續
Integration and Deployment of Educational Games in e-Learning Environments: The Learning Object Model Meets Educational Gaming
「集成和部署教育遊戲在網上學習環境：學習對象模型滿足教育遊戲」
The potential of videogames for education
The academic interest in studying the educational potential of computer and videogames has rapidly increased in the last few years. The trend started with some seminal works about the relation between the motivation and engagement provided by games and learning, such as (Malone 1981a) or (Lepper and Cordova 1992). From these works, many authors have highlighted how games can keep people of different conditions focused and concentrated on a task during long periods of time. In fact, further studies about what make learning fun have identified aspects that are aligned with learning principles (Jenkins et al. 2003; Aldrich 2004; Becker 2007; Gee 2007), favoring the development of skills and competences rather than fact memorization.
電子遊戲的潛在教育
學術研究興趣教育潛力的電腦及電子遊戲已迅速增加，在過去數年。這種趨勢一開始一些開創性的工作有關的動機之間的關係和接觸提供遊戲和學習，如（馬龍1981a）或（萊佩爾和科爾多瓦1992年）。從這些作品中，許多學者都強調了如何遊戲可以使人們的不同情況突出重點，集中在一個長期的任務時的時間。其實，進一步研究學習的樂趣是什麼使已經確定的方面是一致的學習原則（Jenkins等。2003年;奧爾德里奇2004年貝克爾2007;吉2007年），有利於發展的技能和能力，而不是事實的記憶。
However, as some recent meta-analyses and literature reviews (Hays 2005; Dondlinger 2007) reveal, the conclusions of the research on game-based learning are disparate. Although multiple authors identify signs to argue in favor of the benefits of this approach, its effectiveness has not been demonstrated thoroughly yet. Some researchers reached no significant conclusions, others could not prove game-based learning to be better than other instructional approaches, and others are some times questioned because of the methods used in their experiments (Hays 2005).
不過，由於最近一些薈萃分析和文獻（海斯2005年Dondlinger2007年）顯示，該研究的結論，對遊戲為基礎的學習是不同的。雖然多位作者識別標誌，認為贊成這種做法的好處，其成效還沒有徹底得到證實。一些研究人員沒有達成重要結論，其他人不能證明遊戲式學習要優於其他的教學方法，以及其他一些時間質疑，因為在他們的實驗中所用的方法（海斯2005年）。
However, even if this line of research is still under discussion, there are enough evidences and cases of successful (past and present) applications of instructional videogames and game-like simulations in real contexts, which indicates a high interest in this approach (Aldrich 2004; Lunce 2006; Michael and Chen 2006; de Freitas and Jarvis 2007). From this perspective, the main objective of this work is not to further elaborate on the pedagogical discussion, but to study some of the technical issues that represent a barrier for the introduction of game-based learning initiatives in our educational processes. Reducing these barriers should facilitate further research about the specific educational values of game-based learning.
然而，即使這條線的研究仍在討論中，有足夠的證據和案件成功的（過去和現在）的應用教學視頻遊戲和遊戲般的模擬實際情況下，這表明了這種方法的高息（愛蝶2004; Lunce2006年，邁克爾與陳2006年德弗雷塔斯和賈維斯2007年）。從這個角度來看，這項工作的主要目的不是為了進一步闡述的教學討論，而是要研究一些技術問題，代表了屏障遊戲的引進為基礎的學習活動在我們的教育過程。減少這些障礙，應有助於進一步研究有關具體教育價值的遊戲式學習。
The problem of delivering the games
One of the main barriers that hinder the adoption of educational games is the complexity that they introduce in the learning process. While a lecture does not require any technology investment, videogames require up-to-date computers and controlled environments. Schools usually lack this kind of equipment: In a literature review on game-based learning presented in 2004, Kirriemur and McFarlane (2004) listed a number of concerns impeding the development of educational games including, among others, ﹀he almost total lack of video gaming equipment in schools, as opposed to homes”. Moreover, even when tis kind of equipment is present in the schools, they usually lack the staff preparation and/or the time required to organize educational gaming sessions. Similarly, Rosas et al. (2003) identified as main issues preventing the use of game-based learning the resistance of teachers towards new technologies and the complexities of edutainment along with, again, the lack of technological infrastructure.
傳遞遊戲的問題
其中一個主要障礙，阻礙了通過教育遊戲是他們推出的複雜性在學習過程中。雖然演講並不需要任何技術方面的投資，電子遊戲需要多達最新的計算機和控制環境。學校通常缺乏這種類型的設備：在文獻上的遊戲式學習提出了在2004年，Kirriemur和麥克法蘭（2004）列舉了若干關注阻礙發展的教育遊戲，其中包括，除其他外，他幾乎完全沒有﹀視頻博彩設備在學校，而不是家“。此外，即使在服務貿易種設備是目前在學校，他們通常缺乏人員編制和/或時間要求組織教育遊戲會議。同樣，羅薩斯等。 （2003年）確定為主要問題防止使用遊戲式學習的阻力，教師對新技術的複雜性和娛教一起，再次是缺乏技術基礎設施。
To tackle this aspect, an effective mechanism to distribute the games to the students would be to deliver them through a LMS. Delivering a game through a LMS is more effective than other approaches, like handing out CD-ROMs to the students in class or arranging in-school game sessions. Additionally, the tracking and assessment features of some modern LMS would give the instructor more power to control aspects of the learning experience such as when the students accessed the game, the time each student spent playing it and the outcomes of the game session. However, deploying a game in a LMS is still a complex task that demands specialized knowledge from instructors, as previously mentioned.
為了解決這方面，一個有效的機制來分發奧運會的學生將通過提供他們的LMS。通過提供一個遊戲 LMS是比其他方法更有效，如發放的CD - ROM來的學生在課堂上或安排在校遊戲會話。此外，跟踪和評估一些現代的LMS功能將使教師更多的權力來控制方面的學習經驗，如當學生訪問的遊戲，每個學生花費的時間玩它和結果的遊戲會議。然而，部署在遊戲的LMS仍然是一個複雜的任務，要求在導師的專業知識，如前面提到的。
Another key issue is the philosophical difference between videogames and modern LMS, two completely different industries. On the one hand, e-Learning technologies have been developed around the web following a philosophy of interoperability between platforms, simplicity for the instructors, making contents available anytime and anywhere, etc. Modern LMS have been devised for the distribution of online courses that are mainly based on web contents (not only html documents but also richer formats such as PDF or multimedia resources) that are packaged and distributed according to a set of standards and specifications, as it was mentioned in the previous section.
另一個關鍵問題是哲學的區別電子遊戲與現代的LMS，兩個完全不同的行業。一方面，電子學習技術已經開發後，整個網絡平台之間的互操作性理念，簡單的導師，使可用的內容，隨時隨地等現代 LMS公司已經設計了網上課程的分配是主要是根據網頁內容（而不是只有HTML格式的文件，但也更富有如PDF或多媒體資源）的打包和分發根據既定的標準和規範，因為它是上一節中提到的。
On the other hand, commercial videogames are usually one of the most resource-consuming products of the software industry. As a proof of this claim, the videogame industry is pointed out because of the key role it plays in the promotion of technology (both hardware and software) innovation (Crandall and Sidak 2006). This fact, along with the inherently high development cost of commercial games (currently averaging in the range of $10M-$25M), forces developers to follow a design strategy in which runtime performance is a key aspect. Hence videogames are usually closed products, difficult to deploy in heterogeneous environments (videogames are rarely cross-platform), and hardly ever designed to be deployed directly from the web. That makes their integration in current LMS a big challenge.
另一方面，商業視頻遊戲通常是一件最耗費資源的產品的軟件產業。作為證明這種說法，在電子遊戲業指出，因為它起著關鍵作用，在促進技術（包括硬件和軟件）創新（克蘭德爾和Sidak2006年）。這一事實，加上固有的開發成本高的商業遊戲（目前平均為1000萬美元的範圍內，2500萬美元），迫使開發遵循的設計策略中，運行時的性能是一個重要方面。因此，電腦遊戲通常是封閉的產品，難以部署在異構環境（電子遊戲很少跨平台），以及很少設計是直接從網絡部署。這使他們融入當前的LMS一大挑戰。
Considering this, it is mandatory to find solutions for the development of educational videogames that can be easily integrated in online systems, and that follow the current trends in standardization described previously. For that purpose, we propose a simple methodology for the development of educational videogames targeted to web-based learning environments composed of two steps: First, we need to tackle the technological barrier between the e-Learning and videogames fields (i.e. produce web-oriented videogames). Then, we need to package, describe and deliver the games using the same standards and specifications that are currently being used in those web-based learning environments.
鑑於此，它是強制性的，尋找解決方案的開發教育視頻遊戲，可以很容易地集成在網絡系統，而且按照目前的趨勢在標準化前面所述。為此，我們提出了一個簡單的方法對電子遊戲的發展有針對性的教育基於網絡的學習環境組成的兩個步驟：首先，我們必須解決的技術壁壘之間的電子學習和電子遊戲的領域（即生產面向Web電子遊戲）。然後，我們需要包裝，說明和提供遊戲使用同樣的標準和規範，目前正在使用這些基於 Web的學習環境。
Related work
Game-based learning is a very broad field, with varied initiatives and heterogeneous approaches. An exhaustive analysis is beyond the scope of this work, but we will compare our approach with some initiatives that we consider especially relevant to the e-learning domain because they specifically address authoring or deployment issues.
相關工作
遊戲式學習是一個非常廣泛的領域，具有不同的倡議和異構的方法。一個詳盡的分析超出了這個範圍的工作，但我們會用我們的方法比較，我們認為一些措施，特別是有關電子學習領域，因為它們專門滿足創作或部署問題。
Tools for the creation of educational videogames
Focusing on the instructors who demand the ability to create and modify their own games to suit their specific needs (Torrente et al. 2008b), there are some author-friendly environments specially oriented to facilitate the construction of videogames. Some examples are the initiatives led by The Game Creators (http://www.thegamecreators.com/) a company that provides commercial authoring tools for the creation of all kinds of videogames at a reasonable cost. Perhaps their two most representative products are The FPS Creator (http://www.fpscreator.com/) (an environment for the creation of First-Person-Shooter games with amazing results) and The 3D Game Maker (http://t3dgm.thegamecreators.com/). In this line, most products are focused on a single game genre which simplifies both the cost of the tool and the complexity of its use. Probably the most represented genres are adventure games and interactive fiction, represented by tools like Adventure Maker (http://www.adventuremaker.com/) or ADRIFT (http://www.adrift.org.uk/cgi/new/adrift.cgi). Some examples of more complex tools (probably beyond the skill level of most instructors, but which still simpler than fully-featured programming environments) would be projects like Mission Maker (http://www.immersiveeducation.com/MissionMaker) or Alice (http://www.alice.org/), both specifically purposed for education.
工具電腦遊戲創造教育
著眼於教師的需求誰能夠創建和修改他們自己的遊戲，以滿足其特定需要（Torrente等。2008b），也有一些作家，友好的環境專門面向施工方便的遊戲。一些例子領導的倡議由遊戲創作者（http://www.thegamecreators.com）公司提供商業創作工具用於創建各類電子遊戲在一個合理的成本。也許他們的兩個最具代表性的產品是FPS的造物主（http://www.fpscreator.com）（一環境，以創造第一人稱射擊遊戲以驚人的結果）和3D遊戲製造商（http://t3dgm。 thegamecreators.com）。在這一行中，大部分產品都集中在一個單一的遊戲類型的簡化了工具的成本和複雜性，它的使用。也許是最具代表性的流派是冒險遊戲，互動小說為代表的工具，如探險機（http://www.adventuremaker.com）或落後（http://www.adrift.org.uk/cgi/new/adrift。 cgi的）。一些更複雜的工具的例子（可能超出了大多數教師的技能水平，但仍比簡單的功能齊全的編程環境）將項目完成的任務機（http://www.immersiveeducation.com/MissionMaker）或愛麗絲（http://www.alice.org），均明確旨意教育。
Integrating games into learning experiences
There is also some existing research about how to deliver educational videogames and game-based simulations. Given that most studies are focused on studying the pedagogical aspects, few works actually reflect on the mechanisms for delivering the games to the students.
遊戲學習經驗，整合成
也有一些現有的研究關於如何發放教育視頻遊戲和遊戲為基礎的模擬。鑑於大多數研究都集中在教學研究方面，很少有作品真實反映我國的機制提供了遊戲的學生。
The problem of delivering the games is, in fact, closely related to the integration of these games with other learning contents (traditional materials or other educational games) in bigger courses. In this line, some interesting approaches have been proposed, relying on game-based environments (which are usually friendly for students) not only for playing, but also as interfaces for browsing other materials (Chao 2001; Christoffel and Schmitt 2002). For instance, Quest Atlantis (Barab et al. 2005) is a 3D multi-user environment mostly used to immerse children (ages 9-15) combining educational gaming with other lessons defined by teachers. The environment supports large courses in the form of quests that the student must accomplish by carrying out diverse tasks (game-based and not game-based) without leaving the game world. River City (Ketelhut et al. 2006) follows a similar pattern. However, these approaches are self-contained and are not focused on the reuse of the learning content produced.
問題交付奧運會實際上是密切相關的這些遊戲的集成與其他的學習內容（傳統材料或其他教育遊戲）在更大的課程。在這一行中，一些有趣的方法已被提出，依靠遊戲為基礎的環境中（通常是友好的學生），不僅用於播放，而且還為接口瀏覽其他材料（超2001;克里斯託費爾和施密特2002年）。例如，探索亞特蘭蒂斯（巴拉布等。2005年）是一個三維多用戶環境主要用於浸泡兒童（9-15歲）相結合的教育遊戲與其他課程由教師確定。環境支持大課程的形式任務，學生必須完成通過開展各種任務（遊戲為基礎的，而不是遊戲為主），而不必離開遊戲世界。河市（Ketelhut等。2006）遵循類似的模式。但是，這些措施是自包含的，是不是集中在學習內容的再利用的生產。
Focusing on the delivery of games as Learning Objects, the proposal in (Burgos et al. 2007b) contemplates the inclusion of the games in IMS Learning Design-based Units of Learning (Koper and Tattersall 2005), which is a very similar approach to our proposal. However, it does not contemplate the encapsulation of the games themselves as self-contained Learning Objects for their direct deployment in e-Learning environments or their individual storage in content repositories. The games are described as activities within the Unit of Learning. Thus these works should be complemented with the proposal of more fine-grained packaging and annotation mechanisms for individual games, which should facilitate the actual integration of the games into those game-based Units of Learning. In addition both works are also complementary in terms of enabling the games to affect the behaviour of the learning experience. In their work, Burgos et al. identify as a key unsupported feature the possibility of allowing the outcomes of the games to affect the inner state of the Unit of Learning that is used to make branching decisions.
重點是交付遊戲，學習對象，建議在（布爾戈斯等。2007年b）列入設想在IMS的遊戲學習設計的單位學習（科佩爾和塔特索爾2005年），這是一個非常類似的方法對我們的建議。但是，它並沒有考慮的封裝了遊戲本身作為獨立的學習對象為他們的直接部署在電子學習環境或個人存儲的內容庫。該遊戲被形容為單元內的活動學習。因此，這些工程應與該提案的補充，更精細的包裝和標註機制，每一個遊戲，這應有助於實際整合到這些遊戲的遊戲為基礎的單位學習。另外兩個作品也互補性條款使遊戲的行為影響了學習經驗。在工作中，布爾戈斯等。確定為重點支持的特性有可能讓比賽的結果影響的國家內的單位學習，用來做分支的決定。
2011年3月27日 星期日
2011年3月24日 星期四
2011/3/25 Paper閱讀摘錄
續
Integration and Deployment of Educational Games in e-Learning Environments: The Learning Object Model Meets Educational Gaming
「集成和部署教育遊戲在網上學習環境：學習對象模型滿足教育遊戲」
E-Learning and Videogames
In this section we provide a general overview of both e-learning and educational gaming and discuss some issues that need to be addressed to simplify the use of games in education.
電子學習和視頻遊戲
在本節中我們提供了一個概述兩個電子學習和教育遊戲和討論一些問題需要加以解決，以簡化使用中的遊戲教育。
The e-Learning field is an industry on the rise that is beginning to be considered a mature technology. The initial excitement about the possibility of accessing content anytime and anywhere was hindered by simplistic e-learning systems that were essentially repositories with vast amounts of content and very basic facilities (e.g. management or communication) (Weaver 2002; Zemsky and Massy 2004). However, modern e-Learning systems are more comprehensive and try to mitigate the problems of the separation between students and instructors, such as the lack of motivation or the high drop-out rates. Modern Virtual Learning Environments, often labelled as Learning Management Systems (LMS), provide facilities for the interaction between instructors and students, detailed tracking of the students’ progress, and a simple path for the delivery of content through the web. In addition, their use is getting more and more generalized in diverse contexts, not only as an alternative to face-to-face learning, but also as a rich complement (e.g. most universities are using an LMS to complement and support their lectures). This approach has been called b-Learning (Osguthorpe and Graham 2003; Garrison and Kanuka 2004).
電子學習領域是一個行業的崛起，已開始被認為是成熟的技術。最初的興奮有關的可能性隨時隨地訪問內容，妨礙了簡單的電子學習系統，基本上是用大量的資料庫內容和非常基本的設施（如管理或通訊）（韋弗2002; Zemsky和馬西2004年）。然而，現代電子學習系統更全面，設法減輕問題的學生和教師之間的分離，如缺乏動機或高輟學率。現代虛擬學習環境，常被稱為學習管理系統（LMS），提供設施，以便教師和學生之間的互動，詳細跟踪學生的進步，一個簡單的路徑為交付的內容通過網絡。此外，它們的使用越來越普遍在不同的場合，不僅作為替代面對面的學習，而且也是一個豐富的補充（如使用的是大多數大學的LMS補充和支持他們的講座）。這種方法被稱為β-學習（Osguthorpe和格雷厄姆2003年;駐軍和卡努卡2004年）。
However, as e-Learning has become an important aspect of many learning experiences, there is a broad range of competing platforms. Additionally, we cannot simply throw any kind of content at the students and expect them to learn. There is a need for high quality content, built with solid educational principles. This means that the authoring and maintenance costs for this content are becoming huge, and the variety of competing platforms may put the investment at risk if those expensive contents are not interoperable.
然而，由於電子學習已成為一個重要的方面很多學習經驗，有一個範圍廣泛的競爭平台。此外，我們不能簡單地拋出任何類型的含量，並期望他們的學生學習。需要有一個高質量的內容，建有紮實的教育原則。這意味著，製作和維修費用該內容越來越龐大，品種競爭平台可能把投資的風險，如果那些昂貴的內容不進行互操作。
The Learning Object (LO) model (Polsani 2003; Balatsoukas et al. 2008) addresses these issues by proposing a development strategy of learning content based on self-contained pieces that can be assembled into courses, supported by standardized interchange formats to simplify the interoperability of contents among systems and avoid vendor lock-in. With this objective, the e-Learning arena has been immersed in a process of standardization and specifications development to support the interoperability between diverse LMS and content repositories.
學習對象（LO）的模型（Polsani2003; Balatsoukas等。2008年）解決了這些問題所提出的發展戰略，學習內容的基礎上自成一體件，可組裝成的課程，並輔以標準化的交換格式，以簡化互通性系統間的內容，避免廠商鎖定中。有了這個目標，電子學習領域一直沉浸在一個過程的標準化和規範發展，以支持不同的LMS之間的互操作性和內容庫。
Thus far, some specifications and standards are gaining acceptance in the e-learning market. Regarding the encapsulation of content, the effort carried out by the IMS Global Consortium has achieved a high impact with the IMS Content Packaging (IMS CP) specification (IMS Global Consortium 2004). The specification establishes a standardized format for the packaging and distribution of LO. According to the IMS CP specification, contents should be packaged in a zip file containing all the learning contents, along with a manifest file which provides information about the structure of the learning contents and additional information about how to deploy and deliver the content. Most of the commonly used LMS have facilities to import and export IMS CP contents, such as Moodle (Dougiamas and Taylor 2003), Sakai (Farmer and Dolphin 2005) or WebCT/BlackBoard (Goldberg and Salari 1997). This widespread adoption suggests that IMS CP can be taken as a preferred standard when it comes to
packaging content.
到目前為止，一些規範和驗收標準，獲得電子學習市場。關於封裝的內容，所進行的努力的IMS全球聯盟已經取得了較高的影響與 IMS內容包裝（IMS的CP）的規範（IMS全球聯盟2004年）。該規範規定了標準格式的包裝及分銷勞。根據 IMS的CP的規範，內容應打包在一個壓縮文件，其中包含所有的學習內容，以及一個清單文件，提供有關信息結構的學習內容和其他信息有關如何部署和交付的內容。最常用的LMS具備與進出口 IMS的CP的內容，如Moodle的（Dougiamas和泰勒2003年），酒井（農夫和海豚2005）或透過 WebCT/黑板（Goldberg和Salari1997年）。這表明，廣泛採用 IMS的CP可作為首選標準，當涉及到包裝的內容。
In addition, the IMS CP specification is flexible and can be customized to specific scenarios through the so-called Application Profiles. One such profile is the Shareable Content Object Reference Model (SCORM) Content Aggregation Model (ADL 2006), created in the context of the Advanced Distributed Learning (ADL) initiative.
此外，IMS的CP的規範是靈活，可定制的具體情況，通過所謂的應用概況。一個這樣的配置文件是可共享內容對象參考模型（SCORM）內容聚合模型（ADL的2006年），創造了先進的分佈式背景下學習（ADL）計劃。
ADL SCORM not only covers the packaging of learning objects, but also provides a communication protocol between an LMS and the Learning Objects. This communication protocol allows the LMS to gather tracking and assessment information generated within the LO. In addition, the latest version of the ADL SCORM reference model introduces the concepts of Sequencing and Navigation (SCORM SN). SCORM SN allows content developers to create activity sequences and to define the interaction mechanisms to navigate through them. Thereby the interaction between the student and an LO can affect the sequencing process through the aforementioned communication mechanism (Gonzalez-Barbone and Anido-Rifon 2008).
ADL的SCORM標準不僅涵蓋了包裝的學習對象，而且還提供一個通信協議之間的LMS和學習對象。這種通信協議允許的LMS收集產生的信息跟踪和評估在勞。此外，最新版本的ADL的SCORM的參考模型的概念引入了排序和導航（符合SCORM SN）的。符合SCORM SN的允許內容開發人員創建活動序列，並確定了互動機制來瀏覽它們。從而學生之間的互動和一個 LO會影響測序過程中，通過上述溝通機制（岡薩雷斯 Barbone和Anido- Rifon2008年）。
This notion of having complex learning sequences that vary depending on the outcomes of the individual activities is also present in another IMS specification: IMS Learning Design (IMS LD) (IMS Global Consortium 2003). In IMS LD, the LOs are part of the environments provided to the student during the exposition of activities and their outcomes can affect future branching decisions during the learning experience.
這種觀點有複雜的學習序列的結果取決於對個人活動，也存在於其他的IMS規範：IMS學習設計（IMS的LD）的（IMS全球聯盟2003年）。在IMS勞工處，當地辦事處是環境的一部分，提供給學生博覽會期間的活動及其結果的決定可以影響未來的分支在學習經驗。
On the other hand, in order to address the aspects of storage, search and retrieval of LOs in content repositories, content developers are encouraged to describe and annotate with metadata their LOs (Anido-Rifon et al. 2002). This annotation process also requires a standardization effort in order to define how the objects should be described. One of the most commonly used metadata specifications in this context is the IEEE Learning Object Meta-Data standard (IEEE 2002). This standard specifies a wide range of metadata that can be used to describe LO characteristics. The data is organized in categories concerning diverse aspects (general data, technical and educational features, etc.).
另一方面，為了解決方面的存儲，搜索和檢索的當地辦事處在內容庫，內容開發商鼓勵用元數據描述和詮釋他們的當地辦事處（Anido- Rifon等。2002年）。這個註解過程還需要一個標準化的工作，以便確定應如何描述的對象。其中最常用的元數據規範在這方面是IEEE學習對象元數據標準（IEEE2002）。本標準規定了範圍廣泛的元數據可以用來形容勞特點。數據的組織在不同類別的有關問題（一般數據，技術和教育功能等）。
Integration and Deployment of Educational Games in e-Learning Environments: The Learning Object Model Meets Educational Gaming
「集成和部署教育遊戲在網上學習環境：學習對象模型滿足教育遊戲」
E-Learning and Videogames
In this section we provide a general overview of both e-learning and educational gaming and discuss some issues that need to be addressed to simplify the use of games in education.
電子學習和視頻遊戲
在本節中我們提供了一個概述兩個電子學習和教育遊戲和討論一些問題需要加以解決，以簡化使用中的遊戲教育。
The e-Learning field is an industry on the rise that is beginning to be considered a mature technology. The initial excitement about the possibility of accessing content anytime and anywhere was hindered by simplistic e-learning systems that were essentially repositories with vast amounts of content and very basic facilities (e.g. management or communication) (Weaver 2002; Zemsky and Massy 2004). However, modern e-Learning systems are more comprehensive and try to mitigate the problems of the separation between students and instructors, such as the lack of motivation or the high drop-out rates. Modern Virtual Learning Environments, often labelled as Learning Management Systems (LMS), provide facilities for the interaction between instructors and students, detailed tracking of the students’ progress, and a simple path for the delivery of content through the web. In addition, their use is getting more and more generalized in diverse contexts, not only as an alternative to face-to-face learning, but also as a rich complement (e.g. most universities are using an LMS to complement and support their lectures). This approach has been called b-Learning (Osguthorpe and Graham 2003; Garrison and Kanuka 2004).
電子學習領域是一個行業的崛起，已開始被認為是成熟的技術。最初的興奮有關的可能性隨時隨地訪問內容，妨礙了簡單的電子學習系統，基本上是用大量的資料庫內容和非常基本的設施（如管理或通訊）（韋弗2002; Zemsky和馬西2004年）。然而，現代電子學習系統更全面，設法減輕問題的學生和教師之間的分離，如缺乏動機或高輟學率。現代虛擬學習環境，常被稱為學習管理系統（LMS），提供設施，以便教師和學生之間的互動，詳細跟踪學生的進步，一個簡單的路徑為交付的內容通過網絡。此外，它們的使用越來越普遍在不同的場合，不僅作為替代面對面的學習，而且也是一個豐富的補充（如使用的是大多數大學的LMS補充和支持他們的講座）。這種方法被稱為β-學習（Osguthorpe和格雷厄姆2003年;駐軍和卡努卡2004年）。
However, as e-Learning has become an important aspect of many learning experiences, there is a broad range of competing platforms. Additionally, we cannot simply throw any kind of content at the students and expect them to learn. There is a need for high quality content, built with solid educational principles. This means that the authoring and maintenance costs for this content are becoming huge, and the variety of competing platforms may put the investment at risk if those expensive contents are not interoperable.
然而，由於電子學習已成為一個重要的方面很多學習經驗，有一個範圍廣泛的競爭平台。此外，我們不能簡單地拋出任何類型的含量，並期望他們的學生學習。需要有一個高質量的內容，建有紮實的教育原則。這意味著，製作和維修費用該內容越來越龐大，品種競爭平台可能把投資的風險，如果那些昂貴的內容不進行互操作。
The Learning Object (LO) model (Polsani 2003; Balatsoukas et al. 2008) addresses these issues by proposing a development strategy of learning content based on self-contained pieces that can be assembled into courses, supported by standardized interchange formats to simplify the interoperability of contents among systems and avoid vendor lock-in. With this objective, the e-Learning arena has been immersed in a process of standardization and specifications development to support the interoperability between diverse LMS and content repositories.
學習對象（LO）的模型（Polsani2003; Balatsoukas等。2008年）解決了這些問題所提出的發展戰略，學習內容的基礎上自成一體件，可組裝成的課程，並輔以標準化的交換格式，以簡化互通性系統間的內容，避免廠商鎖定中。有了這個目標，電子學習領域一直沉浸在一個過程的標準化和規範發展，以支持不同的LMS之間的互操作性和內容庫。
Thus far, some specifications and standards are gaining acceptance in the e-learning market. Regarding the encapsulation of content, the effort carried out by the IMS Global Consortium has achieved a high impact with the IMS Content Packaging (IMS CP) specification (IMS Global Consortium 2004). The specification establishes a standardized format for the packaging and distribution of LO. According to the IMS CP specification, contents should be packaged in a zip file containing all the learning contents, along with a manifest file which provides information about the structure of the learning contents and additional information about how to deploy and deliver the content. Most of the commonly used LMS have facilities to import and export IMS CP contents, such as Moodle (Dougiamas and Taylor 2003), Sakai (Farmer and Dolphin 2005) or WebCT/BlackBoard (Goldberg and Salari 1997). This widespread adoption suggests that IMS CP can be taken as a preferred standard when it comes to
packaging content.
到目前為止，一些規範和驗收標準，獲得電子學習市場。關於封裝的內容，所進行的努力的IMS全球聯盟已經取得了較高的影響與 IMS內容包裝（IMS的CP）的規範（IMS全球聯盟2004年）。該規範規定了標準格式的包裝及分銷勞。根據 IMS的CP的規範，內容應打包在一個壓縮文件，其中包含所有的學習內容，以及一個清單文件，提供有關信息結構的學習內容和其他信息有關如何部署和交付的內容。最常用的LMS具備與進出口 IMS的CP的內容，如Moodle的（Dougiamas和泰勒2003年），酒井（農夫和海豚2005）或透過 WebCT/黑板（Goldberg和Salari1997年）。這表明，廣泛採用 IMS的CP可作為首選標準，當涉及到包裝的內容。
In addition, the IMS CP specification is flexible and can be customized to specific scenarios through the so-called Application Profiles. One such profile is the Shareable Content Object Reference Model (SCORM) Content Aggregation Model (ADL 2006), created in the context of the Advanced Distributed Learning (ADL) initiative.
此外，IMS的CP的規範是靈活，可定制的具體情況，通過所謂的應用概況。一個這樣的配置文件是可共享內容對象參考模型（SCORM）內容聚合模型（ADL的2006年），創造了先進的分佈式背景下學習（ADL）計劃。
ADL SCORM not only covers the packaging of learning objects, but also provides a communication protocol between an LMS and the Learning Objects. This communication protocol allows the LMS to gather tracking and assessment information generated within the LO. In addition, the latest version of the ADL SCORM reference model introduces the concepts of Sequencing and Navigation (SCORM SN). SCORM SN allows content developers to create activity sequences and to define the interaction mechanisms to navigate through them. Thereby the interaction between the student and an LO can affect the sequencing process through the aforementioned communication mechanism (Gonzalez-Barbone and Anido-Rifon 2008).
ADL的SCORM標準不僅涵蓋了包裝的學習對象，而且還提供一個通信協議之間的LMS和學習對象。這種通信協議允許的LMS收集產生的信息跟踪和評估在勞。此外，最新版本的ADL的SCORM的參考模型的概念引入了排序和導航（符合SCORM SN）的。符合SCORM SN的允許內容開發人員創建活動序列，並確定了互動機制來瀏覽它們。從而學生之間的互動和一個 LO會影響測序過程中，通過上述溝通機制（岡薩雷斯 Barbone和Anido- Rifon2008年）。
This notion of having complex learning sequences that vary depending on the outcomes of the individual activities is also present in another IMS specification: IMS Learning Design (IMS LD) (IMS Global Consortium 2003). In IMS LD, the LOs are part of the environments provided to the student during the exposition of activities and their outcomes can affect future branching decisions during the learning experience.
這種觀點有複雜的學習序列的結果取決於對個人活動，也存在於其他的IMS規範：IMS學習設計（IMS的LD）的（IMS全球聯盟2003年）。在IMS勞工處，當地辦事處是環境的一部分，提供給學生博覽會期間的活動及其結果的決定可以影響未來的分支在學習經驗。
On the other hand, in order to address the aspects of storage, search and retrieval of LOs in content repositories, content developers are encouraged to describe and annotate with metadata their LOs (Anido-Rifon et al. 2002). This annotation process also requires a standardization effort in order to define how the objects should be described. One of the most commonly used metadata specifications in this context is the IEEE Learning Object Meta-Data standard (IEEE 2002). This standard specifies a wide range of metadata that can be used to describe LO characteristics. The data is organized in categories concerning diverse aspects (general data, technical and educational features, etc.).
另一方面，為了解決方面的存儲，搜索和檢索的當地辦事處在內容庫，內容開發商鼓勵用元數據描述和詮釋他們的當地辦事處（Anido- Rifon等。2002年）。這個註解過程還需要一個標準化的工作，以便確定應如何描述的對象。其中最常用的元數據規範在這方面是IEEE學習對象元數據標準（IEEE2002）。本標準規定了範圍廣泛的元數據可以用來形容勞特點。數據的組織在不同類別的有關問題（一般數據，技術和教育功能等）。
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