background image
Gibbons, A.S. and
Fairweather, P.G. (1998):
Computer Based Instruction:
Design and Development.
Englewood Cliffs, NJ: Macmillan
Library Reference.
model of the learner's state.
However, a Cultural
Learning Object can be arbitrarily complex: it can
contain from a few to many learning resources and,
when packaged in a SCORM package, the SCO
state could also be very complex.
Consider the example of CLOs in Figure 5:
LO#1 is comprised of three Cultural Learning
Objects; several learning materials (text, image,
movie, html, 3D model) are associated with each
CLO. A test session completes the asset set of the
Figure 6 describes the packaging procedure which
allows the creation of the SCORM package of the
defined three Learning Objects; the SCORM prop-
erties (on the right of Figure 6) define the rules for
the learner to access Learning Objects according to
the agreed learning strategy. If we suppose that LO#2
can be accessed only if LO#1 has been successfully
completed, the SCORM course viewed in a VLE
will look like a table of contents where only LO#1
and its sub-sections (CLO#1_1, CLO#1_2 and
CLO#1_3) are available to the learner. LO#2 will be
disabled until the learner completes the learning path
scheduled for him or her by the structural designer.
In this simple case, the state of an SCO could be
represented by the history of learner actions (i.e.,
what he or she experienced) and the score of all
tests.The status of the SCO associated with LO#1
allows the VLE to understand whether LO#2 could
have been experienced or not at the given time. If
we imagine an arbitrarily high number of Cultural
Learning Objects per LO, the storage of the SCO
The LO#1 has 3
cultural learning
Learning material
associated with the
The LO#2 has 2
cultural learning
Figure 5: An example of LO structure
Figure 6: Cultural Learning Objects and SCORM properties define the SCORM package
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