Presentation 2006-01-28
SCORM Extension for Describing Learning State Transitions Based on Learner's Actions
Yasuhiko Morimoto, Maomi Ueno, Shingo Shitaba, Setsuo Yokoyama, Youzou Miyadera,
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Abstract(in Japanese) (See Japanese page)
Abstract(in English) SCORM is an international set of standards that describes learning content of WBT. SCORM cannot describe learning state transitions by learner interactions with lessons in the classroom. The final goal of this study is to create lessons that center on learner interactions with learning management systems (LMSs). Therefore, in this paper we developed SCORM-LST by adding a framework to SCORM that describes learning state transitions based on learner interactions and teacher controls in each state, and proposed the development of an LMS based on SCORM-LST. The LMS can give lessons similar to those that many teachers conduct in the classroom because SCORM-LST can easily describe learner interactions and teacher controls.
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Keyword(in English) e-Learning / Lesson Support / Formal Description / Meta-language / WBT / SCORM
Paper # ET2005-78
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Committee ET
Conference Date 2006/1/21(1days)
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Registration To Educational Technology (ET)
Language JPN
Title (in Japanese) (See Japanese page)
Sub Title (in Japanese) (See Japanese page)
Title (in English) SCORM Extension for Describing Learning State Transitions Based on Learner's Actions
Sub Title (in English)
Keyword(1) e-Learning
Keyword(2) Lesson Support
Keyword(3) Formal Description
Keyword(4) Meta-language
Keyword(5) WBT
Keyword(6) SCORM
1st Author's Name Yasuhiko Morimoto
1st Author's Affiliation Fuji Tokoha University:Nagaoka University of Technology()
2nd Author's Name Maomi Ueno
2nd Author's Affiliation Nagaoka University of Technology
3rd Author's Name Shingo Shitaba
3rd Author's Affiliation COMPAC, Ltd.
4th Author's Name Setsuo Yokoyama
4th Author's Affiliation Tokyo Gakugei University
5th Author's Name Youzou Miyadera
5th Author's Affiliation Tokyo Gakugei University
Date 2006-01-28
Paper # ET2005-78
Volume (vol) vol.105
Number (no) 581
Page pp.pp.-
#Pages 6
Date of Issue