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What is SCORM? It's almost the end of May. I'm Kidaoka, a marketing manager, and I'm scared of the heat in the Kansai region as we head into full-blown summer. My hometown, Aomori, is about 26-30 degrees in summer. Now, let's put all the chit-chat aside and get down to business! As I collect information related to e-learning, study, and related topics, I keep coming across this! SCORM" is a term that you may have come across several times in your research! There is no doubt that SCORM is a concept and overview that is closely related to e-learning, but the content is difficult to understand and it is difficult to visualize. Let's study and learn about SCORM together! Table of Contents 1.Overview 2.Background of SCORM 3.How SCORM works 4.Benefits of standardization 5.Summary 1.Overview What is SCORM (Sharable Content Object Reference Model)? It is a global standard for e-learning developed by the Advanced Distributed Learning Initiative (ADL), the U.S. Department of Defense. It is a standardized standard that has been properly evaluated by international standards and "proof of quality and reliability" has been standardized. By making the content of educational materials conform to this standard, learning can take place on a variety of LMSs, regardless of the manufacturer that developed them. Scheme can be thought of as "a standard for standardization in e-learning. In Japan, the e-Learning Consortium is playing a central role in promoting SCORM. Let's think of SCORM as a game console. When you buy a new game console, you may be confused by the differences in usability, controls, and button positions between the controller and the console you used to use. After you have become accustomed to the new controller, you may have to relearn how to use it, or you may experience unnecessary stress before you can operate it the way you want to. But what if there is a standardized controller? If the controller is the same as the previous console, you will not be confused by the operations and will be able to work smoothly. SCORM is the standard here. Background of SCORM SCORM was established to prevent the proliferation of standards, and to ensure that teaching and learning materials can be used commonly across different learning management systems. However, the complexity of SCORM itself makes it difficult for the average layperson to create learning materials that conform to SCORM. The Japanese version of SCORM is published in Japan by the Japan E-Learning Consortium (eLC). 3. Composition of SCORM Let's take a look at the composition of SCORM. SCORM is a system of interoperability, interoperability, accessibility, and reusability, which are the keywords used to describe SCORM. SCORM is a standard that enables learning materials to be retrieved when necessary, and existing content to be easily reused to create new content (reusability) without the need for major modifications, even if the e-Learning content system or software is upgraded. In general, e-Learning is a form of learning management system (LMS), and SCORM defines the common specifications for the linkage between the two. Benefits of Standardization ▼What is standardization? What is standardization? Standardization is defined as "the unification of specifications, structures, and formats among multiple elements into the same one. Standardization is defined as "the unification of multiple elements into the same specification, structure, or format. Product standardization is used in a variety of fields. Some of the general benefits are listed below. The same usability enables operation without having to learn a new language - Stable product specifications reduce the number of errors and bugs - Economies of scale with identical specifications lower costs and prices ▼ Advantages of Standardization by SCORM When using new products such as software, it takes time to get used to them, When using a new product, including software, a period of familiarization is required. However, if the ease of use is standardized, the time and effort required to learn new things will be reduced. Currently, e-Learning is distributed in two parts, LMS and content, but if this consolidated part is standardized, any content can be used on any LMS. This also applies to e-Learning, which will lead to better products being offered to users at lower prices. SCORM is a standardized standard for e-Learning that has been properly evaluated by international standards, and is a standard for standardization of "proof of quality and reliability. SCORM is a global standard that allows learning materials to be retrieved whenever necessary on many operating systems and web browsers without the need for major modifications, such as content system or software version upgrades, and allows existing content to be easily reused to create new content.

About the History of e-Learning Hello! My name is Sakamoto, CS Manager. Have you been learning or studying using the Internet, such as online learning? With the recent spread of PCs and smartphones, learning via the Internet has become commonplace, but how did it all begin? In this issue, we would like to talk about the history of e-learning. Table of Contents 1.The Beginning of e-Learning 2.The Development of e-Learning 3.Internet-Based Learning 4.The Emergence of Smart Devices The computer-based learning, which is the origin of e-Learning, started in the 1950s with an idea called CAI, "Can computers support education? The development of e-learning began in the 1950s, mainly in the U.S., with the idea that computers could be used to support education. Conventional group training programs could not be called efficient because the instructor and trainees had to spend a lot of time in the same place, and people had to do all the checking of trainees' progress. Video materials were also introduced, but they presented information in a one-way manner and could not be said to be highly effective for learning. This is why the use of personal computers for learning has attracted attention because of the advantages of not having to choose where to study, cost reductions, and the ability to manage learners. However, because it was difficult to construct an ideal system in practice, the quality of education through CAI did not improve as much as expected. Development of e-Learning In the 1990s, with the development and spread of personal computers, CAI was transformed into computer-based training (CBT). CBT mainly represents a learning method using CD-ROMs as teaching materials; taking advantage of the large capacity of CD-ROMs, teaching materials utilizing video and audio were created. It was also around this time that the term "e-learning" was introduced. In particular, in 1995, Windows 95, which became explosively popular, was released and personal computers became widely used in homes, and Windows 95 came with CD-ROMs as standard equipment, which helped to establish CBT-based education. CBT, however, did not become widely used because of the cost of producing teaching materials, the difficulty of revising the content after distribution, and the difficulty for the administrator to control the progress of all students. In 2000, the then Mori Cabinet announced the "e-Japan Concept," which aimed to create a Japanese-style IT society, and the following year, a project to promote the spread of e-learning began in earnest. The following year, e-learning promotion projects began in earnest. As a result, the e-learning learning method shifted from CD-ROM learning to online learning using materials distributed over the Internet. By placing the learning environment online, it became easier and less expensive to manage learning materials and check the progress of students. The online learning method is called WBT (Web-Based Training), and with the spread of the Internet, more and more companies began to introduce e-learning training and it gradually became a part of our daily lives. The Emergence of Smart Devices In the late 2000s, smartphones such as the iPhone and Android, as well as larger tablet devices, began to appear, and e-learning changed even more dramatically. Smart devices are portable, making it possible to study anytime, anywhere, in any spare time, and it has become common to study on the move with a smartphone. Because of the convenience of portability, training and development for jobs that could only be done through real group training, such as customer service, maintenance, and cooking, is being introduced in the workplace. More recently, e-learning has also been introduced in combination with social networking services (SNS) as a communication tool among trainees, as it is expected to be highly effective in helping trainees to communicate with each other and motivate them to learn. In summary, we have reviewed the history of e-learning. Starting with the use of computers in education, the spread of PCs and the Internet, the emergence of smart devices, and the spread of SNS, the role and effectiveness of e-learning itself has greatly expanded. With the further evolution of technology (which has already begun to be used), cutting-edge technologies such as AI and VR will be incorporated into e-learning, and the nature of e-learning may change in the future. Thank you for reading to the end. We look forward to seeing you next time.

The Beginning of MOOCs in the U.S. [e-Learning Around the World] Hello. My name is Motoki, and I am in charge of marketing. This is the first installment of the [e-Learning around the world] series that started last time. In the first installment, we introduced Khan Academy, one of the beginnings of flipped learning in the United States. This time, as a continuation of the story from Khan Academy, we would like to look into "MOOC," which has become popular as a form of online education. Table of Contents 1. What is a MOOC? Representative MOOCs 3. Summary What is a MOOC? A MOOC is also known as "MOOCS," and its official name is "Massive Open Online Course. As the name suggests, MOOCS is a platform service that allows students to take large courses online. It became popular mainly in the U.S. and other countries because it allows anyone with Internet access to attend lectures at prestigious universities (basically) for free. Some MOOCs include not only lectures but also post-lecture tests and assignments to qualify for completion. MOOCs are platform services, so each university does not set up its own service, but rather receives the service through the platform of a "MOOC consortium" or "MOOC provider," which serves as an intermediary. Now it seems that not only universities but also companies are participating and offering lectures, so in a broad sense, it seems that it can be simply regarded as "online courses. (This page focuses mainly on online courses at the university level.) Representative MOOCs ▼Coursera https://www.coursera.org/ Courses from famous universities such as Stanford University in the U.S. are available. ▼edX https://www.edx.org/ Launched jointly by MIT and Harvard University. ▼Udacity https://www.udacity.com/nanodegree is a MOOC specializing in programming and other computer science fields. Summary MOOCs have created learning opportunities for anyone with Internet access to take university-level lectures without having to go to a university. In fact, there was news that a 15-year-old student from Mongolia received excellent grades in an edX course and went on to the Massachusetts Institute of Technology (MIT). However, MOOCs have a very low completion rate due to their low hurdles. The completion rate is low because MOOCs are a service that relies heavily on the motivation of the learner, and has a strong character of self-study. However, MOOC courses created in collaboration with the world's top companies such as Google and Facebook are being developed in the form of industry-academia partnerships, and the number of lectures on cutting-edge technologies such as AI, data science, and automated driving, which are currently the focus of attention, seems to be increasing, This is likely to continue to attract attention in the future. The spread of edtech services like MOOCs in the U.S. is also changing the way students learn in school education. From the next issue onward, I would like to take a sharp look at the impact on school education. I would like to discuss the impact on school education in the next and subsequent issues. We look forward to your continued support in the next issue. Reference: Edtech will change the future Author: Masahiro Sato

About Khan Academy, one of the beginnings of flipped learning in the U.S. [e-Learning around the world] Hello. My name is Motoki, and I am in charge of marketing. I am a newcomer to the company, and I am also an uncle. I would like to write a series of articles in the ”e-Learning Around the World” series as a study for myself, as my knowledge of the e-learning industry is still very limited. This time, I would like to introduce ”Khan Academy,” which is said to be one of the beginnings of flipped learning in the United States. Table of Contents 1、What is Khan Academy? 2、Features of Khan Academy 3、influence on Khan Academy 4、summary What is Khan Academy? Khan Academy is an online learning site founded by American Salmar Khan in 2006. He originally created the site to tutor his cousin's children, who live far away, using web software to help them learn. At first, the system was designed to provide questions, and when a question could not be solved, the system would display learning content tailored to that question. Later, at the recommendation of a friend, he created instructional videos and uploaded them to YouTube, where they became popular for being ”easy to understand through video" and "easy to review and learn at your own pace. The number of users began to explode, and the site developed into a full-fledged online learning site. （The number of current users is said to be in the millions to tens of millions per month worldwide.) Kern Academy's stance is that "the learning process proceeds by asking questions, and if a question is not answered, the appropriate learning content is displayed," and the videos themselves are positioned as supplementary materials. Kahn himself says, "The most useful way to learn is to solve the questions," and "The real source of our power is in the question software (level-checking test). One of the most frequently mentioned impacts of the Khan Academy is the spread of a teaching and learning style known as "Flipped Learning. Teachers at schools began to use Khan Academy videos as preparatory videos for their students. What is Flipped Learning? Flipped Learning" is a form of teaching in which lectures that were previously given in the classroom are now given at home via video learning, with students doing exercises and writing reports during class time. What is Flipped Learning | About e-Learning | Quiz Creation and Question Making Tools - e-Learning Starts with Quizzes There have been attempts to implement flipped learning itself since that time, but the burden on teachers to create video materials was so great that many teachers were unable to implement flipped learning even if they wanted to. However, the burden of creating video materials was too great for teachers, and many teachers were unable to conduct flipped classrooms. Before researching, I had a strong image of the "trigger for the spread of flipped learning," so I had an image of the "roots of video teaching materials," but I was impressed by the fact that Khan Academy itself emphasizes "learning through questions and tests to check understanding, and using video teaching materials to learn what you do not understand. This was impressive. This time, we introduced "Khan Academy," which is said to be one of the first edtech schools in the U.S. We hope you will visit again next time. Please check back again next time. Oh, by the way, our e-learning creation system "learningBOX" started as a quiz question creation tool "QuizGenerator"! The real source of power is in the question software! If you haven't already, please take advantage of this service! QuizGenerator, a web-based quiz question creation tool that anyone can use to create quizzes easily and free of charge.

The question development process for e-Learning is generally used to check the level of knowledge acquisition and achievement. The main purpose is to check the level of understanding of the learning content, and it is desirable to select questions based on this purpose. However, this task is quite difficult. When implementing e-learning, it is not enough to understand only the learning content that is the "correct answer" to a question. In this article, I would like to explain how to effectively and efficiently create an e-learning program that anyone can easily create. The key to success in e-learning education is to provide students with both "good learning materials" and "good tests. Please take a look at this page for more information. What are "good" questions and tests in e-Learning? 2. First of all, learning materials! The process of creating learning materials for e-Learning 3! Summary 1. What are "good" questions and tests in e-Learning? The purpose of the e-Learning program is clear. Without a clear purpose, it is impossible to start considering question specifications and creating questions and explanations. If you start the production process with unclear objectives, there is a high possibility of rework during the production process. It may cause delays in the question creation schedule, increase production costs, and even result in unintended and unrelated questions. The start of anything is crucial. To avoid regrets during the creation process, start by thinking clearly about "What is the objective? to avoid regrets during the process of creation. The second condition is that the test questions have validity and reliability. The second condition is that the test questions must be valid and reliable. The purpose of the test is to question students about what they have learned through the course material and to measure their understanding of the material. Do not use concepts or ideas that are outside the scope of study for reasons that make it easier to create questions. This will cause confusion and increase the number of questions. When creating stress-free test questions, it is important to put yourself in the learner's shoes. For example, a student who is asked a question about something he or she has not learned will be confused and say, "I have not learned this! They will be confused and think, "I didn't learn this! Even if the questions are within the scope of what they have learned, the content of the questions may cause unnecessary stress to the learner. Start with easy problems and gradually increase the difficulty level. The more problems they cannot solve, the less motivation they will have to learn, and the more they will stop working on the assignment itself. *Test questions should only ask clear and straightforward questions about what has been learned. Make more use of phrased "asserted sentences" when creating questions that are easy to understand the intent of the question. Sentences that are wordy or double negative may lead to misunderstanding or misinterpretation. Use images and video materials. If you find yourself writing long sentences that lack coherence, take the plunge and use images and videos as much as possible. First, the learning materials! Flow of creating e-learning materials Analysis Consider the information necessary for creating learning materials, such as "What is the purpose of creating learning materials and who will be the target audience," "How much time will be set aside for learning and where will the goal be set," and "How will the system be used? ↓ ↓ ↓ ↓ ↓ ↓ ↓ ↓ ↓ ↓ ↓ ↓ ↓ ↓ ↓ ↓ ↓ ↓ ↓ ↓ ↓ ↓ ↓ ↓ ↓ ↓ ↓ Development Based on the design image diagram, we actually create teaching materials. The completed teaching materials are reviewed by a third party to ensure that the content is easy to understand and use, and revisions and creation proceed. ↓ ↓ ↓ ↓ ↓ ↓ ↓ ↓ ↓ ↓ ↓ ↓ ↓ ↓ ↓ ↓ ↓ ↓ ↓ ↓ ↓ ↓ Evaluation ↓ After a certain period of time, we will analyze whether we have achieved our initial objectives by understanding learner trends based on learner course history and survey results. This information will be useful data when reviewing the educational content. 3. After creating educational materials, create questions and tests! Let's review the specific flow of "creating questions and tests" in e-Learning. Basically, questions are created according to the following flow. Decide what to measure and by what standard The main purpose is to "check the level of understanding of the test content," but the breadth and depth of that understanding will depend on the purpose of the learning material paired with the test. The breadth and depth of understanding will vary depending on the purpose of the learning material paired with the test. ▼ What is the purpose of the study material paired with the test? What is the purpose of the test based on the learning materials? ▼ What are the criteria for measuring the level of student understanding? Once the objectives of the questions have been established, the test specifications necessary to achieve those objectives should be considered. The main specifications to consider include the following. ▼ Types of Tests There are several types of test formats. Select the most appropriate type according to your objectives. Pre-test: A test to measure the learner's current ability. Post-test: A test that measures the learner's knowledge gain by comparing it to the results of the pre-test. Confirmation test: A test designed to measure the learner's understanding of each unit of study. Completion test: A test that measures the learner's comprehension of the entire course of study and certifies completion of the course when a set standard score is achieved. Test format: The most commonly used formats are "multiple-choice," "multiple-answer," and "X-X" format. If you want to measure students' understanding more strictly, it is better to choose "multiple-choice" rather than "single-choice" or "multiple-choice" rather than "multiple-question" format. To further increase the difficulty level of the test, "Randomized" questions are available. This means that the order in which the questions are presented changes each time the test is administered. There is also "Choice Shuffle," which changes the order of the choices. There is also the "Writing" method, in which the test taker is asked to write down the answers in writing. It is important to understand that this writing style is difficult to grade after the test is administered. Difficulty level "X-X type" "Multiple Choice type" "Multiple Choice type" ▼Necessity of explanations You must decide whether or not to provide explanations after the test is graded. For questions that simply ask about the content of the study material, explanations are not required. This is because, if the score is below the passing standard, it would be more effective for the student to study the question again before taking the confirmation test. In the case of practice-type questions, explanations are generally provided. This is because practice-type questions are application questions that incorporate the knowledge learned in the study materials, and it is sometimes difficult to understand why the answers are given. The explanations are effective in helping students acquire an applied way of thinking. ➡In this case, the test is not merely a "measurement" but contains an element of "learning" in itself. ▼Passing Criteria While it is common to set passing criteria for tests, these criteria should be adjusted according to the content and learning objectives. In some cases, as in the example below, a score of 100% may be required. 70% if you want all learners to acquire the minimum required knowledge 80% if a certain standard is met, 100% if a perfect response is required, etc. Prepare the manuscript according to the question specifications ▼ Uniformity of Question Specifications Try to unify the specifications of the question texts as much as possible. Multiple specifications may cause stress to learners and make it difficult for them to concentrate on answering the questions. The test draft should be written in "です・ます" or "da・ある" style. Care should be taken not to mix the two tones in one sentence. Again, this can cause unnecessary stress to the learner. Actual Creation Using the Question Creation Tool Once the manuscript is complete, we will actually create the questions. Here is a brief explanation of the creation process using our question creation tool, Quiz Generator. First, create a manuscript that conforms to the file format to be imported into the creation tool. Below is part of the Excel/text file screen used to import a test manuscript into our teaching material creation tool. The image of the teaching material created by importing this file (manuscript) into the tool is shown below. Sample questions ➡Sample questions created with our tool * As you can see, once the file (manuscript) compatible with the question creation tool is created, questions and tests can be created in a short period of time (a few minutes). It also facilitates the revision process. Click here for detailed work procedures ➡Create questions in a text file ➡Create questions in Excel Analyze test results and make improvements Although the created teaching materials are loaded onto the LMS for operation, there is no point in just creating them. It is important to analyze the results of the test and create the next measures based on the results of the learner survey, or to improve the test itself. The points of analysis include the following ➡Continuous implementation of such analysis and improvement will improve the quality of the test, as well as the quality of education and training using e-learning, and lead to higher learner satisfaction. This will lead to higher learner satisfaction. In this report, we have discussed the creation of questions using e-learning. Did you discover anything new? Let's take a brief look back. What is the purpose of e-learning? What is the purpose of e-learning? Let's understand the process of creating e-learning materials. After creating the materials, let's create questions and tests. How to use question creation tools to improve efficiency. Analyze the test results and make improvements. Finally, testing is not the end of the process. Test results and learner feedback (evaluations) need to be analyzed and linked to the next measure or test improvement. For this reason, the person in charge of test creation must be familiar with the contents of the learning materials. Creating a test is a difficult task, but it is not that difficult if the objectives are clearly defined and procedures are followed. We encourage you to try your hand at creating questions using this article as a guide.

The latest version 2.6.0 is now available! The main features this time are as follows. ━━━━・・・・・ member management CSV registration of groups Content management +Adjustment of button menu, *Addition of typing materials*, *Addition of bug-eaten questions*, Implementation of function to add similar assignments to lower level folders Grade management Filtering function by pass/fail Login restriction Issuance of authentication keys for each subdomain, Restriction of users under specific administrators Restrictions only users under a specific administrator can log in QuizGenerator5.5 Adaptive support for overcoming weaknesses Multilingualization support Unique language patch function ★━━━━・・・・・ following are images of typing materials. You can easily create typing materials from the form. Below are images of insect bite questions. You can easily create insect bite questions from the form.