1	Online learning in the age of SCORM Claude Ostyn February 2005
2	Agenda Introductions Paradigm shifts (maybe) Business context for online learning Systematic learning model and ISD A workflow model for designed learning How standards help – the role of SCORM Designed learning workflow learning automation What about collaborative learning? Short circuits and shortcuts Q&A
3	Business context for online learning
4	Paradigm shifts (maybe) 20^th Century Stable career tracks Slow change Just in case training EPSS vs. LMS Training content Workbooks PowerPoint CBT Expensive simulations Cycles ISD Months, years 21^st Century Unstable everything Accelerating change Workflow learning Performance Management Competency management Training content More of the same Google IM Game based rich simulation Cycles Performance evaluations Seconds, minutes, days, months
5	Typical systematic training workflow (ISD)
6	Instructional design workflow
7	Workflow subtasks
8	Standards can accelerate workflows Less reinvention of basics – focus on important stuff Reuse and cannibalization possibilities Cut cost Cut time Easier mixing and matching of services Avoid vendor lock-in Facilitate exchanges with new trading partners Support SOA
9	Exploiting standards
10	Workflow automation Standards based services help workflow automation Some things will never be standardized That is good! Standards are enablers, not complete solutions Different reasons for different situations Not cost effective, no economy of scale Dogmatic issues won’t allow it Conformance would be impoverishing, too restrictive Proprietary lock-in is built into business model Workflow automation can support different user classes Managers who just want to pick and choose Instructional designers who want to save time Junior designers who can benefit from templates and models created by experts Learners who can create their own learning program
11	Workflow automation
12	What about collaborative learning? Can be integrated with online learning activity package Collaborative learning activity can be described by a digital learning object Basic instructions Link to resource or specific directions Can be used at will, or included in sequence and use self-report or other method to track usage is required. Can be integrated at management level Learning management system should track competency status (a.k.a. objective status), not just coursework Learning management system should accept competency evidence from different sources SCORM 2004 provides standard way to allow online package to take competency status into account for sequencing
13	Shortcuts and short circuits Some shortcut scenarios Manager or employee finds learning resources in seconds Intructional designer leverages existing competency model Assessment results in a “prescription” for training
14	Shortcut scenario Find learning quickly
15	Shortcut scenario Instructional design
16	Shortcut scenario Instructional design
17	Q&A Questions? Issues?
18	Thank you Contact Claude Ostyn Ostyn Consulting Claude@Ostyn.com http://www.ostyn.com/resources.htm for more resources SCORM info Official web site: www.adlnet.org