Why SCORM 2004 failed & what that means for Tin Can


“SCORM 2004 is dying (if not already dead!).” 10 years after the initial release of SCORM 2004 [1] [2]. Sign #2: There is no certification process for tools and packages for the latest SCORM 2004 4 th edition. In essence, SCORM 2004 always lived in the shadow of SCORM 1.2.


Let’s get rid of the instructional designers!

E-Learning Provocateur

Carr-Chellman & Savoy (2004) provide a broad overview of user design. According to Carr-Chellman & Savoy (2004), traditional instructional design methodologies disenfranchise the user from the design process. 2004).

Trending Sources

Track and trace Learners results. What do SCORM compliance, AICC, XAPI and CMI5 mean?

Challenge to Learn

and SCORM 2004. and SCORM 2004. The latest version is SCORM 2004 but both are still in use. The main difference between the two is that SCORM 2004 adds options for complex navigation and sequencing. An API is a technique that allows software to exchange information.


Why SCORM Compliance is Absolutely Essential for any Best-In-Class LMS


The most recent version, SCORM 2004, provides three major advantages over previous versions: It allows the instructor to see if a learner completed a course before awarding a pass/fail grade. Previously, performance information was combined into one record. SCORM 2004


ADL accepts eFront as SCORM 2004 adopter


News from the e-learning frontier Pages Home About Community Free e-Learning Resources Contribute to the e-Learning Community 4/08/2010 ADL accepts eFront as SCORM 2004 adopter eFront is an LMS commited to international standards.

Laura Overton – Crystal Balling with Learnnovators


Laura authored ‘Linking Learning to Business’ in January 2004 – one of the first industry benchmark studies at the time. How should we be using that to inform our strategy and make it meaningful? Knowing this about our own staff can really inform how we design services to support them.

Knowledge Management Verses Information Management

Big Dog, Little Dog

Denham Grey on knowledge and information. Much of what purports to be knowledge management is in reality information management. Just the other day I heard a rep selling scanners as a core KM technology, "essential for knowledge sharing," without which the organization was doomed to be bypassed by every other firm going down the knowledge track

e-Learning: In Search of a Better Definition

Big Dog, Little Dog

The utilities and capabilities for supporting informal learning, mentoring, communities of practice and other "non-training" interventions. Now the training or teaching may be self-taught, accidental, informal, or purposeful, however, there is a means and the consequence is learning.

How Much Information Do You Need Anyway?

Big Dog, Little Dog

If You Build It, Will They Come? At Microsoft's CEO Summit in May, the software giant's own CEO, Steve Ballmer, spoke passionately about the importance of having "digital dashboards": real-time desktop displays of key performance indicators (KPIs) that show critical business ratios such as profit per sales employee per week, customer satisfaction in dispute resolution and the status of outstanding issues with major suppliers.

The Growth of eLearning

Big Dog, Little Dog

In a recent blog, I wrote how elearning has the two aspects of means & consequence that uses innovative technologies and learning models (the means) to transform the way individuals and organizations acquire new skills and knowledge and access information (the consequence).

'Knowledge discovery' could speed creation of new products

Big Dog, Little Dog

You contain information. Most current approaches to computer-aided discovery center on mining data in a process that assumes there is a nugget of gold that needs to be found in a sea of irrelevant information," Caruthers said. John Anderton: "I need your help.

Anxiety good for memory recall, bad for complex problem solving

Big Dog, Little Dog

For more information, see arousal Students, keep this in mind before that next major exam: Pre-test jitters make it easier to recall memorized facts, but that stress also makes it tough to solve more complex problems.

Theories for the digital age: Connectivism

Learning with e's

Much of this learning is informal, (Commentators such as Cofer (2000), Cross (2006) and Dobbs (2000) place the proportion of informal learning at around 70%) and is also generally location independent. One highly visible theory is Connectivism (Siemens, 2004).

The most updated and informative e-Learning community on Twitter


News from the e-learning frontier Pages Home About Community Free e-Learning Resources Contribute to the e-Learning Community 11/28/2010 The most updated and informative e-Learning community on Twitter On Twitter exists a resourceful community of e-Learning professionals. As a result, I have created the following list of the most updated and informative e-Learning community on Twitter. Hi Paulo, thank you for the information that you share!

The iPod and What We Can Adapt in e-Learning

Vignettes Learning

Apple's CEO Steve Jobs preaches that the iPod is revolutionalizing the way people listen to music and audio books (Newsweek, July 26, 2004). The iPods will be pre-loaded with related content as information on orientation and the academic calendar. It has the ability to access information quickly, enabling the user to: build their own play list shuffle files search files index files bookmark favorites 2. Topics this issue: 1. The iPod and what we can adapt in e-Learning 2.

Controlitis: How to Avoid this Debilitating Trainer's Disease

Vignettes Learning

Because instructors ultimately control the flow of e-learning information, many of them develop a debilitating disease: "Control-itis." In fact, elearners ingest information at their own pace. When expected to ingest irrelevant information, their minds witch off, like those of generations of captive audiences in physical classrooms. Visit the website for more information [link] Register to the workshop now and own 10 Flash interactivities worth thousands of dollars.

Successfully Selling e-Learning Programs To Top Management

Vignettes Learning

Here are four "Blind Swordsman" ways to win management okays for e-learning, even though your bosses may have no experience with this new information technology: Allow decision-makers to experience or to click into a live program Five-hundred-page proposals weigh a lot, but have proved to be less convincing than real or prototype programs or demonstrations. Add punch with anecdotal stories (qualitative reasons) Anecdotal information are hard to quantify, but add punch to your project.

In e-Learning, Is Content King?

Vignettes Learning

Other, more effective, e-teachers recognize that their online students are much more likely to learn information that equip them to perform their job functions. e-Learning trainers and program developers who stress "total content" at the expense of "functional information" risk producing trainees who have mastered neither. Topics this issue: 1. In e-Learning, Is Content King? Featured vignette: "Let 'Em Digest More Than They Want or Need" 3. Costing e-Learning Projects 1.

How To Googlelize e-Learning Programs And Increase Its Repeat Value

Vignettes Learning

Googlelize e-Learning Programs for Repeat Value We love Google for the way it helps us search tons of information to retrieve just the bytes we need, and for the way it helps us do this in a flash. Assignments When you assign work to participants, a Search Function makes it easier for you to direct them to where pertinent information can be found. Topics this issue: 1. Googlelize e-Learning Programs for Repeat Value 2. Illustration: "e-Learning Search Function” 3.

Creative Interactive Ideas

Take an e-Learning Break

A fresh approach to e-learning E-learning is a great way to train employees, inform customers about new products and services, or demonstrate new software or other types of technology. If done properly, e-learning can be an exciting and engaging way to provide an interactive experience to customers, students, or users. We bring fresh thinking and innovation to deliver effective solutions whether it is a small rapid e-learning project or large custom e-learning development.

Which is More Compelling to the Learners: Facts or Stories?

Vignettes Learning

In every learning experience there are two parts: the mechanical or factual information; and the organics The mechanics are objectives, descriptions, procedures, methods, references and others. Topics this issue: 1. Which is more compelling to the learners: facts or stories? Featured Vignette: "Control Freakszzzzz” 3. Over 10 examples of simulation, case studies and story-telling e-learning 3. lessons are presented 1. Which is more compelling to the learners: facts or stories?

MOOCs In Workplace Learning – Part 2: Designing a MOOC


@ ignatia (Inge de Waard) describes MOOCs thus in her Master’s Thesis: “MOOC is above all referring to a pedagogical model with independent learners, access to information, opportunity to create emerging, spontaneous, yet not directed learning communities, etcetera.

eLearning Methodology

Big Dog, Little Dog

Access information (consequence). While there are a number of means of achieving this, I have described one option in a Learning Framework , which builds on the four main design architectures of: Receptive: absorbing information. Exploratory: finding and processing information. The main strength of elearning is its ability to send information, thus its main architecture often turns out to be Receptive in nature.

Somewhere in Florida, 25,000 disembodied rat neurons are thinking about flying an F-22

Big Dog, Little Dog

The neurons, which are growing on top of a multi-electrode array (MEA), are fed information about the simulated F-22's horizontal and vertical movements by stimulating the electrodes, causing them to fire in patterns that are then used to control the aircraft. Researchers at the University of Florida have created a neural network made up of 25,000 disembodied rat neurons and hooked it up to a flight simulator on a desktop computer.

What Steve Wozniak Learned From Failure

Big Dog, Little Dog

Failure is the rule rather than the exception, and every failure contains information. One of the most misleading lessons imparted by those who have reached their goal is that the ones who win are the ones who persevere. Not always. If you keep trying without learning why you failed, you'll probably fail again and again. Perseverance must be accompanied by the embrace of failure. Failure is what moves you forward. Listen to failure

The Future of Learning Technology

Big Dog, Little Dog

We have yet to comprehend the impact of just-in-time access to information, applications, tools, learning and expertise within the work context as a powerful and productive alternative to just-in-case instruction Today's top story is from Chief Learning Officer, The Future of Learning Technology.

Certifiably Trained

Big Dog, Little Dog

Employees generate revenue when they deliver services properly or information correctly. New article from Training magazine: Certifiably Trained. Every company knowsâ€"or should knowâ€"that its human capital really is capital. Training is the obvious strategy that most companies employ to make sure that happens, but sometimes that's just not good enough. Certification is a process of separating those who are fully trained and competent from those who are not.

Instructional Design Isn’t Dying. It’s Evolving.

Experiencing eLearning

Marc Rosenberg wrote about it in 2004 , and even 13 years ago he mentioned that this pops up every few years. Formal training will be accompanied by more informal training and performance support. The trend has mostly flattened out, but it is much lower than it was in 2004.

An Exuberant discovery for Lonely and Stressed-out eLearners

Vignettes Learning

Judy Willis writes in Psychology Today and " The Neuroscience of Joyful Education :" [W]hen we scrub joy and comfort from the classroom, we distance our students from effective information processing and long-term memory storage. Synthesis: Loneliness is inherent in traditional eLearning.

Clive Shepherd – Crystal Balling with Learnnovators


He works with a broad range of public and private sector organisations internationally, helping them to build capability in the application of new media to learning, and to transform workplace learning through the effective integration of formal, informal, on-demand and experiential learning. He was recognised for his Outstanding Contribution to the Training Industry at the World of Learning Conference in 2004 and for four years was Chairman of the eLearning Network.

The Informal Learning Bubble: Will it Burst?

Bottom-Line Performance

Nevertheless, it is commonly quoted that 75% of what we learn is “informal.” ” (See Marcia Connor’s 2004 article on Informal Learning to see the research on this.) Informal learning is…what happens the rest of the time.”. Okay, so maybe 67.5%

Every learner is different but not because of their learning styles

Clive on Learning

The underlying premise says that people receive and process new information differently: for example, some learn better from visual materials and others learn better from text or auditory materials.

Lance Dublin: Formalizing Informal Learning

Learning Visions

Lance Dublin: Formalizing Informal Learning ….&#%!? Need to think about New Learning Principles: Rapid Mobile Collaborative Immersive (we don’t want to be lectured at) Formal vs. Informal – a spectrum Examples of a formal learning activity: webinar, classroom, lecture, etc. Examples of informal: Water cooler, SoMe Informal learning is never intentional. Lance asks: What happens if you add intentionality to an informal activity? [My notes from a webinar.

Don't be afraid to call yourself a trainer

Clive on Learning

In a 2004 CIPD research report, Helping people learn: strategies for moving from training to learning , Reynolds wrote: ‘Training has a tendency to react to present needs, rather than build capabilities for the future; to transfer large amounts of information rather than build on the knowledge of participants; to remain detached from the context in which work is produced; and to lack the supporting processes needed to put new ideas into practice’ (Reynolds 2004).

eLearning Standards—What They Are and Why They Matter


Just like humans need a common language to communicate with each other, eLearning courses and learning management systems (LMS) need a common language so that courses can send information back to the LMS from students taking those courses.

5 papers every learning professional should read

E-Learning Provocateur

And that’s a problem because as a practitioner, I consider it important to inform my work with the latest science. The latter metaphor reminds me that learning is not about the consumption of information; it’s about making sense. 2004).

How Fantasy Elements Improve the Learning Experience

Bottom-Line Performance

Parker & Lepper , 1992; Asgari & Kaufman , 2004; Habgood , Ainsworth , & Benford , 2005). And the more people are engaged, the more information they’re likely to retain.