隨著網際網路和資訊科技的蓬勃發達，現今創新的速度約是十年前的五倍，意謂著企業想要掌握技術變動或找尋擁有專業技術的人，將是一件多麼困難的事。近年來隨著Internet 的興盛，透過Internet來架構新的學習方式，漸漸為企業及學校機構所接受，此即所謂線上教學(E-Learning)。線上教學(E-Learning)受到眾所矚目，利用網路突破時間空間的限制，傳達多樣性的內容傳遞、各式各樣的學習經驗與網路互連的學習社群等。 線上教學的環境建置上雖有網路學習標準規範SCORM可作為參考建置的依據，但仍存在許多議題與困境。本研究以網路學習規範SCORM規範為基礎，引入工作流程的概念，將SCORM規範與工作流程的標準規範結合，對於標準不足之處以工作流程輔助擴展，改善流程機制上的不足，並加強管理機制與績效評估機制，提供一個開放性的線上教學環境的架構，提昇系統的可擴充性與維護性，並擴展完整的教學模型，使線上教學環境能支援更複雜的流程模式，達到與知識管理整合的策略目標。

The existing Learning Management System (LMS), \esTracer", from En-tergate company has been updated to be compliant with Sharable ContentObject Reference Model (SCORM). By following the SCORM standard, newand existing packages of course materials could be imported and exportedto SCORM compliant systems. In the test, one package from ADL is usedfor importing and presentation. The implementation only applies to \es-Tracer" LMS, but the methodology is general and could be used in otherLMS as well. This project is implemented using ASP.NET MVC framework.ASP.NET MVC framework is one great framework, which enables developersto stand on a high level to see the whole picture. Future work needs to bedone to make \esTracer" complete SCORM compliant.i

Magistriniame darbe rašoma apie ViPS lokalaus video paskaitų įrašymo įrankį, ir jo standartizavimo galimybes. Atliekama egzistuojančių sistemų apžvalga ir analizė, įvertinamos kokybinės ir funkcinės galimybės. Pateikiama informaciją tiek apie platformos architektūrą, tiek apie pačio įrankio realizavimo detales, funkcinius ir nefunkcinius reikalavimus, testavimo metodus. Apžvelgiamos e.mokymosi technologijų specifikacijos, tokios kaip IMS LD, AICC, LOM, SCORM. Įvertinamos ir ažvelgiamos SCORM standarto realizavimo galimybės bei diegimo rezultatas. / In this master thesis main topic is distace learning. It‘s another learning method more confortable, but makes a little bit difficulties, when the intent is to deliver information ant to make distance learning equal to the traditional. The main problem of distance learning is the presentation of the learning material. Lecturers and other people are trying to make learning process easier and more effective. It‘s characteristics depends on the tools, software and hardware, witch is used to represent and deliver learning material. In this work we will know more about video presentation system ViPS and it‘s additional tool for local video lectures recording, when there is not internet. Presented information is about the value tools give us and requirements for it‘s functionality, architecture and results. Finally we will know more about distance learning standards, it‘s advantages and disadvanages and of course the possibility of implementation of the most suitable standart for the ViPS local recoding tool.

The Internet technology maturity, the fast influence our life, is not having the national boundary, not time, region limit network characteristic, also changed the school edition traditional teaching way, the teaching from the classroom, the school, extends to the Internet, studies is not restricted in the same time and the same learning environment. Along with e-learning¡¦s development, the teaching material more and more multi-dimensional, but those material restricted by the learning platform, the teaching material itself exchangeability also reduces along with it. In this thesis, a learning content management system (LCMS) based on SCORM (sharable content object reference model) which shares learning object by Web Service is proposed. The whole system can be divided into four subsystems. Learning object management subsystem manages learning objects and those metadata. Content Upload subsystem provides the functionality of converting ordinary files to learning objects and parse SCORM content into the system. Content authoring subsystem assembles these objects to form abigger learning object or a courseware. Content provider can share learning objects by web-service searching subsystem. Users can use content authoring subsystem to construct new learning contents, and web-service searching subsystem to search and share learning objects easily.

Η εισαγωγή των νέων Τεχνολογιών της Πληροφορίας και των Επικοινωνιών (ΤΠΕ) στην εκπαίδευση άλλαξε σημαντικά τη μορφή και τη λειτουργία της. Με την υιοθέτηση των νέων τεχνολογιών αναπτύχθηκε και αναπτύσσεται ακόμα η ηλεκτρονική μάθηση (e-learning) και η εκπαίδευση απέκτησε μια νέα διάσταση και νέες δυνατότητες. Τα τριτοβάθμια ιδρύματα που έχουν κεντρικό ρόλο στην παροχή τυπικής εκπαίδευσης δεν μπορούσαν να μείνουν αμέτοχα στο υπό διαμόρφωση περιβάλλον και ξεκίνησαν να σχεδιάζουν και να διαθέτουν προγράμματα εκπαίδευσης από απόσταση, στα οποία κεντρικό ρόλο έχει το εκπαιδευτικό περιεχόμενο σε οποιαδήποτε μορφή. Σημαντική εκπαιδευτική υπηρεσία, λοιπόν, αποτελεί η παροχή πρόσβασης στο εκπαιδευτικό περιεχόμενο σε εκπαιδευτές και εκπαιδευόμενους. Η απαίτηση αυτή είναι ιδιαίτερα έντονη σε συστήματα Ανοικτής και εξ Αποστάσεως Εκπαίδευσης, όπου το περιεχόμενο αποτελεί τη σημαντικότερη πηγή γνώσεων. Η παρούσα εργασία αποβλέπει στη βελτίωση των παρεχόμενων υπηρεσιών εκπαίδευσης μέσα στο υπό διαμόρφωση νέο περιβάλλον, προωθώντας την υποβοήθηση της καταγραφής, αναζήτησης και ανάκτησης εκπαιδευτικού περιεχομένου με τη χρήση μετα-δεδομένων (meta-data). Το εκπαιδευτικό περιεχόμενο είναι οργανωμένο σε αντικείμενα μάθησης (learning objects) για τα οποία προτείνεται η δημιουργία μετα-δεδομένων με τη χρήση ενός ειδικού εργαλείου. Βασική μέριμνα της εργασίας είναι η παρουσίαση των χαρακτηριστικών των μετα-δεδομένων καθώς και των προτύπων που ακολουθούνται ώστε τα αντικείμενα μάθησης να είναι εκμεταλλεύσιμα και επαναχρησιμοποιήσιμα από εκπαιδευτές και εκπαιδευόμενους. Βασική συλλογή προτύπων που θα χρησιμοποιηθεί για την μελέτη είναι το SCORM version 2004 (Sharable Content Object Reference Model) ενώ θα γίνει αναφορά και στις προηγούμενες εκδόσεις. Ακολουθούν συγκρίσεις με τις υπόλοιπες συλλογές προτύπων και μετα-δεδομένων που αναφέρονται στην ανοικτή και εξ αποστάσεως εκπαίδευση. Θα ακολουθήσουν αναφορές σε διάφορα λογισμικά καθώς και πλατφόρμες, Εμπορικές ή Ανοιχτού Κώδικα, που χρησιμοποιούνται για την εξ αποστάσεως εκπαίδευση. Η εργασία ολοκληρώνεται με την συγκριτική αξιολόγηση του οπτικού εργαλείου (ilearn2) που υλοποιήθηκε καθώς και με τα συμπεράσματα που προκύπτουν από την εφαρμογή της συλλογής προτύπων SCORM 2004. / The import of new Technologies of Information and Communications (ICT) in the education changed considerably the form and her operation. With the adoption of new technologies were still developed and are developed the electronic learning (e-learning) and the education acquired a new dimension and new possibilities. The third degree institutions that have central role in the benefit of formal education could not to remain uninvolved under configuration environment and they began they draw and they allocate programs of education from distance, in which central role it has the educational content in whatever form. Important educational service, therefore, constitutes the benefit of access in the educational content in instructors and educated. This requirement is particularly intense in systems Open and remotely Education, where the content constitute the more important source of knowledge. The present work aims at the improvement of provided services of education in t o under configuration new environment, promoting the assistance of recording, search and recuperation of educational content with the use of metadata (meta-data). The educational content are organised in objects of learning (learning objects) for which are proposed the creation of metadata with the use of special tool. Basic concern of work is the presentation of characteristics of metadata as well as models that are followed in order that the objects of learning are exploitable and reemployable from instructors and educated. Basic collection of models that will be used for the study is SCORM version 2004 (Sharable Content Object Reference Model) while becomes report and in the previous publications. They follow comparisons with the remainder collections of models and metadata that are reported in the open and remotely educations. They will follow reports in various softwares as well as platforms, Commercial or Open Code, that is used for the remotely education. The work is completed with the comparative evaluation of optical tool (ilearn2) that was materialised as well as with the conclusions that result from the application of collection of models SCORM 2004.

The perception of incorporating digital information into online educational systems and the ideal of developing digital schools for lifelong learning have drawn much attention of the governments, academia, and industries around the world. The techniques of interactive learning have become a primary research topic in E-learning. However, most existing E-learning systems provide static instructional materials. The techniques of dynamic learning content management that adaptive to individual user knowledge level and learning goals have been tough challenges for the related research communities. The resulting repetitive and blind learning phenomena have significantly reduced user performance and motivation. We hypothesized that new algorithms of adaptive learning based on the integration of current information technologies, the use of fuzzy theory to express the uncertainty features of the user knowledge, and the exploitation of clustering techniques to analyze the knowledge of a user for the comprehended areas of the domain knowledge will effectively improve user satisfaction. In this study, a prototype system is developed, implemented, and experimented by using SCORM run-time environment. The knowledge of teaching domain and the features of the learner behavior are modeled by ontology to represent the hierarchy and relationship of the learning concepts. To quantify user knowledge and learning ability, fuzzy sets are applied with multiple analysis dimensions based on the pedagogical strategies and user learning experiences. The performance of a user for learning knowledge concepts is then evaluated. In particular, an algorithm is designed to extract the existing learning paths of a user by the relative position of the concepts that the user attains in the domain knowledge. Furthermore, the candidate direction types for recommending concepts are inferred and the candidate learning concepts that are appropriate or inappropriate to learn followed up can be identified by rules. Moreover, the candidate learning concepts are scheduled to construct customizable learning routes by clustering techniques. The personalized learning contents that best matching user learning intention would then be presented to the user. Simulations study in the uniform and normal distributions for the grades of users is conducted to evaluate the tutoring model for three levels of users. The experimental results show that the proposed model helps different levels of users to learn the domain knowledge effectively and the accuracy of recommending the relevant learning object contents is superior than the random selection method. With a richer description of user knowledge and features, the proposed adaptive system for online learning assistance may better diagnose the understanding of a learner and enhance the pertinence of the retrieved courses to user intended learning to improve the service quality for the user.

Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro Tecnológico. Programa de Pós-Graduação em Ciência da Computação / Made available in DSpace on 2012-10-23T09:29:27Z (GMT). No. of bitstreams: 1 247978.pdf: 1248668 bytes, checksum: 45a1c09ea4b5aa3ec073e04f4cf500f5 (MD5) / Em sistemas de aprendizagem existem dois aspectos que devem ser considerados: a adaptabilidade, que diz respeito às diferentes necessidades e estilos de aprendizagem dos alunos; e a reusabilidade, que visa apoiar a confecção dos cursos. Acredita-se que estas características podem ser alcançadas através da interligação entre Sistemas Multi-agentes e Objetos de Aprendizagem. O resultado consiste na abordagem denominada de Objetos Inteligentes de Aprendizagem, cujo objetivo é promover experiências educacionais mais completas, além de possibilitar uma maior reutilização e adaptabilidade do conteúdo instrucional. Este trabalho propõe um framework para aplicação de objetos inteligentes de aprendizagem construídos sob o modelo SCORM. Para o desenvolvimento deste projeto foi necessária a modelagem do sistema multiagente e, posteriormente, sua implementação utilizando uma plataforma de agentes como suporte. No caso da modelagem, utilizou-se a metodologia MaSE (Multi-agent System Engineering - Engenharia de Sistemas Multi-agentes), que fornece especificações e diagramas para a análise e modelagem. Na implementação, os agentes foram desenvolvidos através da plataforma JADE, enquanto a ontologia para comunicação foi construída na ferramenta Protegé. Para a realização dos testes, foi utilizada a ferramenta eXe Learning devido a sua facilidade de utilização e exportação para o formato SCORM.

Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro Tecnológico. Programa de Pós-Graduação em Engenharia de Produção. / Made available in DSpace on 2012-10-21T11:21:00Z (GMT). No. of bitstreams: 1 214049.pdf: 1065834 bytes, checksum: e3326d3f54bac9c8d295c93f41c0525f (MD5) / Esta dissertação tem como objetivo principal estabelecer referências com enfoque pragmático para o desenvolvimento de conteúdo instrucional no padrão SCORM - Sharable Content Object Reference Model, para cursos on-line. Busca na revisão da literatura a fundamentação sobre o processo de desenvolvimento e adoção de padrões para o e-learning, a definição do modelo de objetos de aprendizagem, utilizado para potencializar a reutilização de conteúdo instrucional em diferentes contextos de aprendizagem, e a descrição do padrão SCORM, modelo de referência desenvolvido a partir de outros padrões para tecnologias da aprendizagem, envolvendo sistemas de gerenciamento da aprendizagem (LMS - Learning Management System) e conteúdo instrucional. Além disso, conta com a pesquisa qualitativa realizada com especialistas em e-learning, com experiência na adoção do padrão SCORM para o desenvolvimento e implantação de cursos on-line em empresas e instituições de ensino brasileiras. A partir do problema de pesquisa, apresenta referências sobre a aplicação do padrão, identificando suas vantagens, desvantagens, dificuldades e limitações, contribuindo para incrementar o uso do padrão por organizações brasileiras.

The technological advance promotes a new reality to the education process, the possibility of using more interactive tools in teaching-learning. Among several tools, the learning objects may act like facilitators in this process. It is used, in on-line teaching-learning Moodle, a tool, the Lesson module, which allows us to combine instruction and evaluation. It is possible to affirm that it is a learning object, considering the low granularity, however, in an environment bigger than simply a sequence of contents. Thus, this work aims to develop a module, according to the pattern SCORM, in order to export learning objects developed in the Moodle Lesson Module, in order to firm the concept re-use of contents in on-line ambient of teachinglearning. The package, in ZIP format, generated by the module developed was valid in the SCORM/AICC module by Moodle, in RELOAD Editor, as for the version of 2004. It was also valid in RELOAD SCORM 1.2 Player, only for the version SCORM 1.2, and, in SCORM Player only for SCORM 2004. As for the other AVEA TelEduc and Tidia-AE it was not possible to valid because they do not have the support to SCORM, it is possible to turn available the compact package and use the player. This way, it is possible to affirm that the Moodle Lessons are learning objects, because they have characteristics, which are: re-use, adaptation, granularity, access, durability and inter-operation. / O avanço tecnológico proporciona uma nova realidade ao processo educacional, a possibilidade de usar ferramentas mais interativas no ensino-aprendizagem. Entre tantas ferramentas, os objetos de aprendizagem podem agir como facilitadores deste processo. Dispõe-se, no ambiente virtual de ensino-aprendizagem Moodle, de uma ferramenta, o módulo Lição, que permite combinar instrução e avaliação. Pode-se afirmar que se trata de um objeto de aprendizagem, considerando a baixa granularidade, no entanto, num contexto maior do que simplesmente uma sequência de conteúdos. Sendo assim, o objetivo deste trabalho é desenvolver um módulo, em conformidade com o padrão SCORM, para exportar os objetos de aprendizagem desenvolvidos no módulo Lição do Moodle, para firmar o conceito de reutilização de conteúdos nos ambientes virtuais de ensino-aprendizagem. O pacote, no formato ZIP, gerado pelo módulo desenvolvido foi validado no módulo SCORM/AICC do Moodle, no RELOAD Editor, tanto para a versão do SCORM 1.2 quanto para a 2004. Também foi validado no RELOAD SCORM 1.2 Player validou somente para a versão SCORM 1.2, e, no SCORM Player somente para SCORM 2004. Nos outros AVEA, TelEduc e Tidia-AE, não foi possível validar por não possuírem suporte ao SCORM, no entanto, é possível disponibilizar o pacote compactado e utilizar-se dos players. Com isso afirmar-se que as Lições do Moodle são objetos de aprendizagem, pois possuem as características de: reusabilidade, adaptabilidade, granularidade, acessibilidade, durabilidade e interoperabilidade.

An interoperability gap exists between Learning Management Systems (LMSs) and Learning Object Repositories (LORs). Learning Objects (LOs) and the associated Learning Object Metadata (LOM) that is stored within LORs adhere to a variety of LOM standards. A common LOM standard found in LORs is the Sharable Content Object Reference Model (SCORM) Content Aggregation Model (CAM). In contrast, LMSs are independent computer systems that manage and deliver course content to students via a web interface. This research addressed three important issues related to the interoperability gap: (a) a lack of a metadata standard that defined the format of how student assessment data should be communicated from LMSs to LORs, (b) a lack of an architectural standard for the movement of data from LMSs to LORs, and (c) a lack of middleware that facilitated the movement of the student assessment data from the LMSs to LORs. This research achieved the following objectives: (a) the SCORM CAM LOM standard was extended to facilitate the storage of student assessment data, (b) Service Oriented Architecture (SOA) was identified as the best architecture to resolve the interoperability gap between LMSs and LORs, (c) a panel of Computer Information Systems (CIS) experts participated in a five-stage, web-based, anonymous Delphi process that approved and ranked 28 functional requirements for a proposed middleware application, and (d) the functional requirements were verified via the development of a prototype that transferred student assessment data from a LMSs into the LOM of LOs that are stored within a LOR. In conclusion, the research demonstrated that there are three acceptable approaches to extending the SCORM LOM standard: (a) new metadata elements, (b) new vocabulary values, and (c) the reference of an internal or external XML file using a location element. The main accomplishments of the research were the gathering of SOA functional requirements and the development of a prototype that provided an approach for the resolution of the interoperability gap that exists between LMSs and LORs.