What actually is SCORM? SCORM, Shareable Content Object Reference Model, is a standard for web-based e-learning that has been developed to define communication between client-side content and a runtime environment. In the context of this article, the client-side content would be the course launched by a student and the runtime environment would be a Learning Management System. The SCORM standard has undergone several version releases from SCORM v1.0 in 1999 to the SCORM 2004 3rd Edition in 2006.
The purpose of this article is to look in a little more detail at the communication flow between the LMS and a course that is SCORM v2.1 compliant. The intention is not to review every possible communication but just the main calls. We will look at SCORM in the context of a SCORM course, i.e. a course that has been developed and built to communicate with a Learning Management System using the SCORM standard.

First of all, let me define a few terms that I will use and that you may hear in reference to SCORM courses:

• API (Application Programming Interface)

The SCORM standard has a defined API. The term API is not unique to SCORM but is a well known term in application development. The SCORM API is a documented set of messages that are sent between the course and the LMS. The message may require a response so that the sender of the message is guaranteed that the message has been received and processed appropriately.

• Manifest

The manifest is the master file for the SCORM course that contains references to all other files that make up the complete content of the course.

• Single SCO

A single SCO is the most basic and most common form of a SCORM course. All files that make up the course, regardless of the number of lessons in the course, are packaged as one SCO unit. When the course is launched within the Learning Management System, it communicates with the SCO.

• Multiple SCO

A multiple SCO is where a group of files within the course can be treated as an individual SCO but packaged together with other SCOs to comprise one course. For example, the files that comprise each lesson of a SCORM course can be grouped together so that each lesson is a SCO in its own right and all the SCOs will comprise the one course.

Course Installation

For the course to be available in the Learning Management System, the SCORM package needs to be installed on the system. The method of installation will vary from LMS to LMS but will typically go through the following steps:

1. The manifest file will be located and interpreted.

2. The course identified in the manifest will be created in the Learning Management System and the course properties will be populated with the values defined in the manifest. These properties may include course name, creator, etc.

3. The lessons of the course will be created in the LMS and the lesson properties will be populated with the values defined in the manifest. Lesson properties would include information such as the path to the lesson file, passing grade, etc.

The Learning Management System should provide a facility to overwrite an already existing SCORM course so that if updates are made to the existing course, an installation will deploy those changes.

Course Communication

Initialization

When the course is launched within its run time environment, which for our purposes is the LMS, it will detect the existence of the API and attempt to make initial communication with the Learning Management System. This is a one-time handshake to ensure that communication has been established. The SCORM course is responsible for locating the API in the child browser session that it has launched in from the parent. The API is typically deployed using JavaScript. The API call that the course uses to do this is the LMSInitialize call. When the Learning Management System receives this API message call from the course, the LMS will initialize and respond to inform the course that communication has been established. An object model has been created in memory and the properties have been initialized to default values.

Intermediary Course Communication

Once the course has been launched and initialized with the LMS, the interaction between the two is determined by the course. It will use LMSGetValue and LMSSetValue API message calls to retrieve or populate data in the object model. Bear in mind that the object model exists in memory and has not been sent to the Learning Management System.

When the course needs to write the data so it exists in the database, it will send the API message LMSCommit. The LMSCommit will be received by the Learning Management System and the data stored to the LMS. The course developer will determine when an LMSCommit is required and it will be sent to the LMS when the event is activated. This could be at the end of each lesson or it could be at the end of the course.

The LMSCommit is an optional message and does not require a response from the Learning Management System.

Finalization

When the course is completed, it will send an LMSFinish API message to the LMS. This may be triggered by an event in the course that activates the LMSFinish or it may be on the Unload event of the HTML page when the user closes the browser. The LMSFinish indicates to the LMS that the user has ended the course and any further communication between the two will be rejected. The LMSFinish also initiates the Learning Management System to store any data that has been populated in the object model and complete the unloading of the course.

The key difference between the LMSCommit and LMSFinish API message calls is that the latter will prevent further communication with the course.

The LMSFinish is a mandatory message and does not require a response from the LMS.

Learning Management System Considerations

When the LMSFinish is received by the LMS, there are several scenarios that may need to be taken into account. Some of these may be the product of errors in course development but are scenarios that have been experienced in interfacing with a SCORM compliant course:

1. The SCORM course may indicate the student has failed a lesson but the score passed from the SCO may be greater than the lesson passing grade that was installed from the manifest.

2. The SCORM course may indicate a lesson status for the user and pass the score of the lesson but there has been no passing grade defined for the lesson.

3. It would be advantageous for the Learning Management System to provide API message logging so that a communication history may be recreated for debugging or historical purposes. Consideration should be given to the following:

a. Method of storage, whether it is stored in a database or out to a file.

b. Is logging on all the time or is there a switch to turn logging on or off? (There will be some overhead when logging is switched on, as opposed to being off.)

c. If logging is to file, is there a log file for each course, each user, or one large SCORM log file?

d. How is log data purged? When logging is stored in the database, how often is the table purged? Can the data be deleted or does it need to be archived? If logging is to a file, does the file build in size until it is manually renewed or does the logging mechanism have a trigger that automatically generates a new file? (If the file is left to grow too big, it becomes very impractical to open it in a text editor.)

Conclusions

SCORM has a proven track record in the web based e-learning world and is the accepted standard in the industry. Reputable LMS vendors should support your SCORM course out of the box. The SCORM 2004 version has added much more control and sequencing at a more granular level than SCORM v1.2 however those differences are significant enough to cause the user base to be slower in adopting the SCORM 2004 version.



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Tip # 1

To many students’ essay writing is a chore. I’ve lost count of the number of times I’ve heard students’ say “I’m not bothered about my coursework, it’s only worth 25% (or whatever it happens to be) of the final mark-as long as I pass (i.e. get 40%) I’m happy”

This approach is problematic as the student is from risk throwing away marks. Marks that could easily raise their overall grade above the next classification bar, marks which will impact on their ultimate grade.

Tip # 2

Look at the time frame. How long until the submission date? Allow plenty of time; aim to finish a week before the deadline in case something unexpected occurs.

Once a deadline has been set work backwards in order to determine when work should commence.

It is advisable to begin working on an academic essay at least a month before the hand in date. Of course once a couple of assignments have been completed you will have a better idea how long each takes, enabling you to adjust your schedule accordingly. For those who have little research to conduct and who have the ability to work quickly, it is possible to produce a good quality piece of work in a matter of days. Unfortunately this is outside the capabilities of most students’ who if they are to produce a quality piece of work will need plenty of time to research, plan and write.

Tip # 3

Look at the assessment criteria; determine how the marks are allocated. A typical breakdown may look something like this:

Analysis of task -10%

Relevant knowledge & understanding of topic-40%

Structure and content-30%

Use of source materials-10%

Presentation -10%

There should also be a detailed breakdown of what is required to obtain marks in a particular range, study this and work out what you need to do.

Tip # 4

Re-read the assessment criteria in conjunction with the question. Think about how you are going to complete the task whilst simultaneously maximising the available marks in each section.

Analysis of Task

This is absolutely fundamental so you need to get it right as it will impact on the marks obtainable in other areas particularly structure and content/relevant knowledge and understanding.

Examine the keywords; what are you being asked to do? Discuss, evaluate, compare and contrast, analyse, advise, comment on.

Structure and content

Ensure your work has a beginning, middle and end! In others words has an:

Introduction that sets the scene and tells the reader what the problem or issue is and how you are going to resolve or address it.

A main body that does exactly what you said you would do in the introduction.

A conclusion which draws together the points, arguments etc that were discussed in the main body and arrives at an overall conclusion. A conclusion must not introduce any new material but it must link back to the introduction and answer the question.

Relevant knowledge and understanding

Self-explanatory really. This is your opportunity to demonstrate your knowledge and understanding of the topic. The trick here of course is to make sure that you do! How? Read as widely as possible, listen to lectures and avail yourself to as much material as you can. Then use/ apply what is relevant.

Use of source materials

To gain the maximum available marks here you need to show that you have conducted extensive but relevant/focused research and the sources you have used must be correctly cited/referenced and you must include a full bibliography.

Tip # 5

When conducting research use an A4 pad. Across the top of the page write the citation of the text.

As you make notes, jot the relevant page number in left-hand margin. This will make referencing easy and enable you re-visit the text should this be required at a later date.

When taking down notes you can either put the information in your own words or copy it down verbatim. Just be clear about what you have copied (put it in speech marks) as you will have to put this in your own words when it comes to writing up.

How to avoid plagiarism:

1. Reference your work properly when you need to quote or indicate the source of your findings.

2. Purchase the ‘anti-plagiarism trinity’:

? Good quality dictionary

? Thesaurus

? Synonym Finder

Presentation

Make sure that you adhere to the coursework guidelines. Do they specify that the work needs to be double-spaced? What font and font size are required? What is the word length? Are you allowed to exceed it? Some tutors will allow 10% over limit whilst others will not allow any extension. Ensure that the work is grammatically correct and that all spellings are accurate. Easy marks available here, just by doing what you are asked and checking your spelling, punctuation and grammar.

Make a start!

Get a note pad, have a brain storming session and get your ideas down on paper. Jot down a structure, have a plan of where you’re going. Regularly re-read the question to make sure you are on track.

? Don’t fall into the trap of thinking that you have to begin by writing the introduction first. I have wasted hours and hours struggling to make a start. Start anywhere, it doesn’t matter, in fact many students write the introduction lastly as this enables them to accurately explain what they are going to cover, because they’ve already done it!

Don’t think that you have to get it right first time. The wonderful thing about being able to word process is that text can be easily deleted and expanded. You’ll probably edit many times, so just get something down to get you on your way, you can hone your work as you progress.

? Don’t get stuck on a particular word or sentence. Enter a line of Xs’, change the font colour and return to it later.

? Sometimes it’s easier to speak something rather than write it. Get a Dictaphone or use the voice recorder on a mobile and talk about it. Explain what you want to say then listen back and transcribe.

Make sure that your essay flows in a logical sequence, link paragraphs and ensure that your conclusion refers back to the question-in other words answer what has been set.

Once you have completed your work, print it off and forget about it for a couple of days. Then return to it with fresh eyes. Critically evaluate what you have done in light of the assessment criteria. Make any amendments and hand it in.




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Most courses require students to give a presentation at some point during their studies, for many the prospect fills them with dread. Unfortunately or fortunately depending upon your perspective, the inherent nature of graduate jobs means that at some point there will be a requirement to present to or address an audience.

The prospect of presenting is so distressing for some that they waste too much time worrying and vital preparation time is lost. Worrying is counter productive, so you must put it out of your mind.

The fact is that confidence is a great antidote for nerves and a presentation that is well researched and properly prepared will give you that confidence.

The opposite is also true. I have known students who have been so side tracked by fear that they have been unable to concentrate upon the task in hand leading to sub-standard preparation, in turn promoting a lack of confidence which equates to increased nerves.

You need to break the cycle! Focus on the work and the nerves will to a greater extent take care of themselves. Don’t forget once completed, it will be easier the next time.

If your presentation is to be assessed the first step, is to read the assessment criteria. Look at how the marks are allocated and gear your efforts accordingly.

Take particular note of the time limit keeping to a time specification is a vital part of the presenter’s skill, so ensure that yours is spot on. Too much under the allotted time and you will have probably failed to do your subject justice, over run and as interesting as you subject may be, you will fail to demonstrate your ability to plan effectively.

Decide on whether you are going to use a visual aid and if so, what. Aids tend not to be mandatory but their use is advantageous for four reasons:

1. They add quality and will make you look more professional.
2. Make it easier for your audience to follow.
3. Provide you with a prompt so you don’t have to rely on cards.
4. Take the attention of the audience away from you.

Your subject matter will probably dictate the type of aid you will be able to use. Acetates still have their use but the favourite for many now is ‘PowerPoint’ it’s simple to use and very effective.

Whatever you decide make sure that you use a font size that is easy to read and use a clear heading and bullet points around 4-6 per ‘page’, avoid cramming in loads of information.

Do your research, know your stuff, and don’t forget that knowledge equals confidence!

Make sure that the information flows in a logical sequence, once you have it planned out practise, practise and practise some more.

Don’t just run through it in your head, actually speaking the words will take longer than thinking them-remember that time limit!

It’s a common mistake to think successful people are just born that way. Footballer’s, golfer’s, advocate’s, actor’s, artist’s, writer’s, no matter what the field, successful people have one thing in common, they practise and keep on practising until they get it right. So must you!

Presentation complete, the next thing to consider is how you are going to present yourself. Don’t turn up in jeans and trainers show your audience and the occasion some respect. If you look professional, you will act professionally and if you are being assessed you will gain extra marks.

If you are unfamiliar with the equipment make sure that you have a couple of practise sessions so you know how to use it.

When the moment arrives wait until everyone is seated and quiet, introduce yourself and tell the audience the subject that you are going to examine.

Make eye contact with a couple of audience members periodically throughout your talk.

Unless you are supremely confident and time is not an issue, you will not want to be disrupted by questions as this may throw you off course and will eat into your allotted time. So inform your audience that you will take questions at the end. At least if you are being marked the assessor will know at what point the talk ended and the questions began.





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