ISO/IEC TR 29163-1:2009

Information technology — Sharable Content Object Reference Model (SCORM®) 2004 3rd Edition — Part 1: Overview Version 1.1

ISO/IEC TR 29163-1:2009 provides an overview of the Sharable Content Object Reference Model (SCORM®) 2004 3rd Edition documentation suite, the SCORM® 2004 3rd Edition Conformance Test Suite and SCORM® 2004 3rd Edition Sample Run-Time Environment.

Technologies de l'information — Modèle de référence d'objet de contenu partageable (SCORM®) 2004 3e édition — Partie 1: Exposé général Version 1.1

General Information

• Status: Published
• Publication Date: 02-Dec-2009
• ICS: 03.100.30 - Management of human resources
• ICS: 35.240.90 - IT applications in education
• ICS: 35.240.99 - IT applications in other fields
• Technical Committee: ISO/IEC JTC 1/SC 36 - Information technology for learning, education and training
• Drafting Committee: ISO/IEC JTC 1/SC 36 - Information technology for learning, education and training
• Current Stage: 9093 - International Standard confirmed
• Completion Date: 28-Sep-2021

Standards Content (Sample)

TECHNICAL ISO/IEC
REPORT TR
29163-1
First edition
2009-12-15


Information technology — Sharable
Content Object Reference Model
(SCORM®) 2004 3rd Edition —
Part 1:
Overview Version 1.1
Technologies de l'information — Modèle de référence d'objet de
contenu partageable (SCORM®) 2004 3e édition —
Partie 1: Exposé général Version 1.1




Reference number
ISO/IEC TR 29163-1:2009(E)
©
ISO/IEC 2009

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ISO/IEC TR 29163-1:2009(E)
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ISO/IEC TR 29163-1:2009(E)
Foreword
ISO (the International Organization for Standardization) and IEC (the International Electrotechnical
Commission) form the specialized system for worldwide standardization. National bodies that are members of
ISO or IEC participate in the development of International Standards through technical committees
established by the respective organization to deal with particular fields of technical activity. ISO and IEC
technical committees collaborate in fields of mutual interest. Other international organizations, governmental
and non-governmental, in liaison with ISO and IEC, also take part in the work. In the field of information
technology, ISO and IEC have established a joint technical committee, ISO/IEC JTC 1.
International Standards are drafted in accordance with the rules given in the ISO/IEC Directives, Part 2.
The main task of the joint technical committee is to prepare International Standards. Draft International
Standards adopted by the joint technical committee are circulated to national bodies for voting. Publication as
an International Standard requires approval by at least 75 % of the national bodies casting a vote.
In exceptional circumstances, the joint technical committee may propose the publication of a Technical Report
of one of the following types:
— type 1, when the required support cannot be obtained for the publication of an International Standard,
despite repeated efforts;
— type 2, when the subject is still under technical development or where for any other reason there is the
future but not immediate possibility of an agreement on an International Standard;
— type 3, when the joint technical committee has collected data of a different kind from that which is normally
published as an International Standard (“state of the art”, for example).
Technical Reports of types 1 and 2 are subject to review within three years of publication, to decide whether
they can be transformed into International Standards. Technical Reports of type 3 do not necessarily have to
be reviewed until the data they provide are considered to be no longer valid or useful.
Attention is drawn to the possibility that some of the elements of this document may be the subject of patent
rights. ISO and IEC shall not be held responsible for identifying any or all such patent rights.
ISO/IEC TR 29163-1, which is a Technical Report of type 3, was prepared by the Advanced Distributed
®
Learning (ADL) Initiative (as SCORM 2004 3rd Edition Overview Version 1.1) and was adopted, under a
special “fast-track procedure”, by Joint Technical Committee ISO/IEC JTC 1, Information technology, in
parallel with its approval by the national bodies of ISO and IEC.
ISO/IEC TR 29163 consists of the following parts, under the general title Information technology — Sharable
®
Content Object Reference Model (SCORM ) 2004 3rd Edition:
⎯ Part 1: Overview Version 1.1
⎯ Part 2: Content Aggregation Model Version 1.1
⎯ Part 3: Run-Time Environment Version 1.1
⎯ Part 4: Sequencing and Navigation Version 1.1

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Advanced Distributed Learning (ADL)



Sharable Content Object Reference
Model (SCORM)® 2004 3rd Edition

Overview Version 1.1















For questions and comments visit the
Ask The Experts at ADLNet.gov


SCORM® is a registered trademark of the Department of Defense, an agency of the United States
government, located at The Pentagon, Washington, DC 20301.
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Chief Technical Architect
Philip Dodds



Technical Editor
Schawn E. Thropp










Acknowledgements
ADL would like to thank the following organizations and their members for their
continued commitment to building interoperable e-learning standards and specifications:
Alliance of Remote Instructional Authoring & Distribution Networks for
Europe (ARIADNE) (http://www.ariadne-eu.org/)

Aviation Industry CBT Committee (AICC) (http://www.aicc.org/)

Institute of Electrical and Electronics Engineers (IEEE) Learning
Technology Standards Committee (LTSC) (http://ltsc.ieee.org/)

IMS Global Learning Consortium, Inc. (http://www.imsglobal.org/)

ADL would also like to thank the ADL Community for their commitment and
contribution to the evolution of SCORM.

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Table of Contents


SECTION 1  SCORM® 2004 OVERVIEW. 1-1
1.1.  ABOUT THIS DOCUMENT. 1-3
1.2.  INTRODUCTION TO THE SHARABLE CONTENT OBJECT REFERENCE MODEL . 1-4
1.2.1.  The “ilities” – Conceptual Starting Point for SCORM. 1-5
1.2.2.  Learning Management Systems (LMSs) . 1-6
1.2.3.  SCORM and Other Standards Activities . 1-7
1.3.  SCORM 2004 3RD EDITION. 1-8
1.3.1.  The Organization of SCORM. 1-10
1.3.2.  The SCORM 2004 3rd Edition Content Aggregation Model Book. 1-11
1.3.3.  The SCORM 2004 3rd Edition Run-Time Environment Book . 1-13
1.3.4.  The SCORM 2004 3rd Edition Sequencing and Navigation Book . 1-14
1.3.5.  SCORM 2004 3rd Edition Conformance Requirements . 1-14
1.3.6.  SCORM Conformance Test Suite . 1-15
1.3.7.  SCORM 2004 3rd Edition Sample Run-Time Environment . 1-16
1.4.  COMMONLY USED TERMS IN SCORM. 1-17
APPENDIX A  ACRONYM LISTING. A-1
ACRONYM LISTING. A-3
APPENDIX B  REFERENCES.B-1
REFERENCES.B-3
APPENDIX C  DOCUMENT REVISION HISTORY .C-1


List of Figures


Figure 1.2.2a: Highly generalized model of an LMS . 1-6
Figure 1.3a: SCORM 2004 Evolution . 1-9
Figure 1.3.1a: SCORM Bookshelf . 1-10
Figure 1.3.3a: Conceptual Content Package. 1-12
Figure 1.3.5a: Conceptual Activity Tree and Clusters . 1-14


List of Tables


Table 1.3.1a: SCORM Book Coverage . 1-11

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SECTION 1
SCORM® 2004 Overview

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1.1. About This Document
The United States Department of Defense (DoD) and the White House Office of Science
and Technology Policy (OSTP) launched the Advanced Distributed Learning Initiative
(ADL) in November 1997. The vision of the ADL Initiative is to provide access to the
highest quality learning and performance aiding, that can be tailored to individual needs,
delivered cost-effectively anytime and anywhere. The ADL Initiative aims to accelerate
large-scale development of dynamic and cost-effective learning software and systems and
to stimulate the market for these products.
As a foundation for accomplishing those goals, ADL’s Sharable Content Object
Reference Model (SCORM) aims to foster the creation of reusable learning content as
"instructional objects” within a common technical framework for computer-based and
Web-based learning. SCORM describes that technical framework by providing a
harmonized set of guidelines, specifications and standards based on the work of several
distinct e-learning specifications and standards bodies. These organizations continue to
work with ADL, developing and refining their own e-learning specifications and
standards, and helping to build and improve SCORM.
This document provides an overview of the SCORM 2004 3rd Edition documentation
suite, the SCORM 2004 3rd Edition Conformance Test Suite and SCORM 2004 3rd
Edition Sample Run-Time Environment. It is written at an intentionally high level. The
technical details of SCORM can be found in three stand-alone documents, or books that
cover the Content Aggregation Model (CAM), the Run-Time Environment (RTE) and
Sequencing and Navigation (SN).
This third edition is released in response to enhancements identified by the ADL
Technical Team and the ADL Community at large, as well as updates to specifications
and standards work that have taken place since the release of SCORM 2004 2nd Edition,
in July 2004.
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1.2. Introduction to the Sharable Content Object
Reference Model
"SCORM" stands for "Sharable Content Object Reference Model." A "reference model"
is something that shows what kinds of services will be needed to solve a particular
problem, how they can be put together, the relevant standards that apply, and how they
might be used.
There are three primary criteria for a reference model such as SCORM. First, it must
articulate guidelines that can be understood and implemented by developers of learning
content. Second, it must be adopted, understood and used by as wide a variety of
stakeholders as possible -- especially learning content and tool developers and their
customers. Third, it must permit mapping of any stakeholder’s specific model for
instructional systems design and development into itself. Stakeholders must be able to
see how their own model of instructional design is reflected by the reference model they
hold in common.
Up-front investment is required to develop and convert learning content for technology-
based presentation. These investment costs may be reduced by an estimated 50-80
percent through the use of learning content that is accessible, interoperable, durable and
reusable.
Procedures for developing such learning content are state-of-the-art in e-learning, but
they must be articulated, accepted and widely used as guidelines by developers and their
customers. These goals can be achieved through collaborative development.
Collaboration will increase the number, quality and per-unit value of learning content.
Such collaboration requires agreement upon a common reference model.
ADL architects recognized early the need for a reference model that would specify
learning content and its labeling, storage, and presentation in distributed learning.
SCORM provides a coordinating model of standard practices that can be generally
accepted and widely implemented throughout the distributed learning community.
SCORM helps define the technical foundations of a Web-based learning environment. It
is a model that references and integrates a set of interrelated technical standards,
specifications and guidelines designed to meet high-level requirements for learning
content and systems. SCORM describes a “Content Aggregation Model” and a “Run-
Time Environment ” for instructional objects to support adaptive instruction based on a
learner's goals, preferences, prior performance and other factors. SCORM also describes
a “Sequencing and Navigation” model for the dynamic presentation of content based on
learner needs.
SCORM seeks to knit together the contributions of disparate groups and interests in the
distributed learning community. It is intended to coordinate emerging technologies and
capabilities with commercial/public implementations.
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1.2.1. The “ilities” – Conceptual Starting Point for SCORM
To help stimulate industry agreement and to realize such a model, SCORM adapts the
object properties listed above into high-level functional requirements for all SCORM-
based e-learning environments. These requirements are known as ADL’s “ilities,” and
they form the foundation on which all changes and additions to SCORM are based.
These “ilities” are as follows:
Accessibility: The ability to locate and access instructional components from one
remote location and deliver them to many other locations.
Adaptability: The ability to tailor instruction to individual and organizational
needs.
Affordability: The ability to increase efficiency and productivity by reducing the
time and costs involved in delivering instruction.
Durability: The ability to withstand technology evolution and changes without
costly redesign, reconfiguration or recoding.
Interoperability: The ability to take instructional components developed in one
location with one set of tools or platform and use them in another location with a
different set of tools or platform.
Reusability: The flexibility to incorporate instructional components in multiple
applications and contexts.
In addition to these “ilities,” another foundational concept for SCORM is “the Web-based
assumption,” which asserts that the Web provides the best opportunity to maximize
access to and reuse of learning content. ADL made this assumption for several reasons:
• Web-based technologies and infrastructure are rapidly expanding and provide a
mainstream basis for learning technologies.
• Web-based learning technology standards do not yet exist in widespread form.
• Web-based content can be delivered using nearly any medium (e.g., CD-ROM,
stand-alone systems and/or as networked environments).
The Web-based assumption embraces industry’s transition to common content and
delivery formats. Computer operating system environments now natively support Web
content formats. The trend is toward the use of common formats that can be used locally,
on local intranets or over the Web. SCORM extends this trend to learning technologies.
Combining the “ilities” with the Web-based assumption, SCORM’s operational
principles offer the following abilities:
• The ability of a Web-based LMS to launch content that is authored using tools
from different vendors and to exchange data with that content.
• The ability of Web-based LMS products from different vendors to launch the
same content and exchange data with that content during execution.
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• The ability of multiple Web-based LMS products/environments to access a
common repository of executable content and to launch such content.
A key function of an LMS in the ADL context, then, is to manage the run-time
experience the learner has with the learning content.
1.2.2. Learning Management Systems (LMSs)
“LMS” is a catchall term in SCORM. It refers to a suite of functionalities designed to
deliver, track, report on and manage learning content, learner progress and learner
interactions. “LMS” can apply to very simple course management systems, or highly
complex enterprise-wide, distributed environments. A highly generalized model showing
potential components or services of an LMS is shown in Figure 1.5.3a. Many people
now use the term LMS instead of CMI (computer-managed instruction) to indicate the
inclusion of new functionalities and capabilities not historically associated with those
older systems. These include: back-end connections to other information systems,
sophisticated tracking and reporting of student activity and performance, centralized
registration, online collaboration and adaptive content delivery.

Figure 1.2.2a: Highly generalized model of an LMS
LMS implementations vary widely. SCORM focuses on interface points between
instructional content and LMS environments, and is silent about the specific features and
capabilities provided within a particular LMS. This allows individual vendors to provide
an array of instructional-management services, and an array of competitive alternatives,
while maintaining the important SCORM goal of interoperability.
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In SCORM, “LMS” implies a server-based environment that has the capacity for
managing and delivering content to learners. In other words, in SCORM, the LMS
determines what to deliver and when, and tracks progress and performance as the learner
moves through the instructional program.
SCORM supports the notion of content comprised of reusable content objects aggregated
to form meaningful units of instruction. To support the goal of reuse, instructional
content may be prepared separately from context, or example, or advance organizers, or
perception checks, or assessment items. Instead, these additional elements of
instructional presentation may be included in an aggregation of various and different
types of content objects to meet a specific instructional goal. Highly granular content
objects can thus be designed for reuse in multiple contexts.
Content objects do not determine, by themselves, how to progress through an aggregation
of content objects that comprise a unit of instruction. Doing so would require content
objects to contain information about the possible suitability of other content objects
within an aggregation for an instructional sequence, which would limit reusability.
Instead, the LMS merely processes external defined sequencing rules which allows the
instructional content designer/developer to specify sequencing behavior independently
from the instructional content. Keeping sequencing separate from content allows for
individual learners to be directed toward individually responsive paths through the
program. It also allows for both sequencing prescriptions and content objects to become
more readily available for reuse in future applications.
1.2.3. SCORM and Other Standards Activities
ADL has adapted specifications, standards and guidelines developed by other
organizations to form an integrated reference model to meet the goals of SCORM. ADL
continues to work with these organizations to develop those specifications and standards.
ADL’s role involves:
• contributing technical ideas and concepts
• integrating and testing these specifications, standards and derivative works
• helping to bridge the gap between initial development and ultimate adoption by
industry.
Of the many organizations working on specifications related to e-learning, there are four
in particular that are key to SCORM. ADL encourages active participation in one or
more of these organizations in support of future specification development.
• Alliance of Remote Instructional Authoring & Distribution Networks for Europe
(ARIADNE) (http://www.ariadne-eu.org/)
• Aviation Industry CBT Committee (AICC)  (http://www.aicc.org/)
• Institute of Electrical and Electronics Engineers (IEEE) Learning Technology
Standards Committee (LTSC) (http://ieeeltsc.org/)
• IMS Global Learning Consortium, Inc. (http://www.imsglobal.org/)
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1.3. SCORM 2004 3rd Edition
SCORM 2004 3rd Edition introduces changes from past SCORM 2004 editions. The
changes continue to strengthen and solidify SCORM 2004. These changes fall into
several categories: clarifications of concepts, clarification of requirements, changes due
to standardization/specification efforts, best practices from the ADL Community,
enhancements and bug fixes.
One of the primary forces behind changes to SCORM has been the evolution of the
underlying specifications and standards. These include:
• IEEE Data Model For Content Object Communication
• IEEE ECMAScript Application Programming Interface for Content to Runtime
Services Communication
• IEEE Learning Object Metadata (LOM)
• IEEE Extensible Markup Language (XML) Schema Binding for Learning Object
Metadata Data Model
• IMS Content Packaging
• IMS Simple Sequencing.
With the release of SCORM 2004 3rd Edition, ADL has decided to place the versions of
each of the technical books to version 1.0. This marks the first version of these books
within the third edition of SCORM 2004. If changes are required to correct defects,
make enhancements or for clarification, it is expected that these internal versions will
change.
The key factors that have influenced changes found in SCORM 2004 3rd Edition were:
• The approval of the IEEE’s Standard for Extensible Markup Language (XML)
Schema Definition (XSD) Language Binding for Learning Object Metadata
(LOM) as a formal accredited IEEE Standard.
• The release of an IMS Global Learning Consortium, Inc. maintenance update to
the IMS Content Packaging Specification, the IMS Content Packaging
Specification Version 1.1.4.
• A SCORM Technical Working Group Meeting that was held to address several
reported issues with SCORM 2004 2nd Edition.
• Impacts due to continued evolution and stabilization of the ADL Registry.
• Feedback from the ADL Community:
o Discussions, lessons learned and issues collected at Plugfest 9,
International Plugfest II and other events.
o SCORM 2004 2nd Edition Addendums and resolutions to other reported
defects.
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o Various editorial and technical refinements based on feedback from the
ADL Community and lessons learned from SCORM implementers.
ADL encourages the ADL Community to implement to SCORM 2004 3rd Edition. This
edition corrects and clarifies issues raised with SCORM 2004 2nd Edition.
This document ties together the component documents that comprise SCORM 2004.
Figure 1.3a: SCORM Evolution below illustrates the evolution of SCORM 2004:

Figure 1.3a: SCORM 2004 Evolution
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1.3.1. The Organization of SCORM
SCORM is a collection, integration and harmonization of specifications and standards
that have been bundled into a collection of “technical books.” Nearly all of the
specifications and guidelines are taken from other organizations. These technical books
are presently grouped under three main topics: the “Content Aggregation Model (CAM),”
the “Run-time Environment (RTE)” and “Sequencing and Navigation (SN).”
SCORM integrates technology developments from groups such as IMS, AICC,
ARIADNE and the IEEE LTSC – within a single reference model to specify consistent
implementations that can be used across the e-learning community.

Figure 1.3.1a: SCORM Bookshelf
While the various SCORM books can stand-alone, there are areas of overlap. For
instance, while the RTE book focuses primarily on communication between content and
LMSs, it frequently refers to the different types of content objects conducting that
communication: Sharable Content Objects (SCOs). More details about SCOs are found
in the CAM book. Similarly, while the SN book covers the details of SCORM
sequencing and navigation, the RTE book deals with content delivery and gives high-
level information on how an LMS determines which piece of content to deliver at any
given time. Table 1.3.1a summarizes the books.
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Table 1.3.1a: SCORM Book Coverage
SCORM Book Concepts Covered Key SCORM Areas of Overlap
Technologies
Covered
Overview High-level conceptual Introduction to Covers areas of the
information. numerous high-level CAM, RTE and SN
elements of SCORM books at a high level.
terminology.
Content Aggregation Assembling, labeling SCO, Asset, Content SCOs and manifests.
Model (CAM) and packaging of Aggregation, SCOs communicate
learning content. Package, Package with an LMS via the
Interchange File (PIF), RTE. Manifests
Metadata, Manifest, contain Sequenci
...