Glossary
A few useful definitions

Copyright 2004-2007 Claude Ostyn. Some rights reserved.

Activity tree

In SCORM, an activity tree is the prescription for how to deliver a SCORM package to a user. It specifies at least one activity. Any activity may itself consist of sub-activities. Sequencing rules may be attached to the activity tree. An activity that has sub-activities is delivered to the user by delivering its sub-activities. An activitity that has sub-activities is delivered to the user by launching a launchable resource. The activity tree is defined in the manifest file in a SCORM package.

ADL

Advanced Distributed Learning Initiative. Web site: http://www.adlnet.gov.

AICC

Aviation Industry CBT Committee. CBT stands for Computer Based Instruction. The AICC was formed by the aviation industry to developed the first interoperability recommendations for computer-based learning content, precursors to the current SCORM specifications. Several of the IEEE learning technology standards are based in part on earlier AICC specifications. The AICC is still developing and promoting standards of particular interest to the aviation industry. Web site: http://www.aicc.org.

API

Application Programming Interface. A well specified software component that allows one software component to talk to another one, even if they are not developed by the same people, and without knowing the details of how the other component is implemented. In SCORM, the API is specified in two main parts: (1) The communication API specification, which specifies how a SCO finds an API object provided by the runtime environment that delivers the content and communicates with that API object, and (2) the data model specification, that specifies which data can be communicated between the SCO and the RTE. SCORM specifies two data models for communication. The main data model is used for tracking of learning information and the other is used for some navigation related data. The communication API and the main data model, which SCORM calls the "CMI" data model, are defined by IEEE standards. The additional data model used to communicate navigation related information is specific to SCORM.

API Object

Also sometimes called "API Instance", this is an ECMAScript compatible software object provided by a SCORM runtime environment in a Web browser so that SCORM content can communicate with the LMS that will track the results of using the content.

Aptitude

A natural ability to learn or to perform a task or a function. Sometimes synonymous with competency, although aptitude is used more often in reference to innate abilities and the ability to learn, while competencies are used more often in reference to abilities that can be developed through education or training. See also competency.

Assessment

This term has two common meanings in learning and performance: (a) The process by which an individual or group's aptitude, competence, or specific competencies such as defined skills, knowledge or attitudes are evaluated; (b) a printed or electronic resource (e.g. a Learning Object) used as the instrument to perform an assessment. In practice, an assessment process can be very informal or very formal; it can take seconds or it can take years. See also aptitude, competence, competency, Learning Object.

Asset

In the SCORM specifications this term has two common meanings: (a) A resource element that may itself be dependent on many assets; (b) a file, in other words an atomic asset.

Attitude

The mental stance of an individual or group regarding a fact, an issue, a role, a task or a function. When scoped to a specific topic or domain, a form or aspect of competency. Often used in reference to the psychological stance that may be required by a task or function, as different from skill and knowledge. See also competency, knowledge, skill.

Blended learning

An approach to learning that blends different technologies or that blends technology and other approaches in the learning process. May include just about anything: Books, classroom instruction, hands-on experience, online self-paced instruction, online chat, online conferencing, podcasting, etc.

Certified

An implementation is said to be certified to be conformant with a recommendation, specification or standard if a credible third party can provide proof that conformance has been verified. This usually takes the form of a certificate of conformance. Self-certification by a vendor is usually not considered credible.

CMI

Literally, "Computer Managed Instruction", although the acronym is often used nowadays without this particular meaning. An acronym inherited from older AICC specifications. This acronym is used by SCORM to name one of the data models used in with the SCORM API for historical reasons. Older versions of SCORM were using a data model based on the AICC specification. The current version of SCORM uses a slightly different data model that conforms to an IEEE standard. The main base document from which the IEEE standard was elaborated was the CMI specification from AICC.

Competence

A term loaded with many quasi-religious beliefs by various communities of practice, used mostly to describe the context-specific abilities of an individual to perform a task or a role in an organization. Sometimes described as the aggregate of the competencies, aptitude, general attitude and other personal characteristics of a person as they are developed or exist in a particular context. The purpose of learning technology is usually to help build competence among individuals and groups, through the development of targeted competencies specified as learning objectives. Competence is usually assumed to be a prerequisite for performance.
Note: Countless hours, days and years have been wasted by countless smart people in trying to specify universal standard definitions for the terms "competence" and "competency." This is in league with the time wasted in futile attempts to create universally accepted standard definitions for the terms "knowledge", "art" and "a good time."

Competency

A term loaded with many quasi-religious beliefs by various communities of practice, used mostly as a catch-all term for any skill, knowledgeor attitude that contributes to competence or to a higher order competency, or any combination of those. See also objective, learning objective.

Competency Context

The operational or semantic context in which a community of practice's beliefs about a specific competency or a domain of competence are interpreted in practice. For example, a competency model for driving a car may be interpreted differently depending on whether the context is night or day. Competency contexts are sometimes defined as tasks, administrative classifications, qualifications, roles or functions in an enterprise.

Competency evidence

Evidence that a person meets or does not meet the specified expectations for a particular competency. Can take many forms: a certificate such as a driver's license, the results of an exam, manager's appraisal, interview notes collected during a hiring process, assessment of the quality of a work product in a portfolio, etc. The trustworthiness of competency evidence can vary greatly depending on the source of evidence and the assessment method used.

Competency Map

A form of competency model in which nodes in a graph are mapped to reusable competency definitions and possibly other competency maps. A competency map may also show relationships and dependencies between competencies.

Competency Model

A more or less formal description of a community of practice's beliefs about a specific competency or a domain of competence. Competency models range in formality and complexity from simple lists of competency titles to intricate ontologies that may map thousands or millions of assumptions and semantic relationships.

Compliant

An implementation is said to be compliant with a recommendation, specification or standard if it designed or specified to meet all the requirements spelled out in a recommendation, specification or standard, but conformance cannot be verified. The term "compliant" is often used as a euphemism in sales and marketing materials to hide the fact that an implementation is not truly conformant or cannot be certified.

Conformant

Also: conforming. An implementation is said to be conformant with a recommendation, specification or standard if it can be verified that it meets all the requirements spelled out in a recommendation, specification or standard. See also certified and compliant.

Cross-domain

A web-specific term that refers to a situation where content comes from different web servers, or where content from one server interacts invisibly with another server that belongs to someone else. Cross-domain issues are very important for web delivery of learning content and learning experience, because security measures must be in place to prevent cross-domain exploits by hackers. Cross-domain exploits have been used to deface or hijack web sites, to inject malware onto client computers, or to get unauthorized access to data. In learning technology, there can be difficulties if a LMS on one server but is used to deliver content from another server, such as when content is provided by a third party vendor from their own server.

Data model

The specification of a set of data elements and the associated value spaces. Data models range from very simple to very complex. Data models can be formally specified using a syntax defined by the ISO 11404 standard, or by other language and syntax conventions, such as an XML schema.

ECMAScript

The Standard ECMA-262 ECMAScript Language Specification, identical to the ISO/IEC 16262 Standard. This is an international standard based on Netscape's original JavaScript. This is the common standard scripting language implemented by modern web browsers. The implementation of ECMAScript is called JScript in Microsoft browsers and JavaScript in most other browsers. In common use, most people and documents use the term "JavaScript" when they really mean "ECMAScript". The full text of the standard can be freely downloaded from ECMA-262

IEEE

Learning Technology Standards Committee of the Institute of Electrical and Electronic Engineers. An international organization that sponsors the development of electrical, electronic and software standards and publishes those standards. Members of the IEEE are individuals, rather than companies, agencies or nations like many other standards organizations. The IEEE follows a rigorous ISO accredited, open process. Web site: http://wwww.ieee.org.

IEEE LTSC

The Learning Technology Standards Committee of the IEEE. One of the most transparent standards organizations for learning technology, which developed several of the IEEE standards used in SCORM. Members are individuals and anyone with a material interest can participate without paying exorbitant fees. For more information, including information about how to how to participate in this committee, see the LTSC web site at http://www.ieeeltsc.org

IMS Global Learning Consortium

A consortium dominated by academic institutions and vendors that develops and publishes specifications for learning technology. Some of those specifications are used or referenced in the SCORM specifications. Web site: http://wwww.imsglobal.org. Note: The acronym IMS in IMS Global Learning Consortium no longer has a specific meaning. Not to be confused with the IT industry acronym IMS meaning "IP Multimedia Subsystems."

ISO

International Organization for Standardization Organization. Operating conjointly with IEC (International Electrotechnical Commission.) The umbrella international organization that sponsors the development of official international standards and publishes those standards. Members of the ISO are nations, rather than individuals, companies or agencies. The ISO follows a rigorous, often highly politicized process for standards development and publications. Web site: http://wwww.iso.org.

ISO 11404

An ISO specification that defines a syntax for writing data models.

Knowledge

What is known by an individual or group. When scoped to a specific topic or domain, a form or aspect of competency. Often used in reference to cognitive abilities that may be required by a task or function, as different from skill and attitude. See also attitude, competency, skill.

Launchable asset

In SCORM, an asset described by launchable resource data element in a manifest. Unlike a SCO, a launchable asset is not expected to communicate with the through the SCORM API. A launchable asset described by a resource may be an atomic asset (a single file) or it may also have dependencies. For example, a Flash movie published in a HTML "container" page and that itself loads other Flash files as it goes, but with no expectation of communication with the SCORM API, can be described as a launchable asset in a resource element.

Launchable resource

In SCORM, a resource element in a manifest that specifies a digital resource to be launched to perform an activity specified in the manifest. In the manifest, such a resource element has an attribute named "href". A SCORM conformant RTE uses the value of this attribute to construct a complete URL and then uses the URL to launch the resource in a web browser window or frame.

Learning Management System (LMS)

A learning management system typically includes facilities to register learners, assign learning activities, allow access to learning content, deliver the learning content, and track and report results of the use of the learning content and other learning activities.

Learning object

Any resource, digital or not, that can be used in a learning process or assessment of learning, and which is described by learning object metadata. Some communities of practice reduce the scope of what they define as a learning object to digital resources, or to digital resources with some specific characteristics. See also See Learning Object Metadata.

Learning Object Metadata (LOM)

A set of IEEE standards for metadata describing learning objects. One defines a data model for the metadata and specifies the structure and meaning of the data elements. All elements are optional but it they are used they must conform to the standard. The other standard defines the conformance requirements for XML schemas for instances of the data model.

Learning Objective

The more or less formal specification of a competency to be achieved through a learning process and verifiable through some form of assessment. Sometimes the meaning of the term Learning Objective is extended to include learning tasks to be performed although no formal assessment of an acquired competency is performed in association with those tasks.

LOM

See Learning Object Metadata.

LTSC

See IEEE LTSC.

Manifest

In the SCORM specifications, an XML document that contains an inventory and description of the content of a SCORM package. This document must be included in the package. The document may include metadata describing the package or its components. If the package is intended for delivery to a learner, it must contain prescriptive information for the delivery of the package, such as an activity tree. The activity tree may have associated with sequencing rules.

Metadata

Literally, "data about data". In SCORM, metadata can be used to describe packages and components of packages. The recommended metadata format is defined in the IEEE LOM standards.

Non launchable resource

In SCORM, a resource element in a manifest that specifies a Resource that exists only to be referenced by one or more other resource elements. Such a resource element simply contains a list of one or more files or maybe even other resources on which one or more other resource depends. This is convenient to inventory shared files so they don't have to be repeated in the other resource elements.

Objective

In SCORM, a data model that is used to keep track of the status of a learning objective or competency. The SCORM specification uses the term objective for four different purposes: (a) For an objective record in the CMI data model used for communication between SCOs and the SCORM API, (b) for objectives implicitly or explicitly specified for an activity, (c) for global objectives whose success is being tracked while delivering a SCORM content package, and (d) for global objectives whose success is being tracked in a LMS independently of any specific content package. The SCORM RTE and Sequencing specifications define how to use those objective data elements and how they can influence each other when a SCORM package is delivered, sequenced and tracked.

PENS

PENS is a recommendation developed by the AICC to specify how to automate the process of publishing learning content from an authoring environment into in a learning management system.

Profile

In standards, a profile is a derived specification or standards. The profile specifies how to interpret and use one or more standards, specifications or recommendations for a particular purpose. For example, SCORM is a profile of standards and specifications from the IEEE, IMS and W3C.

Recommendation

A document or set of documents published by a standards organization. Usually, a recommendation does not have the legal status of a standard, but some recommendations become de facto standards if they are widely adopted. See also specification.

Resource

An imprecise term for anything, digital or not, online or not, that can be used in any task. In SCORM, some specific meanings are ascribed to this term. See resource element.

Resource element

In SCORM, a data element in a manifest. This is a hierarchical data element that describes a digital resource. A manifest may contain launchable resources and non-launchable resources.

Runtime environment (RTE)

In SCORM, the runtime environment that is used by a LMS to deliver SCORM packages to a learner. The RTE may be an integral part of the LMS or it may be a separate service used by the LMS when it needs to deliver and track SCORM content. In some SCORM documents, the terms "LMS" and "RTE" are used interchangeably and sometimes in a confusing manner. It may help to consider that the RTE is basically the manifestation of the LMS while SCORM content is being delivered.

SCO

Acronym for Shareable Content Object. In SCORM, a content object asset described by launchable resource data element in a manifest. Unlike a launchable asset, a SCO is required to communicate with the RTE through the SCORM API. A SCO may depend on various "non-launchable" assets, which are various files that are required for the delivery of the resource. For example, a HTML SCO will often depend on additional graphics, one or more style sheets, one or more script files, and other HTML pages. It may be the container used to display a Flash file and provide a relay between Flash and the SCORM API, etc. See also Learning Object.

SCORM

Acronym for Sharable Content Object Reference Model. Defined in a set of specifications published and maintained by the ADL. The current version is SCORM 2004. Previous versions are considered obsolete and are no longer officially supported by the ADL.

SCORM TWG

The advisory technical working group convened by the ADL to review and resolve issues arising in the SCORM specifications. Members are developers of learning management systems, runtime environments and SCORM content as well as other experts in the field.

Skill

The ability to perform a task or a function. A form or aspect of competency. Often used in reference to procedural competence or observable behavior, as different from knowledge or attitude. See also attitude, competency, knowledge.

Specification

A document or set of documents published by a standards organization. Usually, a specification does not have the legal status of a standard, but some specifications become de facto standards if they are widely adopted. See also recommendation.

Standard

A document or set of documents published by a standards organization and developed using an ISO accredited process. Usually, a standard is legally recognized by government authorities, unlike a recommendation or specification. That is the legal definition of a standard. The term is also commonly used to describe anything a community of practice considers to be a requirement. This can lead to a lot of confusion, e.g. "Educational standards" can mean very different things to different communities of practice.

Task

A work item that has to be completed according to specific criteria, usually with a deadline. Often used with different meanings in military or training contexts. Sometimes "task" is meant to designate a work context or an area of competence rather than in reference to a specific task instance. It may be useful to think of a competency definition as the explicit definition of a competency that contributes to the ability to perform a task. See also competency.

W3C

The World Wide Web (W3) Consortium. A standards organization that develops and publishes recommendations for documents and services on the Internet. Web site: http://www.w3c.org.

XML

Extensible Markup Language. A computer language to specify data in an almost human readable way, by using tags with attributes to surround and name data values in a text document. Defined and maintained by the W3C consortium.

XML Schema

Extensible Markup Language Schema. A document that specifies the data model and syntax for other XML documents. The specification for how to write and use XML schemas is defined and maintained by the W3C consortium.

XML Validation

A process to verify that an document conforms to the syntax, data model and structure specified in an XML schema. Validation does not guarantee that the data in the XML document makes sense, but it guarantees that the data is well formed and that the document syntax is correct.

XSD

XML Schema Document. XSD is, by convention, used as the extension for the file name for XML schema documents. Because SCORM uses XSD files extensively to specify and validate the XML documents in a SCORM package, a SCORM package must include specific XSD files.

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