Design and Implementation of a Mobile Learning Environment as an Extension of SCORM 2004 Specifications

Kiyoshi Nakabayashi,, Takahide Hoshide+, Masanobu Hosokawa*, Taichi Kawakami* and Kazuo Sato* National Institute of Multimedia Education, Nagaoka University of Technology, + NTT Resonant, Inc., *NTT Docomo, Inc. [email protected], [email protected], {hosokawama, kawakamitai, satoukaz}@nttdocomo.co.jp Abstract
This paper describes the development of an adaptive self-learning environment in which both mobile phones and personal computers can be used as client terminals. The SCORM 2004 specification was used to implement a standard-based learner adaptive function. The specification was extended to enable offline learning using mobile phones and sharing of course structure and learner tracking information for learning activities using both mobile phones and personal computers. Because the applicationprogramming environment of mobile phones varies from carrier to carrier, a common content format was specified for the learning content rendered by the browsers developed for each carriers environment. The system can provide adaptive courses such that results of a pre-test taken on a mobile phone modify the lecture content on a personal computer, fitting it to each learners level of knowledge and understanding. This paper discusses a self-learning environment in which mobile phones and personal computers are used to complement each other. There have been several studies of self-learning environments that use mobile phones. However, these studies either focus only on mobile phones as the client device and not on access from personal computers [10], focus on mobile phones used only to receive simple mentoring messages [11], or focus on mobile phones equipped with operating systems comparable to those of PDAs [8]. Moreover, the learning material is often developed with proprietary specifications, preventing content from being shared and reused. In contrast to these studies, this paper describes a self-learning system that supports both mobile phones and personal computers as client devices. The system has a learner adaptation capability spanning both mobile phone-based and personal computer-based learning environments by enabling sharing of learning material and learners tracking information in these learning environments. The design goals of the system are: 1) To provide a standard-based mobile learning infrastructure independent of device characteristics (often different from mobile phone to mobile phone or from carrier to carrier) using existing e-learning standards [3,5]. 2) To enable offline learning using mobile phones. 3) To implement a learner adaptation functionality with which learning materials and learners status from mobile phones and personal computers are shared and the learners status is reflected in the next learning activity from both environments. To achieve these goals, the developed system uses SCORM 2004 [1] compliant learning management system (LMS) [6], content browsers on mobile phones and protocol transformation servers between the LMS and the mobile phone. The content browser on the mobile phone is capable of displaying downloaded

1. Introduction
The popularity of mobile learning is growing along with the rapid increase in use of personal mobile devices and wireless networks [4]. There are three main types of mobile learning: Collaborative learning in a wireless environment [2,7], Utilization of mobile devices for mentoring and scaffolding purposes [9,11], and Distribution of learning materials, such as test questions, to mobile terminals [10]. As a mobile terminal device, personal digital assistants (PDA) are available with almost the same functionality as personal computers. Mobile phones, however, are more popular as easy-to-use mobile terminals and are equipped with both a voice communication function and an Internet function [10].

Seventh IEEE International Conference on Advanced Learning Technologies (ICALT 2007) 0-7695-2916-X/07 $25.00 2007

content offline. Learners learning results on the browser are later sent to the protocol transformation server, which modifies the data format so that it is compliant with SCORM 2004 learner tracking information. It is then forwarded to the SCORM 2004 compliant LMS. The LMS manages the tracking information on both mobile phones and personal computers. Based on the tracking information, the next learning activity is selected adaptively by the SCORM 2004 sequencing functionality. The learning material format is partly extended from the SCORM 2004 specification to support mobile learning. The rest of this paper is organized as follows. Design policies are discussed in Section 2, system implementation is described in Section 3, concluding remarks are made in Section 4, and future study ideas are discussed in Section 5.

2. Design policies
To meet the design goals described in the previous section, the system is based on the following design policies: 1) Extend SCORM 2004 to the mobile environment. 2) Develop a content browser for mobile phones. 3) Develop a protocol transformation server between the LMS and the mobile phone. These policies are discussed in the following subsection.

for mobile phones to render various rich media contents for personal computers due to their small screen size and lack of plug-in software. Taking these limitations into account, we derived the following design policies: Manifest file, which describes content course structure and sequencing rules for learner adaptation, is shared for learning from both mobile phones and personal computers. Since the SCORM 2004 sequencing engine on the LMS deals with the shared manifest file, learners status is also automatically shared. This makes it possible to implement learner adaptation functionality on both mobile phones and personal computers. RTE specification for LMS-SCO communication will be extended to mobile phones. Two types of SCOs and assets, one for mobile phones and one for personal computers, are prepared. During learning, a suitable type of content is selected by checking the type of terminal device.

2.2. Content browser on mobile phones

To meet the second design goal, which is to enable offline learning using mobile phones, an offline content browsing function for mobile phones must be provided. This browsing function should be capable of displaying as much content as possible. For tests, it should be able to accept answers, score them, and give feedback without communicating with the LMS. There are two possible ways of fetching content from networks and learning it using a mobile phone. One way is to use a native (built-in) mobile phone browser. The other way is to implement learning content using an application program downloaded and run on the mobile phone. The former way does not meet the design goal since built-in browsers are usually not equipped with a script language to implement scoring and feedback functions for test content. The latter way has the potential for developing rich content by fully exploiting mobile phone functionality. However, the developed content will depend strongly on a mobile phones programming environment. Since the programming environment differs 1 from carrier to carrier, this significantly reduces the interoperability of the content The first design goal cannot be achieved without eliminating
1

2.1. SCORM 2004 extension to the mobile environment

To meet the first design goal, which is to provide a standard-based mobile-learning infrastructure and the third design goal, which is to implement a learner adaptation functionality in which learning materials and results from both mobile phones and personal computers are shared, we adopted SCORM 2004 since it is a standard specification for Web-based training (WBT) content devised with a learner adaptation functionality. Although SCORM 2004 provides a learner adaptation functionality for personal computers, there are several issues to be resolved before this functionality can be implemented for mobile phones because mobile phones have several significant technical limitations that personal computers or PDAs dont have. One of the limitations is the inability to run JavaScript (ECMAScript), which the SCORM runtime environment (RTE) specification relies on for communication between LMS and sharable content object (SCO). Another limitation is that it is difficult

In Japan, there are three mobile phone carriers, each of which uses their own proprietary programming environment for their mobile phones.

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this restriction. Considering these situations, we selected a third way in which a general-purpose content browser will be installed on the mobile phone. This browser will download and display learning content compliant to a specified format. Although it is necessary to implement multiple content browsers, each of which runs in the different carriers programming environments, a standardized content format that is independent of the carriers formats can be introduced.

phones through the protocol transformation server, and the protocol transformation server checks the client device type. If the device is a personal computer, it will directly communicate with LMS during the following session. The manifest file and work a learner has done are common to both mobile phones and personal computers, but learning resources (SCOs or assets) to be sent to the client are prepared for either a mobile phone or for a personal computer. The details of each systems components are described in the following sections.
Mobile Only Unit for Download PC Only

2.3. Protocol transformation server

The content browser described in the previous section cannot deal directly with SCOs running on personal computer browsers mainly because of its inability to run JavaScript. On the other hand, as described in section 2.1, LMS runs the SCORM 2004 sequencing engine, which requires SCORM RTE communication with client-side content. To enable communication between mobile phone content browsers and the SCORM 2004 sequencing engine on the LMS, a protocol transformation server will be introduced. This server embeds RTE data models elements acquired from LMS into content sent to mobile phones, or transforms work a learner has done from the mobile phone to the RTE compliant format.

Mobile and PC Unit for Download Unit for Download

Figure 2. Manifest file extension for terminal devices and download units

3.1. Extension of manifest file

SCORM 2004 manifest file format is extended for mobile learning. One of the extensions is the specification for suitable terminal devices and units for download. Another extension is the multiple resource specification for one activity. The first extension is shown in Figure 2. This extension makes it possible to specify any given hierarchical activity as mobile only, PC only, or mobile and PC. This allows the content designer to declare that a pretest can be accessed only from a mobile phone or that a lecture section should be learned only from personal computer. Content accessible from a mobile phone will also become a unit of download. If a leaf activity is specified as mobile only or mobile and PC, then the learning resource associated with the activity becomes a unit of download. If a parent activity is specified, then all the learning resources associated with its descendant leaf activities will be included in the download unit. Currently, though, the ability to download learning resources associated with multiple activities at one time has not yet been implemented. The second extension is to enable multiple learning resources to be associated with one activity. This is in

3. System implementation
A mobile learning environment was developed based on the design policies described in the previous section. The systems configuration is shown in Figure 1.
Manifest File Protocol Transformation Server Learning Result Learning Resource for PC for Mobile Phone

SCORM 2004 LMS

Figure 1. System configuration The SCORM 2004 LMS was developed based on the open source SCORM 2004 engine [6]. Learners log in to the system using personal computers or mobile

Seventh IEEE International Conference on Advanced Learning Technologies (ICALT 2007) 0-7695-2916-X/07 $25.00 2007

contrast to the original SCORM 2004 specification, which allows only one learning resource to be associated to one activity. A type of terminal device and/or mobile phone carrier is specified for each learning resource that is associated with the activity. When the activity is accessed, the system can select a suitable resource depending on the type or the client devices carrier.
A1.html <FORM> <INPUT name=a1 value=1 type=radio> Yes <INPUT name=a1 value=2 type=radio> No <INPUT name=a1_ans" value="2 type=hidden> </FORM> <A HREF=A2.html">

3.3. Protocol transformation server

The Protocol transformation server performs the following functions: Identifies the client device when the learner logs in to the system, converts SCORM 2004 RTE protocol and data model elements between the LMS and mobile phones, and generates a download file list and transmits listed files.

Memory a1=1 a1_ans=2

Page Switch
A2.html

<!--%STRIF(a1==a1_ans, a1_s=a1_point, a1_s="0")--> <!--%SetValue("cmi.objective.0.score", a1_s)--> <!--%IF(a1_s>=mst_scr, stat="passed", stat="failed")--> <!--%SetValue("cmi.success_status", stat)--> Your answer is <!--%PRINT(a1)-->. Correct answer is <!--%PRINT(a1_ans)-->. cmi.success_status = failed Send on Termination cmi.objective.0.score = 0

a) Lecture pages

Figure 3. Example of mobile phone content

3.2. Content browser and content for mobile phones

The content browser is designed to render the downloaded learning resource. The learning resource format is shown in Figure 3. A simplified version of HTML is used. A learning resource consists of multiple HTML pages and associated bitmap images. The content browser is capable of executing simple script embedded in the HTML pages to provide score, feedback, and communication functionalities. With this script, it is possible to describe behaviors such as addition, comparison, retrieval, and setting of values of the RTE data model elements. This script is evaluated when the HTML page is switched to another page. In the example shown in Figure 3, the script in A2.html will be evaluated when the page is switched from A1.html. A learners input value to the <INPUT> tag will be held in the memory. By referencing this value, the content browser scores, generates feedback, and communicates with SCORM 2004 RTE data model.

b) Test page

c) Feedback page

Figure 4. Example of mobile phone content

3.4. Content development and trial experiment

Several learning materials were created and checked on the developed system. One material consists of four sections with lecture pages and a final test. Another material consists of a mobile only pretest followed by seven sections of PC only lecture pages selectively presented based on the results of the pretest. Examples of material pages are shown in Figure 4. Four learners participated in the experiment. They checked the behavior of the system with these materials using personal computers and mobile phones from three different carriers.

Seventh IEEE International Conference on Advanced Learning Technologies (ICALT 2007) 0-7695-2916-X/07 $25.00 2007

Although it was demonstrated that the system works correctly according to the design intention, the experimental learners found several usability issues. One issue is the lack of tables of contents. Most of the learners requested this capability. Another frequent comment was that the images were sometimes too small, as shown in Figure 4. A function to freely enlarge the image is needed.

Acknowledgements
This work was supported by the Japanese Ministry of Internal Affairs and Communications 2005 program Development and Experiments with Ubiquitous Learning Infrastructures.

References
[1] Advanced Distributed Learning Initiative, SCORM Shareable Content Object Reference Model SCORM 2004 3rd Edition, 2006. [2] C. Cortez, M. Nussbaum, R. Santelices, P. Rodrigues, and G. Zurita, Teaching Science with Mobile Computer Supported Collaborative Learning (MCSCL), in Proc. of the IEEE International Workshop on Wireless and Mobile Technologies in Education 2004, pp. 67-74. [3] C. Fallon and S. Brown, e-Learning Standards, St. Lucie Press, Boca Raton, 2003. [4] C. Leuhn and Y. Chan, Mobile Learning: A New Paradigm in Electronic Learning, in Proc. of the IEEE International Conference on Advanced Learning Technologies 2003, pp. 76-80. [5] K. Nakabayashi, e-Learning Technology Standardization Make It Converge!!, in Proc. International Conference on Computers in Education 2004, pp. 33-39. [6] K. Nakabayashi, A. Nakamura, Y. Kosaka, and K. Nagaoka, Design and Implementation of SCORM2004 Execution Engine and Its Performance Evaluation, in Proc of the 2006 International Conference on SCORM 2004, pp. 31-35. [7] H. Ogata and Y. Yano, Context-aware Support for Computer-supported Ubiquitous Learning, in Proc. of the IEEE International Workshop on Wireless and Mobile Technologies in Education 2004, pp. 27-34. [8] T. K. Shih, N. H. Lin, W. Chang, T. Wang, H. Wen, and J. Yang, The Hard SCORM: Reading SCORM Courseware on Hardcopy Textbooks, in Proc. of the IEEE International Conference on Advanced Learning Technologies 2005, pp. 812-816. [9] A. Stone, Mobile Scaffolding: An Experiment in Using SMS Text Messaging to Support First Year University Students, in Proc. of the IEEE International Conference on Advanced Learning Technologies 2004, pp. 405-409. [10] P. Thornton and C. Houser, Using Mobile Phones in Education, in Proc. of the IEEE International Workshop on Wireless and Mobile Technologies in Education 2004, pp. 3-9. [11] C. Wang, B. Liu, K. Chang J. Horng, and G. Chen, Using Mobile Techniques in Improving Awareness to Promote Learning Performance, in Proc. of the IEEE International Conference on Advanced Learning Technologies 2003, pp. 106-109.

4. Conclusion
A learner adaptive self-learning environment in which both mobile phones and personal computers can be used as client terminals has been developed. The SCORM 2004 specification was used to implement the learner adaptive function with the extension for offline learning using mobile phones. A content browser has been developed to implement a common content format on mobile phone from different carriers. Several issues that will need to be resolved were identified during the systems design, development, and trial stages. The usability of the content browser must be improved. It should provide tables of contents capability and image enlarge capability as discussed in 3.4. It should be possible to engage in multiple offline learning activities. The developed system cannot download and run learning resources associated with multiple SCORM 2004 activities. To make this possible, it is necessary to consider sequencing behavior implementation on the mobile phone and learning status synchronization between the LMS and a mobile phone. It should be possible to automatically generate client-side content. It is very time consuming to separately prepare the same learning resources for personal computers and mobile phones. A mechanism that automatically generates learning resources for both device types from one original set of content would save a lot of time. Input devices should be utilized. Recent mobile phones have various input devices such as cameras, bar code readers, contact-less smart card readers, and global positioning systems (GPS). Such devices could be incorporated to enhance adaptive functionality so the system could take account of the learners current learning environment and position as well as the learners knowledge or level of understanding.

Seventh IEEE International Conference on Advanced Learning Technologies (ICALT 2007) 0-7695-2916-X/07 $25.00 2007