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DigiCULT
the project the editor will be integrated in the Learn
eXact platform), the 3D cultural learning objects can
be packaged according to the IMS and ADL SCORM
specifications and stored in a digital repository, ready
to be retrieved by a VLE and delivered to the end-
user (students and trainees).Thanks to the adoption
of these specifications, the 3D virtual learning en-
vironment can also be exchanged with other VLEs
and the 3D cultural learning objects can possibly
be re-used for other applications.
Figure 9 illustrates the full process of creation,
packaging and delivery of a 3D virtual learning
environment of trackable cultural learning objects.
The information about the state (learning material
experienced, test scores, sequence of user actions) is
stored in the SCORM data model by the run-time
API environment embedded in the generated
VRML. In a more complex scene (several 3D
models, many learning materials), the data storage
provided by the SCORM data model can be inade-
quate to save all the information required to resume
the 3D virtual learning environment where the
student last left off. For these reasons, SCULPTEUR,
through Giunti Interactive Labs, is also contributing
IMS's Shareable State Persistence Project Team to
support the development of new specifications and
promote the CHAPTER
initiative for an
application profile for the CH sector.
C
ONCLUSIONS
T
echnology-based learning (TBL) solutions have
always achieved higher levels of interactivity,
collaboration and personalisation, as soon as new
information and communication technologies have
hit the marketplace and have been correctly applied
to education.Today, we are at the dawn of a new
revolution in TBL solutions to be generated by the
rapid uptake of new broadband (faster Internet
connections) and technologies (XML and Web
services), which will foster a higher degree of inter-
relation among content, communities and context,
thus bringing the learner to new learning
experiences, and the content used to new levels of
effectiveness and efficiency.The VLE tools are the
response of the educational technologists to the
increased request for new technologies capable of
online learning content delivery and management.
However, all this can make sense only if learning
content (called `learning objects') reaches a higher
degree of granularity, as regards content reassembly,
tracking and sequencing, thus fostering higher levels
of content personalisation and adap-tation.To allow
this, international specifications bodies such as IMS
and sector profiling bodies like ADL and OKI
have issued a new set of internationally agreed
specifications for content tagg-ing, packaging and
tracking, thus superseding the limits and constraints
of previous e-content standards.
Unfortunately, current specifications are not always
sufficient to address all the needs of increasingly
complex learning objects. For this reason, learning
content providers, technology providers and instruc-
tional designers are working together to improve
current specifications and promote their use for a
better exploitation and diffusion of learning objects.
There is a clear need and market potential for
specific VLE platforms that foster e-learning uptake
within the cultural heritage educational sector, as
well as a standards Application Profile for assuring
e-learning technologies & content interoperability
and reusability.
This paper introduced CHAPTER
, the Cult-
ural Heritage Application Profile for Technologies
in Education Reusability, the approach to cultural
heritage e-learning standardisation promoted by
e-learning R&D and standardisation actor Giunti
Interactive Labs together with results from one
of the main R&D projects within this framework,
called SCULPTEUR.
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