See Chapters 10 to 13.) With the establishment
of a clear set of goals and outcomes for developing
an e-learning program, selecting content and
technology while applying standards becomes a less
daunting task.
Example from the field
In British Columbia standards for e-learning were developed
in the context of existing practice and through
the direct involvement of online practitioners (see the
BC Ministry of Education’s “Standards for K–12 Distributed
Learning in British Columbia” available at
http://www.bced.gov.bc.ca/dist_learning/documents/dl_
standards.pdf). Standards from existing bodies were
adopted and adapted to reflect existing, sound practice
as well as to create a standards document that supported
and guided the evolution of improved practice in the K–
12 system for BC.
Common standards for
e-learning
“Standards are always out of date. That’s what
makes them standards”. – Alan Bennett (Corliss,
2004)
While standards will vary from organization to organization,
generally they address core aspects of e-learning
including data specification, format, security, and exchange
between systems, as well as content structure,
cataloguing, and retrieval. Other standards attempt to
address accessibility, engagement with the learner, instructional
design, etc.
The key to understanding standards is to determine
which apply to your instructional practice and support
learning. The point of having a standard is to support and
enhance practice, not to limit it. This is best captured by
a policy of the International Open Forum. (2004, p. 3)
which states:
Standardization is one of the essential building
blocks of the Information Society … The development
and use of open, interoperable, nondiscriminatory
and demand-driven standards that
take into account needs of users and consumers is
a basic element for the development and greater
diffusion of ICTs and more affordable access to
them, particularly in developing countries. International
standards aim to create an environment
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