Based on Teaching Object Web Courseware Content Packaging Model Design (1)

Abstract: Based on the SCORM specification, this paper proposes a sharable web courseware content design method based on open teaching objects. The teaching resources and teaching methods used are modeled as open teaching objects, and the object is regarded as the basic component of the shared courseware content. In the courseware, open teaching objects are allowed to have a link relationship, and can provide service support to each other through a message mechanism, thereby improving the aggregation efficiency and design flexibility of sharing courseware content.

Keywords: Computer-aided teaching; Web courseware; Courseware sharing; SCORM;

In order to realize the sharing and reuse of courseware learning content in web-based distance education, relevant standards and organizations have been established internationally. The most famous ones are: IEEE, presided over by the IEEE LTSC (earning technology standards committee). The P1484 standard and the IMS Global Learning Consortium publishes the learning system specification and the SCORM (sharable content object reference mode1) specification established by the ADL (advanced distributed learning initiative), which belongs to the US federal government. In these learning content sharing standards that have been formulated, the typical learning content is considered to be a collection of collections of content component objects. These content components can be copied, transmitted, purchased, and executed. Components can be aggregated according to a standard-compliant hierarchy. Large learning unit. At the same time, in order to facilitate the sharing, reuse, and movement of content components among different learning management systems (LMS), it is required that components participating in aggregation in the content structure be made into independent teaching units, that is, components are not allowed to have a link relationship [ 1]. This independent component has complete logical meaning, can be self-contained, can be used out of context, and is easy to aggregate, share, and reuse. However, the independence of the shared content component also causes two problems: 1 The content component is too large. Because a content component must complete its teaching tasks on its own, the component must include all the functions in the teaching process; 2 a large amount of data Redundancy, because the content components can not have a link relationship, the components must be designed to be completely closed. Therefore, in order to achieve the independence of copy and transfer of shared components, the same page that appears in multiple content components must have a copy in each content component's directory.

In order to improve the inefficiencies and data redundancy caused by the independence of the shared content components in the current standards, this paper proposes to break the closedness of content components and open teaching based on the SCORM specification. Object sharable Web courseware content design method.

1 design idea

1.1 Open Teaching Object OIO

In the design method based on the open teaching object courseware content, the teaching resources (including multimedia material files, Web pages, JavaScript programs, etc.) used for achieving a certain teaching goal and the various teaching methods used are modeled as A special teaching object becomes the smallest unit that can be shared among different learning management systems (LMS). Because the object is allowed to have a link relationship, it is called an open instruction object OIO (open instruction object).

The open teaching object 010 encapsulates teaching resources and teaching methods. Each OIO object is provided with an interface. The interface describes the OIO object can accept messages and can provide teaching services. External and OIO objects, OIO objects and OIO objects can only be contacted by messages. When the OIO object is running, it receives the message to drive the corresponding teaching service. OIO objects can request services from other OIO objects in the course of teaching activities. The system completes its overall teaching function in the course of this continuous object request and object service. The view of the oIo object is shown in Figure 1.

1.2 The production of open teaching object 010[5]

With the support of production tools, when creating an open teaching object OIO, the teaching content is firstly counted as a number of separate small web pages, one teaching page in a web page corresponding to the courseware, and each web page is stored in an independent Resource file. Then the web pages are linked into different process structures according to the teaching strategy, forming a teaching route of various teaching methods. Each teaching method has a method header at the interface of the object, which contains the entry address of the corresponding teaching route. Then, the reference of the resource part, the process structure of the teaching method and the interface of the object are packaged by the production tool to generate a corresponding XML document.

In order to implement service requests to other OIO objects in the teaching process, the flow structure of the teaching route may not be completely closed, allowing hypertext link pointers in several web pages to be left floating or pointing to a special invalid address as an OIO object. A message mechanism for requesting service from other OIO objects during execution. A dangling pointer corresponds to a service request message. The specific point of the dangling pointer, that is, the mapping of the message, is deferred to be given in the Resource element of the courseware package that references the object, so that the request message of the same OIO object can be received by different service objects in different courseware.

1.3 OIO aggregation and linking of open teaching objects

OIO, an open teaching object, is a teaching fragment centering on a knowledge point, and is an organic combination of staged teaching resources and teaching methods. An OIO object contains the learning content of a knowledge point. Therefore, due to the inherent logical relationship between knowledge, OIO objects with different knowledge points can be aggregated into higher-level learning content according to hierarchical relationships. As with the SCROM specification, in this method, the content's aggregation structure is described by the organization elements in the content list. When designing courseware content based on teaching object OIO, due to the encapsulation of object-oriented technology data and methods, we should strictly follow the design of teaching object OIO, and then construct the courseware content structure of the development process. It is not allowed to skip the teaching object OIO and directly reference the teaching material webpage in the courseware content structure. Therefore, the Resource element in the content list only references the OIO teaching object. In courseware, there is not only an aggregation relationship between OIO objects, but also the establishment of interrelated link relationships through message passing. In content packaging, the link relationship between OIO objects that are applied to the same courseware is described by the resource element in the content list. The same 010 object message can specify different receiving service objects in different courseware, thus forming different oIo object link relationships in different courseware.

(to be continued)