（ＡＥＮ Project ２００５）

Wg2:
Validation system

March.2006
e-Learning Consortium Japan2.2

Validation system (AEN-WG2 activity)

2.2.1

Activity objective

2.2.1.1

Objective

Since the validation system of ADL is large burden to the content supply side,“SCORM assessor qualification system” in lieu of it was established to operate. This
activity performs development to each AEN country and propagation and promotion in
Japan. In order to effectively propagate and promote, the surveillance of e-Learning
propagation status in each AEN country, activity status of assessor system, etc. inJapan is to perform. Furthermore, the study for corresponding to SCORM 2004 which
is a latest standard is to perform.
(1) Support of each country development of AEN of SCORM assessor system(2) Questionnaire surveillance of validation system, etc.
(3) Cooperation and information exchange with each AEN country
2.2.1.2 Target outcomes(1) Each country development of AEN of SCORM assessor system by training content
development, supply, etc.
(2) Surveillance of propagation status of SCORM standard, validation system, etc. ineach AEN country and Japan(3) Information exchange regarding validation, etc. by holding of International
Conference
2.2.2 Activity outcomes
2.2.2.1 Implementation system
Table 2-12

China

Name
Shuji Miyazawa
Takeshi Kumazawa
Ryoko Masujima
Naoki Ikeba
Teruhiko Kume
Dr. Shenquan YU

Enterprise, institute and university nameLearning Architecture Institute
Human Science
Fujitsu Learning Media
Broseeds
NEC Learning
Beijing Normal University

Indonesia

Mr. Binsar SiagianTechnical Education Development Center,
Bandung

Korea

Mr. ChoonWon ParkMr. Muhammad
Hasan

AlexIT Cp.,Ltd

MyanmarDr. Aye Thanda (Ms.)

UCSM

Philippine

Dr. Benito Teehankee

Philippine eLearning Society

Singapore

Mr. Daniel Tan

Nanyang Technological University

ThailandMr. Wasin Sinthupinyo

NECTEC

Viet Nam

DR. Nguyen Ngoc Binh

Library(LINC)

Domestic
memberChairmanOverseas member

Implementation system

MalaysiaMultimedia University

2-2

and

Information

Network

CenterSecretariat

New Century Soft Company

Toshio Munemoto

e-Learning consortium, Japan

Toshiyuki Kobayashi

e-arning consortium, Japan

Schedule

・Planning・Questionnaire surveillance
・Development support to each
AEN country
・Fullness of system
・Information exchange with each
AEN country
・Summery

2.2.2.3

March

February

January

DecemberNovember

October

September

Schedule
August

June

April

Work itemMay

Table 2-12

July

2.2.2.2

Mr. Tin Nguyen Ba▲

Committee activity and others(1) Domestic committee activity
Table 2-14
Conference name

Date
held

First routine conference

Jul 27,‘05

Secondconference

routineAug 26,‘05

Third
conference

routineSep 21,‘05

Fourthconference

routineOct 5,‘05

Fifth routine conference

Feb 2,‘06

Domestic committee activity
Major agenda
・Planning and review of activity program・Study of SCORM 2004 orientation of assessor training
textbook・ Study of good content case to be reference forassessor・Development study of SCORM 2004 compatible
assessor training content
・Research of Carnegie Mellon University “Content
development practical guide”
・Draft design review of SCORM 2004 compatible
assessor training content specification
・Development study of SCORM compatible sample
content
・Agenda review of International Conference
・Review of SCORM 2004 compatible assessor training
content
・Review of SCORM compatible sample content
・Activity summery

2-3

(2) International activity
The International Conference was held in Tokyo in December 14, 2005.
2.2.3

Domestic status regarding SCORM assessor system

2.2.3.1

Utilization status of system and surveillance of effect(1) Statuses of SCORM assessor qualification acquisition and content validation
The operation of SCORM assessor system (hereinafter referred to as “Assessor
system”) was started from July 2004, and it’s been approximately 1 and half year asof February 2006. The assessor qualifiers and contents acquired during this period
are as shown in Table 2-15.
Table 2-15
Assessor
qualifier
Validated
content
Validated LMS

Acquisition results of SCORM Assessor qualification, etc.
2004

2005

Total

Number of person

14

36

50

Number of enterprise

−

−

35

Number of content

13

20

33

Number of company

−

−

7

Number of LMS product

−

−

19

(2) Appropriateness of number of assessor qualifiers
The number of assessors per 1 company is within 1 – 4, in which is average 1.5
assessors/company, and are nearly close to originally planned number. The
breakdown of 35 assessor holding companies is as follows: eLC member
enterprises are 23, and non-member enterprises: 12. In spite the operation startup
period was short, it was confirmed that the assessor system had been widely
recognized by enterprises other than eLC member enterprises.
Currently, of eLC member enterprises (about 100 companies), the enterprises
who are developing the content is about 65, and as shown above, approximately 1/3of enterprises has assessors. In near future, if most of enterprises who are involving
content development beside eLC member has assessors, it can be assumed that
150 assessor qualifiers (100 companies) of triple of present number will be fostered,and the foundation from the content will be maintained for e-Learning propagation.
In order to certainly achieve this target,

further public activity for pursuit andsystem of effectiveness and efficacy of the assessor system is not only e-Learning
vendor enterprises but also in e-Learning users should be continuously performed.

2-4

(3) Content validation status
As shown in Table 2-15, the validated contents are 33 in total up to date. If this iscompared with about 2000 contents already registered in the eLC product retrieval
site, it is only about 2%. In order to clarify the cause, we performed hearing toqualified assessors, and the following reasons were given:
・Merit to acquire the content validation is small,・Content distribution volume is small (A small amount of general purpose
content can be sold), and・ Content other than own development is mechanism that can not apply
validation.
Especially, the opinions that content other than own development cannot apply
validation are the one that cannot apply the validation to the content in the case baildevelopment is performed, and it is the item required to review the system.
On the other hand, improvement to system matched with assessor needs, etc. andinformation supply service, etc. is to be performed, and it is necessary to promoteso as to increase the validated contents.
(4) Interoperability quality status of validated products (LMS and contents)
Concerning LMS and content products passed testing by product validation
criteria and SCORM compatibility inspection tool, eLC (e-Learning Consortium,
Japan) has validated as the products compatible with the SCORM standard andwithout problem of interoperability.

However, these validated products are notnecessarily confirmed by actually using the products every each validation regardingthat interoperability problem does not exist between validated products. Then, of the
LMS products (19) and content products (33) validated up to date, the validation
experiment of 10 LMS products and 5 content products was personally performed inorder to check the existence of interoperability problem between products.
Experiment participated product list is shown in Table 2-18.
The results are as follows:
・ The interoperability between validated LMS products and validated content
products was performed, and no problem occurred on operation.
・Concerning the compatible level specified in SCORM standard, there was case that
content product was higher than LMS product, and combination experiment ofconcerned products was not performed (This is problem of SCORM standard, andcompatible level every each product has been expressly stated at productvalidation.).

2-5

From the above, eLC validated products were demonstrated that interoperability
problems did not almost exist (Since all validated products were not checked, it is not100%).
From experiences up to date, it was found that the interoperability problems werecaused by relating to the SCORM standard and by other problems not related to the
SCORM problems. In order to improve the interoperability, eLC established theconditions that the product validation had to correspond to problem ofout-of-SCORM standard.
As the results, the interoperability quality of the validated products (validation
system) as described above has been achieved.
These out-of-standard conditions have been summarized as “Application
technology of SCORM interoperability improvement by case study” concerning theinteroperability problems found by the questionnaire surveillance that has been
periodically and concretely performing to the concerned eLC member enterprises forreleasing. The number of problems that were found by the questionnaire surveillance
and were stated in the above documents up to date, is 34 in total. Table 2-17 showssuch major problems.
Table 2-16a
1
2
3
4
5
6
7
8
9
10

LMS product name of interoperability experimentparticipation of validated products

Product name
HIPLUS on Web
Cultiiva II
CultiivAENterprise Powered by
Sum Total
AcademicWare WBTNet Tutor
ｅARTH-LMS
MSTｅLMS
Challenge Learning System
Let’s learning
Internet Navigware ServerEnterprise Edition

Company name
Hitachi electronics Services
NEC
NEC
Compaq
NRI Learning Network
Wilson Learning Worldwide
Lecwell
Empty
Matsushita electric Industry
FujitsuNote) Listed in sequential order
Table 2-16b
1
2
3
4
5

Content product name of interoperability experimentparticipation of validated products

Product name
Personal communication
Basic ecology short lecture“Business manner” course
Personal information protection
4 selective examination question sample
versionBy interaction maker

2-6

Company name
Fujitsu Learning Media
Fujitsu Learning Media
Sangyo Noritsu University
NRI Learning Network
SATT

Table 2-17

Described items of “Application technology for SCROM
interoperability by case study”

Classification
1

Manifest file2

SCO startup
API function

3

4

Data model

5

Others

2.2.3.2

Item
Difference of manifest file character code
Distinction of capital and small characters of SCO URL
Absolute and relative buses of SCO URL
Retrieval order of FindAPI
There is no argument of LMSInitialize
Retrun value of LMSInitialize is Boolean
Repetition of LMSInitialize and LMSFinish
Incorrect vocaburary of lesson_status
LMS that has not installed lesson_status operation
LMS learning time is measured with lesson_statusvalue
Presmise condition and lesson_status value
cmi.core.score.raw value is out of scope
LMS opearates when masteryscore is 0
LMS operates when masteryscore is empty
Handling of option data element not installed
It is SCO complied LMS, but material cannot be transplanted

Questionnaire surveillance regarding validation system

The number of eLC membercompanies replied and the number of non-eLC member
companies replied were 30 and 10 respectively.
These results are shown as follows:
Recognitions of the assessor system of eLC member enterprises and the SCORM
content validation system are extremely high, and has been improved, compared withthe last year. In the surveillance regarding the effectiveness, both assessor system and
SCORM content validation system remain about 55% - 60%, however negative opinion
of “Not effective” has been drastically decreasing, compared with the last year.

While,

about 30% of the eLC non member enterprises has replied “Does not know the system”,
and further propagation and public activity for persons other than eLC members are
required.
(1) SCORM assessor qualification system(a) Recognition level
The eLC members are 93% for “Know” and 0% for “Does not know”, and it canbe said that the recognition level of system itself is extremely high. Furthermore,
the recognition level has been improved, compared with the last year. While, therecognition level of eLC non-members are 60% low, compared with the members,
and further publication and propagation are therefore required.

2-7

Table 2-18

Recognition of SCORM assessor qualification system

Question content

ｅLC

Replied item This year (ｅLC) Last year (ｅLC) nonmember
Known
93％
82%
60％

Recognition ofDoes not know
SCORM assessor
Not replied

0％

8%

30％

7％

10%

10％

(b) EffectivenessThe effectiveness of SCORM assessor qualification system was asked for
each

content

development

company(20

eLC

membercompanies)/9

non-member companies). “Think to be effective” is 65% which occupies morethan half of all members. Furthermore, this has improved more than 60% thanevaluation in last year. However, no-replied is nearly 20%, and it is therefore
necessary to emphasize SCORM assessor propagation and recognition.
Table 2-19

Effectiveness of SCORM assessor qualification system

Question content

Replied item
Think

EffectivenessThis year (eLC) Last year (eLC)65%
60%

Does not think

0%

18%

Not known

10％−

Not replied

25%

22%

(c) Utilization status
The number of SCORM assessor qualification acquired up to date is 50, and 34
qualifiers have been increased, compared with the last year, resulting in doubled
increase. As the result of surveillance, 70% of 20 eLC member companies has
qualifiers, and assessor propagation is successfully advancing. While,“Not-replied” among eLC non-members is high, and it regrets to say thatrecognition of assessor is still low.
Table 2-20

Utilization status of SCORM assessor system

Question content
Assessor qualifier
Upbringing schedule ofassessor qualifier

Replied item
Yes
Yes
No
Not replied

This year (eLC) Last year (eLC)
70％
26%
5％
30%
25％
50%
0％
20%

(2) SCORM compatible content validation system(a) Recognition
The recognition level of content validation system was extremely 93% high, andthe number of company “Does not know” was 0. Furthermore, in eLC
non-members, recognition level of this system is 70% high, and it indicates highneeds and interest to the content quality.

2-8

Table 2-21

Recognition level of content validation system

Question item

Replied item
Known

This year (eLC) Last year (eLC) eLC non-member
93％

90%

70%

Recognition

Does not know

0%

2%

20%

Not replied

6%

8%

10%

(b) Effectiveness“Thinks to be effectiveness” of the content validation system became 55%. The
choices of “Hard to judge” in the last year was not provided, however 40% has
shifted to the item this year, and the figure of “Thinks to be effectiveness” hasslightly decreased, compared with the last year. However, if “Does not think” iscompared, this year has drastically decreased the figure, and it can be said thatthe effectiveness has been recognizing from the figure that “Does not think”
among eLC non-members is 0”.
Table 2-22
Question content

Effectiveness

Effectiveness of content validation system

Replied item
Think

This year (eLC) Last year (eLC) eLC non-member
55%

60%

40％

Does not think

5%

26%

0%

Hard to judge

40%

−

20%

Not known0％−

Not replied

−

14%

40%

(c) Utilization status
When the content breakdown of development schedule for 1 year in the future(Vendors not described in number of development products are exempted fromthe subject) is observed, the distribution purpose contents are 9/company which
has drastically decreased from 20/company in the last year. As for this cause,the current major flow of this original content business has been shifting tocustom content by market change, and it therefore is assumed that there is
judgment that even content is developed for distribution purpose, recovery ofinvested cost would be difficult.
Furthermore, the SCORM compatible ratio of the distribution purpose contents
is still average 41% and does not reach 50%. The number of companies whowill be applying the SCORM validation of content is 5 which are only half. It isnecessary to pursuit understanding, advantage, etc, to the standardization.
Table 2-23
Question content

Utilization status

Item

This year

Last year

Distribution purpose
Non-distribution purpose

9
24

20
29

Development schedule SCORM compatibility(for this 1 year)
SCORM non-compatibility

41%
59%
5
5

50％
40％
5
5

Applies validation
Does not apply validation

2-9

(d) Issue and request
The reasons that do not apply the content validation are as: ① no advantage
after validation (3 companies); ② does not know how to apply validation (1company); ③ cost is issue (3 companies), and in the current system that validation
for the custom content can not be applied, it is considered that a large advantage
cannot be felt. Therefore, in the bailed development content, it is seemed to benecessary to immediately perform modification so as that validation can beapplied if a certain condition is cleared. If such point is improved, even vendors
who does not bring up assessor qualifiers due to the reason of “No advantage”,
it is considered to relate to by strongly appealing the advantage of qualifier
upbringing.
2.2.4

Developing assessor system to each AEN country

2.2.4.1 Review of status and development method of each country(1) Expectation to SCORM assessor system and each country status
Concerning the SCORM assessor system for interoperability foundation
introduced and suggested by Japan in the last year, AEN participating countries arehighly expecting this system. It is considered to be the reasons of that this is not
only maintenance of the interoperability foundation but an efficient aspect is also
economically evaluated as solution for human upbringing of e-Learning professional
who is assessor.
While, as the result studied by this working group, in order to establish theinteroperability foundation such as assessor system, it was cleared during debatethat statuses such as IT infrastructure and education of internet, etc. which eachcountry suffers and market scale and tendency of e-Learning would extremely
affect.
Due to that, Japan suggested a maturity model regarding the interoperability
foundation of e-Learning, based upon historical particulars of progress of Japaneseinteroperability foundation. Table 2-24 shows the maturity model.
Here, the process that the interoperability foundation is being maintained byclassifying into 5 phases is expressed by referring to the maturity model ofmanagement being generally used. Especially, it is assumed that existence oforganization and system supporting the foundation is extremely affecting.
During the conference in the last year, we for asked opinions to each country
representative regarding the maturity in each country, and it was found that Japan,
Korea and Singapore were in position of phase 4, and Malaysia, Thailand, Viet Nam
and Indonesia were in position of phase 2 – 3.
The utilization method of assessor system differs depending upon the maturity
phase of each country. For each country introduction of the assessor system, it isconsidered to be important to review depending upon the maturity phase of eachcountry and each country needs.

2-10Table 2-24

Maturity model of interoperability foundation

Stage

Phase

Description

１

Natural occurrence Concerning interoperability of e-Learning, individual personalis tackling with depending on individual necessity
stage

２

Controlled stage

Concerning interoperability of e-Learning, LMS vendors andcontent vendors discuss the interoperability being corresponded
to as organization, government and civil organization and body
have been established to control

３

Defined stage

Concerning interoperability of e-Learning, validation of LMS
product and technology for corresponding standard
establishment (SCORM, etc.) and interoperability is performed

４

Quantitatively
controlled stage

As to interoperability of e-Learning, any troubles regarding"interoperability that the compatibility validation concerning thecontent being integrally controlled including LMS and content isorganizationally performed, occurred, solution procedure has beenclearly stated.

５

Optimized stage

As for interoperability of e-Learning, the system that users cansafely purchase and use the products, has been maintained,
and continuously improved.

(2) Introduction study of assessor system compatible with maturity status of eachcountry
In order to perform the introduction study of assessor system compatible withthe maturity status and needs, each country needs to acquire wider information
related to the assessor system. Fortunately, wider information regarding theassessor system could be included in the SCORM training contents developed in
the last year. Table 2-25 shows the major description items of SCORM assessor
training contents.
Table 2-25

Major description items of SCORM assessor training content

Described item
SCORM assessor overview
SCORM assessor system requirement

SCORM 1.2 assessor overview
SCORM content creation method
SCORM compatibility inspection
Related document

Major description
・Advantage of qualification acquisition
・Necessity and role of assessor
・About qualification validation system
・SCORM assessor work
・LMM and content standard overview
・Standard compatible requirement
・SCORM content design point
・SCORM content creation exercise
・Compatibility inspection tool operation
exercise
・Interoperability problem know-how

In order to introduce the SCORM assessor system into each country, it is an
important that each country understands the SCORM assessor system andarranges the environment that SCORM engineers is educated.
Since SCORM assessor training contents created by both Japanese and English
languages, and performed explanation by voice, the SCORM assessor knowledge

2-11

can be learned, and engineers can be brought up if e-Learning can be supplied toeach country.
As the result reviewed by working group, the information supply method in orderto develop the assessor system in each country was determined to proceed withthe following policies:
・e-Learning site is to build, and the SCORM assessor training content is to supply
each AEN country as e-Learning service,・Countries where infrastructure maintenance is insufficient, is assumed, andit shall be also supplied as a text other than content, and・The SCORM 1.2 and 2004 standard compatible sample contents other than the
SCORM assessor training content shall be inserted into the above-mentioned
e-Learning site, and the SCORM technology shall be arranged to learn.
In countries where e-Learning indicated in the maturity model, is progressing, it isassumed to concretely study the SCORM assessor system introduction, andconcrete technique was determined to be future issue.

2-122.2.4.2

Questionnaire surveillance result to each AEN country(1) e-Learning propagation status in each country
The e-Learning propagation ratios in each country surveyed this time were mainlyclassified from the market scale data as follows: advanced group; semi-advanced
group; and developing group. This is shown in Table 2-26.
In the e-Learning propagation status in each AEN country, strong co-relation withinternet propagation ratio was observed. In the countries with more than 30% ofinternet propagation ratio, the e-Learning propagation ratios was also high, and the
reply that 10 – 30% were used by domestic enterprises and universities, wasobtained. Several ten content vendors and LMS vendors exist in these countries,
and business activity is performed.
Table 2-26

e-Learning propagation status and internet propagation ratio in each AEN
country

Semi-advanced
group
10 - 30%
10 - 30%Developing
group
Less than 10％
Less than 10％

Less than 10 billion
Several ten
companies
Several ten
companies
Many
No

Less than 1 billion

e-Learning is

e-Learning is

e-Learning is notpropagating, andpropagating, andalmost propagating,interoperability problem

interoperability problem

and interoperability

is also occurring/Content

is also occurring/Many

problem does not

distribution is advancing/

LMS and content

occur/Content

Many LMS and content

products are selling, anddistribution is notproducts are selling, andProducts employing

almost performed/LMS

products employing

SCORM standard are

and content products

SCORM standard arealso many

are not almost

Advanced group
Internet propagation ratio (%)
e-Learning propagation ratio (%)(proportion to number ofenterprise and bodyMarket scale (¥100 million yen)
Number of LMS vendor(company)
Content vendor (company)
Number of distributed producte-Learning propagation body
Propagation stage of e-Learning
and SCORM standard(assumption)

More than 30%
More than 30％

More than 10 billion

Several ten
companies
Several 100 toseveral 10 companies

Many
Yes

also many

Severalcompanies
Severalcompanies
Small
No

selling.

(2) Recognition to standardization in each country
The concept to standardization of e-Learning surveyed this time was comparedwith the concept of domestic enterprise. It will be as shown in Table 2-27. For therecognition to penetration ratio and importance of the standardization, figures ineach AEN country are much higher than Japan. Regarding the answer against thequestion of “Is standardization restricted to product?”, “No” is 75% in each AEN
country, while Japanese member answers are: “Hard to judge” is 45%.

2-13

Furthermore,concerningthequestionof“Is

information

disclosureforstandardization promotion progressing?”, 58% is “Yes” in each AEN country, while
51% is “No” in Japan. This may be due to language barrier, however we cannot denythat propulsion force of standardization will be insufficient.
Table 2-27

Recognition to standardization in each country
AEN each country
member

Questioned item tostandardization
Do you think standardization isimportant for your businessdevelopment?
Do you think standardization
has been penetrating into yourcountry?
Do you think standardization
becomes
importantfor
e-Learning users in future ?
Do you think standardization(SCORM) is sufficient specificationfor education service to be supplied?

Do you think standardization is
mandatory for content
distribution and reuse?
Do you think standardization
supports content development
cost reduction?
Do you think standardization
extends content product choice
range of client?
Do you think standardization
restricts product function and is
not desirable?
Is current information is
sufficient in order to realize
standardization?

Domestic
business
responsible
person/Development manager

Ye
s

No

Har
d to
judge

Not
known

Ye
s

No

Har
d to
judge

Not
known

92
%

0
%

0
%

8
%

60
%

14
%

22
%

2
%

92
%

8
%

0
%

0
%

34
%

34
%

26
%

3
%

75
%

17
%

0
%

8
%

58
%

8
%

28
%

3
%

25
%

50
%

17
%

8
%

17
%

40
%

28
%

12
%

83
%

8
%

0

8
%

69
%

12
%

15
%

0
%

42
%

25
%

17
%

17
%

38
%

23
%

31
%

5
%

75
%

0
%

17
%

8
%

65
%

11
%

22
%

0
%

8
%

75
%

8
%

8
%

11
%

40
%

45
%

2
%

58
%

33
%

0
%

8
%

28
%

51
%

12
%

6
%

%

(3) Recognition to validation system in each country
Country with high propagation ratio of e-Learning uses many ADL test suite, andmovement to aggressively improve interoperability is observed. Furthermore, many
countries are evaluating the validation system such as Japanese SCORM assessor
qualification system. This will be because compatibility to this validation isrecognized to be effective before interoperability is maintained.

As the reason ofless utilization of the ADL validation system, there were many opinions of “Cost is
expensive” and “System, etc. are not clear”.
Regarding the question of “Does your country have unique system to validate that
LMS/content are compatible the SCORM standard”, Korea, Singapore, Thailand
and Viet Nam have answered “Yes”. As to Korea and Singapore, it is considered tobe natural from their e-Learning progress, however it was unexpected that Thailand
and Viet Nam are applying such system. In addition to the above question, thefollowing 2 more questions were added. The replies obtained from 4 countries are
2-14

shown as follows:
The question was “How many LMS has been validated by your country system?”.
The answers were: 5 products in Korea, 10 products in Singapore, 1 product inThailand and 2 products in Viet Nam, which are less quantity compared with 19
products (as of end of February 2006) in Japan. Furthermore, the question was“How many content has been validated by your country system?”. The answers
were: Korea is no reply, 6 products in Singapore, Thailand is not known and 2
products in Viet Nam while Japan is 32 products, and it therefore can be said thatvalidation in Japan is much advanced.
In the next, concerning the question of “Do you think SCORM validation system ofJapanese content (indirect validation system by assessor) is effective?”, “Yes” was
33%, “No” was 0%, “Hard to judge” was 53% and “Not known” was 13%.
Furthermore, concerning more specific question of “Are you willing to employ the
SCORM validation system of Japanese content?”, “Yes” was only 1 country whichclearly stated their will, and all the rest was “Not known” or not replied.
Anyhow, image and atmosphere of the validation system will be future technology,
and leading country of Japan will need to make more effort to settle the system.
2.2.4.3

Supply of assessor training content by content presentation site architecture

In order to aim at understanding the SCORM assessor system in each AEN country,
the site called “Content presentation site” to learn the SCORM assessor training
system by e-Learning, was architected.
Since this site is e-Learning site, various contents other than assessor training
content can be loaded to learn. Furthermore, LMS corresponding to both SCORM 1.2
and 2004 standards was employed so that both contents of SCORM 1.2 and 2004
standards could be loaded. This site will be supplying to each AEN country and Japanfor a while as APS service with free of charge.
Constitution image of this site is shown in Figure 2-6.
This site is linked from the AEN portal site, and consists of English version site (topscreen) for each AEN country and Japanese version sites.
The contents as shown in Table 2-28 will be loading as the content that can belearned by this site.

Content presentationsite (English version)

Learning system (SCORM1.2
compatible LMS）

Content presentationsite (Japanese version)

Learning system (SCORM
2004 compatible LMS）

AEN portal
site

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Figure 2-6
Table 2-28

Architecture view of content presentation site

Content list that will be loading on content presentation site
Content name1
2

3

Content description

SCORM assessor training content
SCORM
2004
content
know-how(Boy’s baseball edition)
SCORM
2004
content
know-howcreationcreation(skill check edition of information
processing engineer examination)

4

SCORM
2004
content
creationknow-howskill
up
editionof
information
processing engineer examination)

5

SCORM 1.2 content creation know-how

Learning of knowledge required for SCORM
assessor qualification acquisition
Learning of SCORM 2004 standard
compatible content creation knowledge usedcase of boy’s baseball
Learning of SCORM 2004 standard
compatible content creation knowledge usedcase of information processing engineer
examination
Learning of SCORM 2004 standard
compatible content creation knowledge usedcase of information processing engineer
examination
Learning of content creation knowledge of
SCORM standard compatible high study effectNote) Item Nos. 3 – 5 load only Japanese version.
2.2.5
2.2.5.1

Expansion of SCORM assessor system and Engineer level up
Corresponding to SCORM 2004 standard

The SCORM assessor being operated is subject to SCORM 1.2, and the assessor
training content is also subject to SCORM 1.2. Therefore, together with surveillanceof SCORM 2004 which a latest standard, creation of the assessor training content
corresponding to 2004 was studied, and prototype version was developed.
(1) Objective① Development of prototype version of SCORM 2004 assessor training content
The training content related to SCORM 2004 was built-in as black box SCO,
and it is to design so that SCO can be easily changed and SCORM 2004
orientation can be done.
② Utilization as SCORM 2004 training material
It shall be the content built in feature of SCORM 2004, and shall be able to use
as the training material of SCORM 2004 content development. Especially,
simple sequence shall be supported.
(2) Creation (preparation) policy① The SCORM 1.2 compatible training content is the education content for
upbringing of SCORM assessor, and explains the creation method of SCORM
1.2 compatible content. This content itself is the SCORM 1.2 compatible
content. Using this content, the content that is operated with SCORM 2004
LMS is to be created.
② All sections of the existing contents are to be modified for the SCORM 2004
compatible contents, however the description is not changed. UI and screen

2-16layout is to use existing content.
③ By assuming addition of sections in future, sections of black boxes are to beprovided.
④ Using the pre-examination, insufficient skill of learner’s level has to be judged.
Constitution (sequencing) to let him learn only category compatible toinsufficient skill is to be provided.
⑤ After completion of learning, the post-examination (random examination)) is toperform. Correct answer ratio is to output based on the post-examination result.
Further, part required for learning shall be displayed.
⑥ LMS navigation shall be operated from the content side. With movement button
to next SCO at LMS side not displayed, the function of “Move to next SCO fromthe content side” is to be entered.
(3) Effect of SCORM 2004 material① Possessed skill of learner is to be investigated with the pre-examination, and let
him learn only insufficient skill. Efficiency of learning and personalization can becontrived.
② Understanding level of learner to the learning target is to be investigated withthe pre-examination. In the case of insufficient understanding, let him re-learn,
and let him understand perfectly.
(4) Material constitution
Pre-examination

Learning

Post-examination

Skill level of learneris to be judged

Only category
related to insufficient
skill found by preexamination is tolearn

Final testing. Entire
understanding is to bechecked. Entire passassumption ratio is tobe figured out. Category
required for further
learning is to be shown.

Figure 2-7

Constitution of SCORM 2004 assessor training content

2-172.2.5.2

Improvement of content creation technology

The role of SCORM assessor is to develop the content with interoperability
complied with the SCORM standard, however in addition to that, it is an importantthat learning efficiency and learning understanding level are high as well as
attractive content can be developed for the learner. Therefore, this working group
reviewed regarding the SCORM standard compatibility and the content developmentwith high learning effect. As the result of review, it was judged to be effective thatgeneral purpose material sample (content case) with high learning effect by learning
purpose shall be created and shall be disclosed to the assessor qualifiers and thecontent development engineers, and 7 types of content vase were created.
(1) Objective
・To comply with the SCORM standard, and to create general purpose content
case with high learning effect, and・To improve engineering level of content development engineer of assessor, etc.
by disclosure of the content case created.
(2) Content case created
7 types of content case were created this time. The type and feature are shown in
Table 2-29. This case will be inserting into the “Content presentation site”.
Table 2-29
No.
1
2

Content case with high learning effectContent case name
Explanation material
by text

FeatureRecord of learning memo, learning support ofdetailed description and partial printing of screen

Explanation material
by animation

Learning by lecture style with video and narrationsynchronized3

Examinationmaterial

Question of text style selection and automaticscoring and point out of weak item

4

Role play type material

Knowledge application learning of motivation
continuous type by communicating system and learner

5

Simulation
type
material (false operation)

False operation learning of device, etc. that can beexperienced without use of actual device

6
7

Simulation
type
material(software operation)
Simulation
type
material(data input check)

Repeated learning of computer screen operation
Experience learning that one learning case is repeated
and deeply understands through versatile verification

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(3) Introduction of content case
The simulation type material (false operation) is to be introduced. This case is thefalse operation material that can be experienced without providing actual device,and the major features are as follows:
Operational explanation of equipment by paper is generally to hardly understandthe flow of operation due to still image, however since e-Learning is easy tounderstand actual device image, and the operation procedure can be actually
performed by learner himself, and the learning effect is remarkably improved. This
also has advantage that expensive equipment is not provided for learner. As
utilization examples, there are maintenance learning material such as IT device, etc.
and training material, etc. before actual device operation such as special vehicle,
etc. The following shows the screen example:

Figure 2-8

Content case with high learning effect2-19

2.2.6

Information exchange with each AEN country

2.2.6.1

AEN-WG2 International Conference(1) Conference overview
The AEN-WG2 International Conference was held in Tokyo in December 14, 2005.
9 participants form 9 overseas countries and 7 participants from Japan wereattended, and presentation of each country status and opinion exchange regarding
validation system, etc. were performed.
(2) Participants
Table 2-30

International conference participant list

Country name

Participant name

China

Mr. YuIndonesia

Mr. Siangian

Korea

Mr. Park

Malaysia

Mr. Hasan

MyanmarDr. Thanda

Philippine

Dr. teehankee

Singapore

Mr. TanThailand

Mr. Sinthupinyo

Viet Num

Dr. Nguyen

Japan

Miyazawa chairman, Ikebe, Kumazawa, Masujima

Secretariat

Munemoto, Kobayashi, Yoshino(3) Report description of each country(a) Japan
・Presentation of overview of SCORM assessor qualification system, training
content supply, etc.
(b) Thailand
・The product acquired ADL validation by the site of “NSRDA Online Learning
Project” is opening, and・Two conferences for SCORM promotion were held this year.
(c) Myanmar
・Presentation of tacking with such as IT multimedia school, e-Learning center,etc.
(d) Korea
・Joint activity of ADL and KIEC（Korea Institute for Electronic Commerce）isaggressively implementing,

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・ADL test center was opened,・Of approximately 1000 content vendors in Korea, 10% of them can create the
SCORM compatible contents,
・The government is making them accelerating standardization by SCORM andpropagation nationwide, and is supporting the content vendors. In future,they will build the test center of global level focused to SCORM.
・Korea is developing nationwide scale service of government subjectivity called
Cyber Home Leaning System. 15 local institutes developed the SCORM
compatible LMS and content respectively, and the metadata was summarized
by KERIS（Korean Education & Research Information Service）,and were
distributed nationwide. The content development scale is 50 courses, and １
course consists of 80 learning objects.
・The e-Learning support budget of government was $6 million in 2005, and will
be increasing in next year. The government is making best effort for e-Learning
promotion and foundation construction.
(e) Malaysia
・ Utilization of e-Learning called “Smart School project” is progressing at
nationwide schools. e-Learning is corresponding to the SCORM 1.2 standard.
・We would like Japan to advise regarding the assessor system to the content
development companies. We also would like to think of how the SCORM
assessor system can be established by our country.
(4) Opinion exchange(a) Regarding SCORM assessor system
・The SCORM assessor qualification system is the system for interoperability,
and we do not depend on it since it does not measure the content quality. It isbetter to judge all content qualities and SCORM compatibility by public institutesuch as the e-Learning center. (Malaysia)
・Is this system applied to only Japanese product? (Malaysia)→ We have experienced validation of Korean product. (Japan)
・eLc is currently validating assessor, however can this be validated in eachcountry? (Singapore)→ We are developing based upon the present system in each country, andwould like to validate by each country. (Japan)(b) Regarding SCORM 2004 standard
・In Japan, how has shift to SCORM 2004 action been taken? In Malaysia, there
is resistance against SCORM 1.2→SCORM 2004. We would like you to supply
SCORM 2004 problems and sample contents on the site. (Malaysia)→ We will be supplying the SCORM 2004 guide and sample contents by

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activity in this year.
・In SCORM 2004, the instruction design and sequencing are most importance,
and the guide described these in details is required. (Korea)
・The content creation guide that uses SCORM 2004 feature and sample content
are currently preparing, and will be supplying to each country in March 2006.
(c) Regarding AEN activity
・We obtained a large outcome by participating the AEN activity. If holding ofInternational conference that each country gathered in the past is difficult, we
would like to exchange opinions using mail, etc. (Viet Nam)(d) Others
・ Currently, content development company is developing content by uniquestandard, and we are afraid of flooding of standards. From government
viewpoint, we wish SCORM to become assistance. (Indonesia)(5) Summery
Active opinion and information exchange regarding interoperability of the content
and propagation of assessor were performed, and behavior of earnest tackling ofeach country was observed. Especially, an interesting of participating countries to
Korean activities were high, and it was felt that such information exchange
opportunity was necessary.
Many participating countries are facing with various problems when they introduce
new standard and new system, and advice should be done by using Japaneseexperiences, and at the same time, it is considered that supporting an efficient
information share between participating countries would be future issue.
(6) Confirmation of WG2 summarization
Concerning the following summarization, all participated members,
confirmed and agreed.
“The interoperability problems are extremely important for e-Learning propagation.
Especially, the information exchange of interoperability from contents is also
necessary. The community established through this AEN activities should becontinued, and it is necessary to be able to continue the information exchange.
The e-Learning initiative will end up by this time, however By reviewing eachcountry status in future, it is an important to continue low cost and highperformance activity using mail, web, etc.

2-222.2.7 Summery of activity outcomes
2.2.7.1 Activity outcomes(1) AEN development of assessor system by supply of SCORM assessor training
contents
The mechanism to supply the SCORM assessor training content to each AEN
country was provided as e-Leaning service. Each AEN country became possible
to introduce and review the assessor corresponding to e-Learning propagationlevel and needs of their country.
(2) Operation status and evaluation of SCORM assessor system
Total number of the SCORM assessor acquired qualifiers is 50, is transiting
successfully, and it is assumed to be increased by 150 in future.
In order to evaluate the effectiveness of validation system, the interoperability
check experiment of the validated products (LMS and content) was performed, andit was found there is no problem on interoperability.
(3) Status of each country and information exchange
Each AEN country is promoting SCORM propagation. Singapore, Viet Nam,
Malaysia and others are studying SCORM assessor introduction. Under
government instruction, Korea is emphasizing to propagate SCORM technology
and e-Learning in cooperation with ADL.
(4) Development of prototype version of SCORM 2004 assessor training content
The prototype version of training content was developed for preparing SCORM
2004 assessor system propagation.
(5) Creation and disclosure of content case for content development technology
improvement
7 types of content case with high educational effect that became reference ofcontent creation, were created, and were disclosed at the presentation site.
2.2.7.2 Future issue(1) Promotion support of AEN development of SCORM assessor system
Each AEN country provided information acquisition technique required for
introduction review of SCORM assessor system. In future, installation of
consultation window for introduction/review of each country and embodiment isrequired.
(2) Review and implementation of increase measure of validated content
The validated contents are not increased, compared with the number of content
development. Validation system, validation advantage, etc. are re-studied, andincrease of the validated contents should be planned.
(3) Continuation of information exchange with each country
The interoperability problem is most important for e-Learning propagation.
Especially, the information exchange regarding interoperability from content side
is required. This community established through this AEN activity should becontinued in order to be able to continue the information exchange. e-Learning
initiative by AEN is concluded with this time, however in future, it is necessary tocontinue low cost and high performance activity using mail, web, etc. by reviewing
each country status.

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