week 2 comment on Joe Hubber's blog

WEEK 2 READING 7: ADL/STANDARDS/SCORM
MONDAY, JULY 5, 2010


The primary purpose of Advanced Distributed Learning (ADL) is to harness the power of technology to deliver and distribute education and training (ADL vision). ADL is responsible for the creation and development of the Sharable Content Object Reference Model (SCORM) initiative, which would allow for Learning Management Systems (LMS) to be used interchangeably without proprietary constraints. The main function of SCORM content is that it has the ability to be used within a variety of systems in order to recognize students and relay their success and mastery of a certain subject or topic (Basic SCORM concepts, 2008). Provided that the LMS is SCORM conformant, the SCORM is interchangeable across a variety of platforms, which leads to the reusability of the original content.

In 2006, ADL partnered with Florida Virtual Schools (FLVS) to create a virtual school program and develop an innovative curriculum that would allow students to use technology to meet their ever-changing educational needs (Pozo-Olono, 2006). The SCORM approach was utilized in order to integrate additional technology into the present courses. This new content took the shape of virtual microscope labs, simulation games, blogging, podcasting, and mobile technology applications. Using the SCORM open model, FLVS was able to adapt content from multiple sources to create a comprehensive program with e-learning capabilities that are able to take full advantage of the reusability quality of SCORM content.

As Pozo-Olono (2006) reported, FLVS is looking to work with ADL to develop a 3-year plan to enable teachers to track student progress and customize lessons based on individual progress more effectively. Using the SCORM approach, students will be able to access and search for topics and/or lessons with greater success and ease.

One FLVS student (A. Aggarwal, personal communication, July 13, 2010), states that the ease of use with FLVS is present. In addition to homework assignments, the platform offers interactive games, which aid with lesson comprehension. For those concerned about the lack of contact with instructors, FLVS has incorporated this aspect in. Aggarwal states that the instructor contacts the student and the parent a minimum of once a week to discuss progress. Both students and parents have access to the online platforms.

FLVS educator Mike Findley (2000) allays the fears of those concerned with the use of virtual classrooms in regards to the social aspect and usability of virtual platforms. Thanks to the use of the SCORM initiative, FLVS has branched out to create Florida Virtual School Global Services. This program provides highly qualified instructors throughout the United States the opportunity to teach courses in the program. With this addition, FLVS is now able to offer expanded curriculum choices as well as extra-curricular club activities.