I thought I’d type up a quickie list of things I believe in, as it relates to my profession or my kids’ schooling; I’ll leave out politics, religion, the sad state of the music industry, Apple versus Adobe, and alien conspiracies.
Setty’s line “Smart people want to give their best” seems to be something of a passing thought in his post. I’d like to give it more attention, because I believe conscientious experienced folks have a fear of giving bad advice.
Someone recently posted a blog entry ranting about the use of the term “best practices” in our industry. I understand the frustration with thoughtless pronouncements about best practices, especially coming from people who may not know any better; it will often sound a lot like how like mom used to say “eat this, it’s good for you” without really knowing whether it’s true. However, there is a big difference between best practices in terms of learning theory — something that’s difficult to quantify and/or prove — and technology.
Most e-learning developers don’t care about SCORM and only (begrudingly) learn enough to get the job done. I don’t blame them. This brings up the never-ending question when it comes to using SCORM in courseware: What are you really trying to do with SCORM?
Today, I’m going to explain how to add SCORM code to a plain HTML file. This example uses SCORM 1.2 syntax, but as I explain at the end of the tutorial, it’s really easy to edit the code to use SCORM 2004 syntax.
Understanding that we should be using standards and best practices throughout e-learning development, the question becomes “what standards and best practices should we follow?”
Here’s my attempt at outlining some basics.
I’m 100% positive I’ve missed a few things, and I’m pretty sure not everyone will agree with my statements. Why not join in and add your two cents?
I’m proposing we create a community-defined set of simplified e-learning development standards that can be viewed more as ‘rules of thumb’ than law.
Buckle your seatbelts, you may not like this statement: Most e-learning tools do not promote the creation of effective courses, do not promote web standards, and do not promote accessibility; they merely make cookie-cutter course development easier for technically inexperienced course developers.
There, I’ve said it. Please don’t hate me.