Abstract:
This study assessed SCORM 2004 for its affordances facilitating the
implementation of specific requirements representing a simulation-based model
optimized for interoperability and reusability. The overarching assessment methodology
consisted of a gap analysis. A specific set of requirements called the Simulations
Requirements Framework (SIMREF) derived from an existing online simulation learning
environment was developed as the criterion and the Run-time Environment (RTE) and
Sequencing of the SCORM 2004 technical architecture were targeted as the condition. To
achieve the gap analysis, 26 experienced SCORM developers employed in industry,
government, standards/specifications entities, and academia were surveyed.
Participants were asked to provide levels of agreement to indicator statements of
the relevance of the SCORM 2004 technical architecture targets to the SIMREF
requirements at both the individual and set levels. As such, data were collected and
analyzed to determine the relevance of SCOs, functional or typed SCOs, extending
SCORM 2004, extending Sequencing, relevance of SCO to SCO data sharing, and the
utilization of a LMS thick client. Participants were also asked to describe alternate
standards, specifications, technologies, and capabilities necessary to fulfill the
requirements.
The findings from the data analyses indicated that according to the SCORM
development community gaps do exist in the implementation of the SIMREF with respect
to SCORM 2004 technical architecture as well as in common implementation practice.
These gaps occurred within the communication affordances in the RTE and in the data
value/variable management and if-then logic within Sequencing. Gaps are also present in
the common implementation practice of using SCOs purely for content presentation. One
prominent implication is the need for persistent arbitrary SCO to SCO communication
which could be accomplished through the inclusion of the IMS SSP specification. Also
implied, are gaps in the field of instructional design in relation to designing SCORMbased
solutions as well as gaps in the understanding of IT engineers and practitioners in
relation to learning theories and practices. In respect to SCORM 2004 and simulations as
a pedagogical model to produce more meaningful learning, the underlying behaviorist
pedagogy inherent in its design needs to be revisited and in so doing the academic
community needs to become more involved in its evolution.
