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What is Sharable Content Object (SCO)

Handbook of Research on E-Learning Standards and Interoperability: Frameworks and Issues
It’s the learning object itself.
Published in Chapter:
Building a Framework for an English Language Course in an LMS with SCORM Compliant Learning Objects and Activities
Francisco Arcos (University of Alicante, Spain) and Pablo Ortega (University of Alicante, Spain)
DOI: 10.4018/978-1-61692-789-9.ch011
The human mind needs order to understand anything and, in this respect, standards are essential because they impose order on the world. More specifically, standards are bringing great new benefits to the e-learning realm. For instance, by adhering to standards, courseware builders can construct components completely independent of the management systems under which they are intended to run—that‘s interoperability. There is a tough struggle nowadays to find the most appropriate specification for learning content and to assure it is fully operative across the existing LMSs (Learning Management Systems) in the market. In that authors view, SCORM (Sharable Content Object Reference Model) is coming afloat, outplaying most —if not all— its competitors. For that reason, the authors have been using SCORM learning objects to manage their course in Moodle for their students of English at the University of Alicante, obtaining so far satisfactory results. The authors‘ purpose in this article is twofold: on the one hand, they give an account of the problems they have met using SCORM in Moodle and how they have solved them. On the other, they explain the guiding aims of their Language Blend, which broadly said are the following: to set up a standard in language learning by means of a framework, wherein e-learning and in-person lectures merge strategically so that the benefits of both are enhanced.
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A SCO is similar to a content package, infact they will both include a manifest file that is much the same. The primary difference between a content package and a SCO is the interactivity found in a SCO. In addition to metadata, organizations, and resources found in the manifest of content packages, SCOs will also contain dependencies or sequencing rules. A SCO can then have multiple paths through the content based on the results of a quiz, or exercise for example. If a student fails a quiz, a dependency for advancing is not met, so they might be guided through a remedial section of the SCO before being allowed to continue on to the next level. A SCO is viewed or played in a SCORM Run Time Environment (RTE).
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