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Sharable Content Object Reference Model (SCORM) is a collection of standards and specifications for web-based electronic educational technology (also called e-learning). It defines communications between client side content and a host system (called "the run-time environment"), which is commonly supported by a learning management system.
Here is a list of the features of the system as of 1990: printing, electronic mail, electronic messaging (Zephyr), bulletin board conferencing (Discuss), on-line consulting (OLC), on-line teaching assistant (OLTA), on-line help (OLH), assignment exchange (Turn in/pick up), access to system libraries, authentication for system security (Kerberos ...
Accessibility: The consistent layout using on LMS provides students with disabilities better opportunity to access web content. [35] Reusability: Reusability refers to the LMS system's ability to be reused for educational content. A critical aspect in lowering the high expenses of developing educational experiences in e-learning settings. [36]
Distance education is a technology-mediated modality and has evolved with the evolution of technologies such as video conferencing, TV, and the Internet. [4] Today, it usually involves online education through an online school.
These systems are usually still classified as huddle room systems, but, like webcams, rely on a USB connection to an external device, usually a PC, to process the video codec responsibilities. Despite its name, video conferencing systems for Huddle Rooms prevent participants from huddling close together to be seen in the camera.
These units are independent of format, meaning that although the unit may be delivered in various ways, the pedagogical structures themselves are not the textbook, web page, video conference, Podcast, lesson, assignment, multiple-choice question, quiz, discussion group or a case study, all of which are possible methods of delivery.
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The PLATO computer learning system allowed students to collaborate on networked computers to accomplish learning tasks as early as the 1960s, but the early networking was not accomplished via the World Wide Web and PLATO's collaborative goals were not consistent with the presenter-audience dynamic typical of web conferencing systems. [9]
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