Revisiting SCORM

SCORM works on 2 main principles – as a way to package and sequence learning material, and as a way for learning management systems to track learning activity through a run time interface. It is based on traditional teaching-learning processes and provides additional promises of inter-operability and reuse through standardization of the way courses are organized and presented to [...]

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Google Wave

Check out Google Wave. The concept is striking and ambitious. Also very relevant to what we have been talking about in terms of PLEs. At the core, there are a few important architectural dimensions. Firstly, content structure. A few years back I had designed an architecture for a content management system that structured out content [...]

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Rich Internet Applications and eLearning 2.0

Rich Internet Applications technology is gaining ground in learning development as a means of providing feature rich functionality, extensibility and highly interactive user interfaces at the level of a web browser. The Servitium team recently developed the prototype of a concept that merged the developments in RIA (with Flex), social constructivism and Web 2.0. Apart [...]

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Content Equivalence

Can we really achieve easy morphing from one content type to another? Imagine a well structured lab printed manual being converted to an audio file into an actual video showing steps of a process? All automagically, of course.  Well, not so magical after all! Just when I was looking at Content Equivalence, comes New Scientist [...]

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Fusing the learning experience

As more customers have started looking at Web 2.0 and learning 2.0 as a way to encourage greater learner engagement and learning effectiveness, I believe the way web based training (WBT) courses are created right now should change.

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A problem of plenty

An interesting discussion I had with my team yesterday triggered a lot of thoughts. We were talking about how Internet2 (the next generation 100 Gbps Internet created by Internet2, an advanced US based networking consortium led by the research and education community since 1996) had broken the light barrier for access to content. Add to [...]

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Collaborative and Cooperative Learning

I came across some very interesting articles around collaboration and cooperation in learning. Formally defined, cooperative learning is defined by a set of processes which help people interact together in order to accomplish a specific goal or develop an end product which is usually content specific while (Panitz, 1996). Collaborative learning is defined as a [...]

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Frameworks for Learning

So everything that we formalize needs a frame of reference. The design of these frameworks and models typically defines the boundaries of what can be achieved. Take for example, ADL’s SCORM. Written by experts across industry and standards organizations, SCORM defines a methodology to design and serve learning content.

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