When Blackboard Met Articulate: How SCORM Made It Happen PROCEEDINGS
Shelley A. Berg, Seung Youn (Yonnie) Chyung, Boise State University, United States
EdMedia + Innovate Learning, in Vancouver, Canada ISBN 978-1-880094-62-4 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
A blended learning approach to instruction is gaining popularity in education. This presentation will discuss the use of e-learning modules as a pre-instructional strategy that can be used to complement face-to-face classroom instruction. The presentation will also address how to develop e-learning modules according to accepted instructional design frameworks and technical e-learning standards, such as SCORM. Finally, the authors will demonstrate how to publish e-learning modules and track student use of them, using Articulate and Blackboard as examples.
Berg, S.A. & Chyung, S.Y.(. (2007). When Blackboard Met Articulate: How SCORM Made It Happen. In C. Montgomerie & J. Seale (Eds.), Proceedings of ED-MEDIA 2007--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3122-3127). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved October 21, 2018 from https://www.learntechlib.org/primary/p/25822/.
© 2007 Association for the Advancement of Computing in Education (AACE)
- Butler, K.A. (1999). Strategy chart form learning styles: Levels of thinking& Performance. Columbia, CT: The Learner’s Dimension.
- Gagne, R.M., Wager, W.W., Golas, K.C., & Keller, J.M. (2005). Principles of instructional design (5th ed.). Belmont, CA: Wadsworth.
- Garrison, R.D., & Cleveland-Innes, M. (2005). Facilitating cognitive presence in online learning: Interaction is not enough. The American Journal of Distance Education, 19(3), 133-148.
- Guild, P., & Garger, S. (1998). Marching to different drummers. (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
- Hammond, M. (1999). Issues associated with participation in online forums– the case of the communicative learner. Education and Information Technologies, 4(4), 353-367.
- Hartley, J., & Davis, I.K (1976). Preinstructional strategies: The role of pretests, behavioral objectives, overviews, and advance organizers. Review of Educational Research, 46(2), 239-265.
- Jiang, M., & Ting, E. (2000). A study of factors influencing students’ perceived learning in a web-based course environment. International Journal of Telecommunication, 6, 317-338.
- Keller, J. (1987). The systematic process of motivational design. Performance and Instruction, 26(9/10), 1-8.
- Reio, T., & Crim, S. (2006). The emergence of social presence as an overlooked factor in asynchronous online learning. Online Submission, Retrieved September 20, 2006, from the ERIC database.
- Vonderwell, S., & Sajit, Z. (2005). Factors that influence participation in online learning. Journal of Research on Technology in Education, 38(2), 213-230.
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact firstname.lastname@example.org.