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The lms and sequencing

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Vladimir Kgb

The document discusses the role of the LMS in sequencing instructional content. It explains that the LMS controls sequencing between Shareable Content Objects (SCOs) and tracks learner behaviors and progress. It stores information about the learner's state to determine where they should start their next session and to report on their progress to instructors. The LMS evaluates rules and objectives at different levels to determine how results from lower levels are reported and rolled up to higher levels in the course structure.

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The Role of the LMS Sequencing
Next Back The LMS Introduction The purpose of this lesson is to explain the role of the LMS in the sequencing process as defined by SCORM specifications. Technical processes that control sequencing on the part of the LMS, by and large, are abstracted from the learners as well as the course developers. It may be helpful, however, for members of a course development team to know a little about what goes on with the LMS during a sequencing process. LMS SCO 1 SCO 2 SCO 3
Next Back The LMS Introduction By entering the instructional content area of a course the learner begins a session and initiates the sequencing engine on the part of the LMS. The session is terminated when the learner exits the SCO or the course. LMS SCO 1 SCO 2 SCO 3 The LMS controls sequencing between SCOs
Next Back The LMS Introduction The LMS tracks or can track learner behaviors such as pages visited and areas visited. This includes learner interaction with non-instructional areas of the course. For example, many LMSs can track: The date and time of visits The length of each visit The number of return visits Areas that the learner spent the most time If the session was abnormally terminated (e.g., power outage) Non-Instructional Processes: Tracking
Next Back The LMS Introduction Module 1 Module 2 Module 3 Module 4 The Instructional Content Area Once inside of the instructional content area, the LMS evaluates any stored information on the learner (state) against any rule(s) as prescribed by the course developers. The LMS then prepares the instructional activity for delivery. The options are virtually unlimited, for example: There may be no sequencing rules. A learner can start a session on any module, or A learner may be required start on module1, then go onto module 2 and so forth, or A returning learner may be directed to the point where they left off from their last visit, or A learner may be directed to a specific module or set of modules according to the results of a pre-test.
Next Back The LMS Introduction Tracking Events During an Instructional Session Storage Media Module 1 Module 2 Module 3 Module 4 Interactive Exercises Tests Final Exam Once a learner exits a session the LMS stores the information as the state (status) of that learner. The stored information on the learner can subsequently be used to: Report to the instructor on the learners progress Report to learner (e.g., modules completed) Report grades Direct learner as to where to start the next session Report on how much time was spent on the content Restrict or allow access to privy areas
Next Back The LMS Introduction The Significance of Clusters Course SCO 1 SCO 2 SCO 3 Lesson 1 Lesson 2 Unit A Unit B Unit C Unit D Quiz Quiz Clusters evaluated on each level of the activity tree. That is, a parent SCO is evaluated by its descendants. The children clusters report to their respective parent clusters. For example: Results from units C & D are reported to lesson 2 Results from lessons 1 & 2 are reported to SCO 2 Results from SCOs 1 3 are reported to the course. This action is referred to as Rollup
Next Back The LMS Introduction Rollups are Evaluated by Rules and Objectives Objectives are based on the learner meeting a criteria. Usually as a result of a test. The status of an objective is either satisfied, not-satisfied and completed. Rules commonly referred to as sequencing rules do not necessarily involve assessment tools such as quizzes and test to progress from one SCO to the next. Rules set some sort of precondition primarily based upon page visits.
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The lms and sequencing

  • 1. The Role of the LMS Sequencing
  • 2. Next Back The LMS Introduction The purpose of this lesson is to explain the role of the LMS in the sequencing process as defined by SCORM specifications. Technical processes that control sequencing on the part of the LMS, by and large, are abstracted from the learners as well as the course developers. It may be helpful, however, for members of a course development team to know a little about what goes on with the LMS during a sequencing process. LMS SCO 1 SCO 2 SCO 3
  • 3. Next Back The LMS Introduction By entering the instructional content area of a course the learner begins a session and initiates the sequencing engine on the part of the LMS. The session is terminated when the learner exits the SCO or the course. LMS SCO 1 SCO 2 SCO 3 The LMS controls sequencing between SCOs
  • 4. Next Back The LMS Introduction The LMS tracks or can track learner behaviors such as pages visited and areas visited. This includes learner interaction with non-instructional areas of the course. For example, many LMSs can track: The date and time of visits The length of each visit The number of return visits Areas that the learner spent the most time If the session was abnormally terminated (e.g., power outage) Non-Instructional Processes: Tracking
  • 5. Next Back The LMS Introduction Module 1 Module 2 Module 3 Module 4 The Instructional Content Area Once inside of the instructional content area, the LMS evaluates any stored information on the learner (state) against any rule(s) as prescribed by the course developers. The LMS then prepares the instructional activity for delivery. The options are virtually unlimited, for example: There may be no sequencing rules. A learner can start a session on any module, or A learner may be required start on module1, then go onto module 2 and so forth, or A returning learner may be directed to the point where they left off from their last visit, or A learner may be directed to a specific module or set of modules according to the results of a pre-test.
  • 6. Next Back The LMS Introduction Tracking Events During an Instructional Session Storage Media Module 1 Module 2 Module 3 Module 4 Interactive Exercises Tests Final Exam Once a learner exits a session the LMS stores the information as the state (status) of that learner. The stored information on the learner can subsequently be used to: Report to the instructor on the learners progress Report to learner (e.g., modules completed) Report grades Direct learner as to where to start the next session Report on how much time was spent on the content Restrict or allow access to privy areas
  • 7. Next Back The LMS Introduction The Significance of Clusters Course SCO 1 SCO 2 SCO 3 Lesson 1 Lesson 2 Unit A Unit B Unit C Unit D Quiz Quiz Clusters evaluated on each level of the activity tree. That is, a parent SCO is evaluated by its descendants. The children clusters report to their respective parent clusters. For example: Results from units C & D are reported to lesson 2 Results from lessons 1 & 2 are reported to SCO 2 Results from SCOs 1 3 are reported to the course. This action is referred to as Rollup
  • 8. Next Back The LMS Introduction Rollups are Evaluated by Rules and Objectives Objectives are based on the learner meeting a criteria. Usually as a result of a test. The status of an objective is either satisfied, not-satisfied and completed. Rules commonly referred to as sequencing rules do not necessarily involve assessment tools such as quizzes and test to progress from one SCO to the next. Rules set some sort of precondition primarily based upon page visits.
  • 9. End Please Select Next Topic Next Back Title Sub-Title