Steps towards personalised learner management system (LMS): SCORM implementation

Abstract

Purpose

Seeks to show that the software development process is based on the premise to provide an enhanced e‐learning environment by supporting individual learning styles and preferences through the use of emerging adaptive technologies that also enable performance evaluation in the context of meeting agreed learning outcomes.

Design/methodology/approach

The design methodology adopts a case study approach that follows the design and implementation of a learner management system.

Findings

Web‐based intelligent tutoring systems, aimed at compensating for the absence of a real world tutor have to date mostly concentrated on providing assistance in a particular subject domain and not focused on the problem of utilising content represented as learning objects across multi‐subject domains. This paper describes the creation of a non‐dictatorial tutoring system that has been developed at NTP Information Solutions Ltd. A visualisation tool has bee4n created called “learning navigator” to help learners to visualise the best path through assignable units extracted from a learning repository.

Practical implications

The system is currently able to suggest new paths that take into account learning styles through learner performance, learner previous experience and learning objectives. Future work will include extending this criterion to take into account further individual learning preferences.

Originality/value

The sharable content objects (SCOs) approach to the software solution extends the internationally recognised SCORM development standards. As a consequence the paper contributes to international e‐learning standards development but also extends current knowledge of the role of adaptive technologies in supporting learning styles and preferences.

Citation

Watson, J. and Hardaker, G. (2005), "Steps towards personalised learner management system (LMS): SCORM implementation", Campus-Wide Information Systems, Vol. 22 No. 2, pp. 56-70. https://doi.org/10.1108/10650740510587074