SALMS: SCORM-compliant Adaptive LMS PROCEEDINGS
Yasuhiko Morimoto, Fuji Tokoha University, Japan ; Maomi Ueno, The University of Electro-Communications, Japan ; Isao Kikukawa, Fuji Tokoha University, Japan ; Setsuo Yokoyama, Youzou Miyadera, Tokyo Gakugei University, Japan
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Quebec City, Canada ISBN 978-1-880094-63-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Most learning management systems (LMSs) simply manage the learning contents, the learning history data, the test results, and so on-they do not manage the learning itself. Therefore, the development of LMSs that enhance learning by effectively and efficiently managing the learning itself is needed. First, in this study, a SCORM-LST was developed by adding to SCORM (Sharable Content Object Reference Model) a framework that describes facilitation corresponding to the learner's state of learning and describes the learning state transitions. This makes it possible to describe collaborative learning, assessment, and facilitation for multiple users. Next, a SCORM-compliant LMS (SALMS: SCORM-compliant Adaptive LMS) based on the SCORM-LST was developed. SALMS interprets the SCORM-LST code and changes the user interface to match the learner's state of learning. Evaluation showed that SALMS can manage learning effectively and efficiently and can promote learners' autonomous learning by providing the learners with learning support.
Morimoto, Y., Ueno, M., Kikukawa, I., Yokoyama, S. & Miyadera, Y. (2007). SALMS: SCORM-compliant Adaptive LMS. In T. Bastiaens & S. Carliner (Eds.), Proceedings of E-Learn 2007--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 7287-7296). Quebec City, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved October 19, 2018 from https://www.learntechlib.org/primary/p/26933/.
© 2007 Association for the Advancement of Computing in Education (AACE)
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Hiroyuki Mitsuhara, Tokushima University, Japan; Junko Matsumoto, Noriko Uosaki, Mihoko Teshigawara, Kenji Kume & Yoneo Yano, The University of Tokushima, Japan
EdMedia + Innovate Learning 2009 (Jun 22, 2009) pp. 1167–1175
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