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This paper proposes a digital teaching innovation path for art majors and builds a digital teaching innovation technology framework with digital teaching resource management and online and offline blended teaching as the main modules. In digital teaching resource management, a SCORM digital teaching resource management model is constructed, and a resource recommendation algorithm is designed in combination with a collaborative filtering recommendation algorithm. In blended teaching, a meta-learning recommendation algorithm is utilized to complete the design of a teaching system for CDIO. Finally, experimental classes and control classes were set up to carry out digital teaching practices using the Fine Arts Painting major at University A in Zhejiang Province, China, as the research object. In the analysis of students’ learning behavior performance, the score of students in the experimental class was 4.373 points higher than that of the control class, with a significant difference (P

The Online Language Lab is an innovation aimed at revitalizing English language practice activities in schools, replacing the analog language labs that have long been abandoned by many schools in Indonesia. It is known that English language learning focused only on materials such as reading, pronunciation, and speaking without practice can hinder students' ability to communicate effectively in English. We have successfully developed an internet-based Online Language Lab by combining several supporting technologies, including Learning Management System (LMS), speech to text converter, text to speech converter, p5 JavaScript library, Moodle app, and SCORM, to create an interactive online language lab. Students can learn English independently with learning modules tailored to their respective abilities. Our Online Language Lab system has been tested in a school to measure its usability, and the results were very positive. In addition, we also conducted experiments to assess the feasibility of our system and the results showed that it can be implemented widely in various schools in Indonesia. It is expected that with the Online Language Lab, students can significantly improve their English language skills and be better prepared to face global challenges in the future. This is a crucial breakthrough in improving the quality of English language education in Indonesia.

Copyright of Journal High School is the property of ECORFAN-Mexico S.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Today, regarding content production in distance education, independent tools/software prepared for this purpose or the content production component of a Learning Management System, if any, are used. Access to the content, on the other hand, is provided either independently or through content repositories within Learning Management Systems, but is limited to the content provider or users of the system. This reduces the reusability of resources and produced educational content packages. In this study, a platform with functions such as detailed search at different levels, resource loading, meta-data entry, content organization creation, content packaging, previewing has been designed to make educational resources and content packages shareable and reusable. LCDM (Learning Content Design Manager) platform is a web-based platform with multilingual support and is designed for university level use. The platform that has a file repository and a content package repository, supports search, accessibility, preview and reusability between resources and content packages. A total of 12 modules are defined on the platform. Instructors can store the course content they have prepared using their own uploaded and/or shared resources as content packages. Moreover, students can search, preview and copy packages that are open to sharing within the scope of the course they are registered. LCDM is not a Learning Management System, it is a standalone platform and does not require any integration. Content packages created on the LCDM platform can be loaded and run on different Learning Management Systems with SCORM2004 support. LCDM eases the burden of content developers in search, access and sharing processes, and provides great convenience to students in terms of accessing and viewing the contents of the courses taken. This study is related to the doctoral thesis. [ABSTRACT FROM AUTHOR]

This research analyzed the flaws in today's educational media system by examining the development of interactive courseware for distance learning called Various of Organizing Student Activities (VOSA), based on SCORM. The development, system structure, elements and advantages of the VOSA interactive courseware were investigated and described. VOSA is reusable, portable, renewable, and simple to use. It could be used to develop an online distance learning system. Furthermore, it has the potential to improve the efficiency and quality of learning media in learning practices, independent learning, examinations, and evaluations. [ABSTRACT FROM AUTHOR]

Along with the development of increasingly sophisticated technology, so that these developments can bring significant benefits to human life. Through the ease of technological development, it results in integration in various fields, for example in the fields of education and technology. One of the uses of technology in education is the application of E-learning which facilitates the teaching and learning process. Ulala is an E-learning media by applying LMS, SCORM, and speech to text as a model for reading the Qur'an which is expected to make learning asynchronous so that teachers and students can communicate. [ABSTRACT FROM AUTHOR]

Copyright of Journal Practical Didactics / Revista de Didáctica Práctica is the property of ECORFAN-Mexico S.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The COVID-19 pandemic has sparked interest in e-learning. In the days before the pandemic, it was seen as an opportunity, and today it is seen as an inevitability. Our tasks now are not just to prove its applicability, but to look for methods that will get the most out of electronic and distance forms of training. The most frequently emphasized advantages of e-learning and its distance variation are accessibility, reusability, flexibility, interactivity, openness, personalization, economy and others. These advantages of e-learning over classical face-to-face education are possible thanks to the application of interoperability standards. This paper discusses the SCORM standard, which is the most commonly used one in e-learning. Methodology: A review of literary sources was made: articles in peer-reviewed journals, official websites of standardizing institutions, monographs. Results: SCORM is the most popular standard today. It is essentially a reference model for describing a learning object. This model does not refer to the pedagogical aspect of learning, it defines the way of communication between the learning content and the e-learning system. The latest edition is SCORM 2004. Developed by ADL - Advanced Distributed Learning Initiative. SCORM combines three specifications: 1. Content packaging. 2. Run-Time Environment 3. Sequencing and Navigation SCORM compliant learning content is created by using special development software. Conclusion: The creation of standardized learning content facilitates the transfer of learning units in different courses and platforms and makes it possible to build repositories of learning objects. The SCORM standard is imposed due to its advantages: • All popular learning content management systems are SCORM compliant; The COVID-19 pandemic has sparked interest in e-learning. In the days before the pandemic, it was seen as an opportunity, and today it is seen as an inevitability. Our tasks now are not just to prove its applicability, but to look for methods that will get the most out of electronic and distance forms of training. The most frequently emphasized advantages of e-learning and its distance variation are accessibility, reusability, flexibility, interactivity, openness, personalization, economy and others. These advantages of e-learning over classical face-to-face education are possible thanks to the application of interoperability standards. This paper discusses the SCORM standard, which is the most commonly used one in e-learning. Methodology: A review of literary sources was made: articles in peer-reviewed journals, official websites of standardizing institutions, monographs. Results: SCORM is the most popular standard today. It is essentially a reference model for describing a learning object. This model does not refer to the pedagogical aspect of learning, it defines the way of communication between the learning content and the e-learning system. The latest edition is SCORM 2004. Developed by ADL - Advanced Distributed Learning Initiative. SCORM combines three specifications: 1. Content packaging. 2. Run-Time Environment 3. Sequencing and Navigation SCORM compliant learning content is created by using special development software. Conclusion: The creation of standardized learning content facilitates the transfer of learning units in different courses and platforms and makes it possible to build repositories of learning objects. The SCORM standard is imposed due to its advantages: • All popular learning content management systems are SCORM compliant; • Packages are easily created through special programs, no specific technical knowledge is required; • Provides personalized training by assigning different organizations to resources and activities. Packages are easily created through special programs, no specific technical knowledge is required; • Provides personalized training by assigning different organizations to resources and activities. [ABSTRACT FROM AUTHOR]

In the article cognitive and information aspects which determine modern educational process using information technologies (IT) are described. Nowadays pedagogy considers various didactic approaches which make studying more effective, IT highly increase these capabilities. However, it should be noted that IT currently mostly focus on more obvious disparate tasks such as delivery, prepare training material, assessment, making a profit separately. Need to say in practice the last item can change purpose of education from «efficiency for learners» to «profit-making for educational organization», these goals are opposite to each other. The merger of cognitive and information technologies is complex process, that’s why system approach needed to resolved problem of their convergence in education. Such kind of educational complex with using IT is offered by authors and it aims to increase quality of education. In design phase authors formulate aspects of convergence which consists didactic features, levels of cognitive processes, interactivity and dual-identification (teaching materials - students), data and knowledge bases. For each aspect steps to deal with them are defined. Due to implementation of this complex further developing of IT in education will aim at creation decision support systems, where objective criteria of achievement at studying will be established (one of main criteria is the training time). Finally, article includes elementary example of convergence of cognitive and information technologies.

Copyright of Turkish Journal of Social Research / Turkiye Sosyal Arastirmalar Dergisi is the property of Turkish Journal of Social Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Стандартизація в галузі розробки засобів е-навчання приносить значний ефект, даючи змогу інтегрувати без жодних змін і модифікацій електронні освітні ресурси, що були створені для одних програмних середовищ, в інші. На сьогодні основним стандартом інтеграції засобів е-навчання поки що залишається SCORM (Sharable Content Object Reference Model), створений ініціативною групою ADL (Advanced Distributed Learning) ще в 2001 р., який з багатьох причин вже не відповідає сучасним вимогам: може працювати тільки в браузері, не підтримує роботу з мобільними застосунками в режимі офлайн тощо. Тому в 2013 р. ADL запропонувала новий стандарт xAPI, що регламентує спосіб збору та збереження в розташованих у мережі сховищах – Learning Record Store (LRS) – даних про формування компетентностей осіб у рамах їх формальної, неформальної та інформальної освіти впродовж життя. Однак цей стандарт не зміг замінити SCORM через свою надмірну гнучкість. Для подолання цього недоліку ADL у 2016 р. було прийнято окремий профіль специфікації стандарту xAPI, що одержав назву cmi5, який чіткіше формалізує алгоритм взаємодії між призначеною одиницею (Assignable Unit – AU) навчального контенту, LRS, і системою управління навчанням (Learning Management System – LMS). У статті проаналізовано відмінності нового стандарту cmi5 від його попередників – SCORM і xAPI; наведено актуальний перелік програмних засобів, що підтримують cmi5, а також виконано тестування роботи з cmi5 у програмі створення електронних курсів iSpring Suite і хмарній системі управління навчанням SCORM Cloud. Зроблено порівняльний аналіз вмісту пакетів SCORM, xAPI та cmi5, а також операторів, які записуються в LRS при виконанні цих пакетів. Наведено огляд плагінів для роботи зі SCORM, xAPI та cmi5 у LMS Moodle та результати їх тестування.

Electronic learning today is one of the main tools in education. The daily progress and the development of information and communication technologies, as well as their applications, enabled the uninterrupted use of electronic learning technologies. In order to create content for e-learning, there are different standards that must be respected at this time. The SCORM (Shareable Content Object Reference Model) is currently one of the most important standards in the field of electronic education. SCORM includes several interconnected technical specifications and instructions, such as AICC, IEEE LTSC, and the IMS Global Consortium organization. The idea behind the creation of the SCORM standard is to create a unique 'model for content', since each LMS (Learning Management System) had its own way of writing and navigation, which was made much more difficult by the necessary 'optimization' of the content. LMS systems provide support to complete this standard. SCORM further enabled the definition of the structure of different types of navigation, while leaving the LMS in the way of displaying that content. When designing content in SCORM frameworks, the content is created as SCO or Sharable Content Object, so that it can be used by other, similar courses. The SCO can be defined as one lesson within an electronic course, and as such can contain images, video material, text, etc. When designing a SCO, certain recommendations of the standards, such as the use of the API (Application Programming Interface), and the RTE (Run Time Environment) must also be followed. Also, the SCO must be designed as a complete and rounded whole. Today, there are many software that can easily create content according to SCORM recommendations. This paper presents the way of creating educational materials using software that supports this standard, so-called. eXe.

In the article systems approach to build educational complex with using IT and didactic methods is discussed. Technologies for each level of educational system are determined. Such kind of system supports interactivity and dual-identification (teaching materials – students) due to systems approach offered by authors and optimizes reaching of educational goalsIn the article systems approach to build educational complex with using IT and didactic methods is discussed. Technologies for each level of educational system are determined. Such kind of system supports interactivity and dual-identification (teaching materials – students) due to systems approach offered by authors and optimizes reaching of educational goals. Different combinations of technologies are possible to use depending on education form, but main idea of systematic data processing remains unchanged. One of the main contentions of this research consists in the possibility to use the learning time as criterion of student preparedness and quality of training material. Time analysis is important part of whole system which is designed to increase the efficiency of the learning process.

Although widely used, the SCORM metadata model for content aggregation is difficult to be used by educators, content developers and instructional designers. Particularly, the identification of contents related with each other, in large repositories, and their aggregation using metadata as defined in SCORM, has been demanding efforts of computer science researchers in pursuit of the automation of this process. Previous approaches have extended or altered the metadata defined by SCORM standard. In this paper, we present experimental results on our proposed methodology which employs ontologies, automatic annotation of metadata, information retrieval and text mining to recommend and aggregate related content, using the relation metadata category as defined by SCORM. We developed a computer system prototype which applies the proposed methodology on a sample of learning objects generating results to evaluate its efficacy. The results demonstrate that the proposed method is feasible and effective to produce the expected results.

E-learning is a very dynamic field, constantly growing, which refers to an educational content or learning experiences provided or made by means of digital technologies. The development of this area has a direct impact on the quality of education and cost reduction. E-learning is now dominated by learning management systems such as Moodle, to improve the interoperability of these systems; the use of data / resources is a major requirement, this need to push the e-Learning community to seek new approaches to improve this interoperability of systems. On the other hand, semantic Web technologies offers standards like RDF allows to describe Web resources with their metadata. We propose in this work an approach based on Semantic Web technology to improve the interoperability of e-Learning systems like Moodle. [ABSTRACT FROM AUTHOR]

Using of learning management systems increases the possibility of teachers and students in achieving their goals in education. Such systems provide learning content, help to organize and to monitor training progress, help to collect statistics. However, the transition from one LMS to another there is a problem of content migration, because all training materials and tests should either be recreated, or somehow be migrated to the new system. Content migration by hand is a very time-consuming process, so the leading developers of the learning management systems developed a standard for the organization and storage of content, called SCORM (Eng., Sharable Content Object Reference Model). Created by this standard, the content must migrate to the learning management system provided its support for these systems. SCORM standard allows you to create training content that is not dependent on the learning management system, but the loosely embedded in it. This approach enables teachers to develop unique courses and put them free available or for sale in the Internet for all interested persons, and to use educational content created by the best specialists around the world to carry out their activities. The content on the SCORM standard imposes certain requirements on the learning management systems, as they do not distort the training content and properly interact with the tests. The aim of this article is a software implementation of a content migration by SCORM standard from other learning management systems in its own development used at the Software Department of the Faculty of Information Technology and Robotics of the Belarusian National Technical University.

Experience API (xAPI), the evolution of SCORM (Sharable Content Object Reference Model) in e-learning content specifications, stably gains ground in education, defense and training. In this paper we shortly describe the xAPI specification, compare it to its predecessor, the SCORM, and present our novel, Pervasive Learning System, which exploits the features offered by xAPI. Our implementation provides adapted learning content to the user according to his past activities, which are monitored via xAPI. Furthermore, our system provides the course instructor with a Dashboard and several powerful Learning Analytics. The latter offer insights into the learner‘s use of the course, average scores, actions performed and so on. Our Learning System does not involve the deployment of any Learning Management System. It is a flexible integrated system that may track and monitor the actions of users without the implication of external applications, whereas the statements may origin from diverse, scattered platforms.

Copyright of Revista Espacios is the property of Talleres de Impresos Oma and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Bio-grafía. Escritos Sobre la Biología y su Enseñanza is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Experience API (xAPI), the evolution of SCORM (Sharable Content Object Reference Model) in e-learning content specifications, stably gains ground in education, defense and training. In this paper we shortly describe the xAPI specification, compare it to its predecessor, the SCORM, and present our novel, Pervasive Learning System, which exploits the features offered by xAPI. Our implementation provides adapted learning content to the user according to his past activities, which are monitored via xAPI. Furthermore, our system provides the course instructor with a Dashboard and several powerful Learning Analytics. The latter offer insights into the learner's use of the course, average scores, actions performed and so on. Our Learning System does not involve the deployment of any Learning Management System. It is a flexible integrated system that may track and monitor the actions of users without the implication of external applications, whereas the statements may origin from diverse, scattered platforms. [ABSTRACT FROM AUTHOR]

Modern students take a dim view of the traditional education model, therefore, need to develop a training model that has mobility, practice orientation, self-meaking content, reviewing content. The concept of SMART-learning is named to solve this problem, and it is the main element of Foundation of Smart-University.

The purpose of the article is to analyze features of the new standard of e-learning software - Experience API (xAPI), previously also known as the Tin Can API. The standard defines a way of interaction between xAPI-clients – software which students work with while e-learning process, and xAPI-servers – Learning Record Stores (LRS), which store data about their results. Standard also defines LRS data representation format and a way of data transfers between LRS, which makes it possible to combine several LRS into distributed database that could accumulate information about people training in formal, non-formal and informal education throughout life. The article contains review of available xAPI-clients, xAPI-servers, and the results of their testing, which prove the possibility of their usage in our educational institutions.

Modern students badly perceive traditional model of training. In this connection it is necessary to develop the model of training possessing mobility, practice-oriented, self-refi ll of a content, content reviewing. SMART training concept is urged to solve a similar problem.