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Wednesday, 14 July 2004: 3:15 PM-4:00 PM | |||
Northern A-3 (Walt Disney World Dolphin Hotel) | |||
I-5: Building Cool Learning Objects - Part II | |||
| Detailed Description: | Thanks to learning standards like SCORM, you can build learning objects that communicate with WebCT including sharing scores, tracking information, and other data. Participants will see examples of SCORM compliant learning objects and gain an overview of the process for creating and deploying them in WebCT Vista. Warning: This presentation may contain some technical jargon. | ||
| Presentation Format: | Showcase | ||
| Topic: | Enabling learning: Effective instructional practices and flexible design models | ||
| Target Audience: | Course Designers, Faculty and Other Instructors, System Administrators, Senior Administrators, E-learning Managers | ||
| Appropriate Audience Level: | Beginning or new users of WebCT, Experienced WebCT users | ||
| Abstract Text: | SCORM provides the developer with the ability to create a learning object that communicates with the CMS/LMS, and also works in any CMS/LMS that is SCORM compliant including WebCT Vista. Many tools like Macromedia Flash, DreamWeaver, PowerPoint, and RoboDemo, are already capable of generating SCORM compliant material. Many require the use of extensions, components or plug-ins. SCORM allows learning objects to report scores, progress, and completion to the CMS/LMS and retrieve information about the learner including minimum acceptable scores for completion. This presentation will give participants a brief overview of SCORM, the requirements for creating a SCORM compliant learning object, and the tools that are available to create them. The presenters will showcase several SCORM complaint learning objects, with the intention of stimulating participants minds about the possibilities for using them. The presentation will provide some basic technical information and definitions for beginners and advanced users. | ||
| Session Leader: | Kevin L. Reeve Utah State University | ||
| Co-Presenter: | Marc Hugentobler Utah State University | ||
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