dynamic publishing - exactls · a content-centric approach to learning personalization summary the...

© eXact learning solutions 2012

Dynamic Publishing A content-centric approach to learning personalization

Summary

The need for a content-centric strategy to

corporate training and learning

personalization to address various converging

business pressures has been emerging in

recent years.

Distributed software architectures support

effective publishing and learning strategies by

focusing on organizational business goals and

the needs of key stakeholders in the end-to-

end learning and training scenario.

This paper reviews the concept of distributed

architectures and introduces the advantages

of passing from “Static Publishing” to

“Dynamic Publishing. Dynamic Publishing is an

innovative approach to content production

and distribution capable of adapting learning

content to the user’s device, platform and

skills. The last part of the paper describes

how eXact LCMS may be adopted as a central

Learning Content Management Solution to

favor a Dynamic Publishing roadmap

interoperating with potentially -any LMS or

delivery portal already in place.

Why a content-centric approach?

Today, knowledge has the primary

characteristic of being highly distributable,

practically anywhere both within and outside

an organization. Continuous changes in laws

and procedures, technical product

specifications and compliance regulations -

especially in highly regulated sectors -

demand rapid re-distribution of up-to-date

knowledge both within and between

organizations. This applies to all knowledge-

related processes within an organization,

including but not limited to blended training

and development initiatives.

A sustainable approach to continuous learning

content production, distribution and

maintenance requires effective workflow

definition, agile project management,

Dynamic Publishing - A content-centric approach to eLearning

~ 2 ~ © eXact learning solutions 2012

template-based content development, simple

though effective tagging and classification,

ease of content/asset retrieval and reuse, as

well as highly efficient overall asset

management policies.

Field staff needs access to up-to-date

material on demand, while the training and

learning organization must control the

consistency and quality of all material that

circulates in its complex, geographically

dispersed operations. This results in a strong

need for a single-source, centralized content

strategy for every growing or emerging

enterprise.

Digital information is undergoing a major

change thanks to the proliferation of new

distributive models. These models will not

only reform the way that information has

been distributed for the past ten years, but

will also become the ideal channels for

reaching communities that require training,

which is increasingly personalized and social

in nature.

Implementing a solid content strategy is of

paramount importance to support blended

learning processes. Blended learning responds

to new communicative and formative needs

resulting from globalization, among other

changes to business processes in the last

decade. It reduces costs of traditional training

and enables more effective knowledge

distribution channels. It also addresses the

challenges faced by distributed and dynamic

organizations, such as multi-brand course

catalogues, multi-language learning programs

and multi-device delivery channels.

Finally, a large number of content producers

need to integrate content management with

different delivery platforms and HR solutions.

During this transition, mixing and matching

various authoring and delivery architectures

and formats will be necessary.

Content and delivery strategies

Adopting a content-centric strategy is key for

those organizations that rely heavily on

content within their learning and training

processes. Those may include organizations

acting in highly-regulated sectors or having

global, multi-language and geographically

dispersed operations.

A solid publishing strategy generates a high

LMS or LCMS?

LMS LCMS Simply stated, a Learning Management System

(LMS) is a learner–centric system that focuses on

the management of learning processes, from

planning to delivery and accounting.

A Learning Content Management System (LCMS) is a

content–centric system that focuses on the authoring

and management of content to be used - and possibly

reused - during learning processes

LMSs are about learners and organizations - the

logistics of managing learners, learning activities,

and the competency mapping of an organization.

These systems manage and track the relationship

between the users and learning activities, including

progress on different activities, as well as the

competencies and skill-levels acquired.

LCMSs are about creating, storing, reusing, managing and delivering personalized learning content from a central digital repository. Users, such as administrators, authors, instructors and subject matter experts, create new or upload existing instructional content, upload existing third party content, manage revisions, collaborate in content projects and so on. LCMSs focus on learning objects and content reuse.



ROI by supporting a content development,

repurposing and management model for

blending instructional content and traditional

training initiatives with the more innovative

distance and mobile learning processes (often

referred to as “mLearning”).

All these needs triggered the evolution of

Learning Content Management Systems

(LCMS), which focus on content and all the

processes around it.

LCMSs and LMSs are different, but can also be

complementary. Together, they form a

powerful combination for a robust learning

platform.

Due to the rapid uptake of SCORM standards,

an ideal learning architecture should separate

content production, storage and delivery sub-

architectures from those dedicated to the

management of learning processes. It should

allow for interfacing modules and exchanging

content packages in standard and shared

formats.

LCMS-LMS integration strategies

With the growth of learning content

production processes within online learning

processes, cross LCMS –LMS content delivery

models are migrating across the three levels

depicted in Figure 1.

This implies a maturity model from simple

handover of contents (Static Publishing) to

more appropriate strategies for content

linking at learning time (Dynamic Publishing).

In a Dynamic Publishing framework, content is

held in the LCMS repositories and the LMS

activates links to contents at run time, giving

direct access to single Learning Objects (also

Static publishing(manual or automatic)

Digital repository

Additionalsources Other

front-end systems

LMS content server

Manual or Automatichand-over of content

Digital repository

AuthorsInstructional Designers

SMEs

LearnersTutors

Administrators

Authoring tool(s) 3rd party LMS

Additionaldelivery portals

Reporting database

Tracking engine

SCORM rendering

and sequencing

engine

Lorem ipsum dolor

Lorem ipsum dolor sit amet, consectetur adipiscing elit.

Suspendisse a fringilla justo. Proin tempor iaculis turpis et convallis.

Class aptent taciti sociosqu ad litora torquent per conubia nostra, per inceptos himenaeos.

Sed ut perspiciatis unde omnis iste natus error sit voluptatem

Lorem ipsum

Lorem ipsum dolor sit amet, consectetur adipisicing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua.

Lorem ipsum @


Lorem ipsum @


Dynamic publishing(SCORM Player on LCMS or LMS side)

Figure 1 – Static vs Dynamic publishing



known as learning units, modules, activities

or, in SCORM terms, SCOs) or to fully fledged

SCORM packages. In the latter case,

responsibility for playing content, sequencing

and tracking learners’ experiences and

proficiencies, as well as administering tests

resides on the content delivery side -

leveraging the need for SCORM play abilities

to be directly embedded into the LCMS

architectural space.

The advent of more adaptive formats such as

SCORM 2004, Learning Design and Common

Cartridge (respectively adding adaptability,

multi-user access, and services-oriented

integration to learning contents and

assessments) are accelerating dynamic

content strategies and trends towards content

separation between LMS and LCMS.

By implementing a distributed architecture

offering Dynamic Publishing of contents, with

independent SCORM rendering and tracking

capabilities, digital repositories hosting

Learning Objects may expose contents to 3r d

party platforms using shared taxonomies and

classification for easier and effective content

gathering, selection and personalization.

Within such cross-platform integration

scenarios innovative media, location-based

and skills-based personalization approaches

may be used to customize learning packages

based on the detected media, location and

skill levels of end users. Figure 2 illustrates

skills-based content personalization

leveraging Dynamic Publishing across a digital

repository, holding remediation and

assessment materials, and a competency

management and skill gap analysis platform.

An LCMS must support clients in achieving

their own content strategy maturity model,

moving from whatever content lifecycle and

workflow setup they might embrace today to

a proper dynamic content lifecycle, across

different levels of publishing and distribution

models of choice.

Let’s see, then, different content publishing

strategies. Assess the pros and cons, what

scenarios favor one approach or another - and

what the cost and effort is for each, both in

terms of system integration work and system

resources.

Static publishing

Static publishing is about producing and

storing learning content source data in the

LCMS and moving a copy of final learning

packages to the LMS for delivery to end users.

How does “Static publishing” work

Content Packages and all resource files

included in each Package are moved or copied

(published) one at a time or in batches from

the LCMS or authoring tool to the third party

LMS. Compatibility is assured by the mutual

support of a shared standard such as SCORM

content packaging specification. Static

publishing architectures do not require any

specific integration work to be done on the

two systems. Static publishing integrations

may be summarized as in the following steps:

• Learning content is produced, reviewed

and signed-off in the LCMS or Authoring

tool of choice

• Once ready, learning packages are

exported in a standard format (usually

SCORM Packages or AICC course files) and

published (“uploaded” or “sent”) to the

target LMS.



• Learning content is accessed by LMS users

without them requiring direct access to

the LCMS.

When to consider “Static publishing”?

Static publishing is a good fit in a variety of

scenarios including:

• Large-scale implementations, where

learning content only covers a limited

span of the learning scenario, or where

the technology landscape imposes a hard

separation between publishing and

training environments.

• Low-level and small-scale need for

content updates and content publishing

between the LCMS and LMS, where the

back-end management of the content is

done by a small, dedicated group. Such

power users may prefer to apply a manual

approach to this process.

• Low-budget projects - A more robust

integration requires effort in terms of

analysis and development, hence

impacting the budget.

• During a Proof of Concept phase when

simplicity is key. Power users can

familiarize themselves with the way the

two platforms work separately, before

considering the integrated picture. Once

this is matured, the organization can more

REMEDIATION

LEARNING OBJECTIVES

Course -

lessonplan

Skill Gaps

Learning Package

Learning Unit

Learning Unit

Learning Unit

Learning Unit

Skill

Job

Competency Profile

Skill Level

Skill

Skill Level Skill Level

Skill

Coursecatalogues

Metadata

Assessment

Figure 2 - The relevance of Dynamic linking for Skills-based personalization



easily be guided to the next stage,

automating the process of publishing

updates and data synchronization.

• Missing interaction or knowledge of the

third party LMS in place. If the customer

works with LMS portals with limited

technical knowledge about them or, if it is

not possible to create a liaison between

LCMS provider and LMS provider.

Automating the handover of packages

Implementing “Static publishing” does not

require any special integration works since

learning packages can be manually

downloaded by the LCMS Administrator in a

standard format (usually SCORM Packaging,

which consists in a zip file containing both

course structure and all needed resource

files), then uploaded by the LMS

Administrator to the target portal of choice.

Nonetheless, most LCMS and LMS systems

allow setting up a first level of integration

that may improve (automate) the way content

files are transferred from the LCMS to the

LMS.

Where such integration is in place, course

packages are moved from one system to the

other through Web Services or other sort of

APIs available in the two systems. Content

hand-over may be implemented according to

a “push” (LCMS to publish new packages to

the LMS) or “pull” (LMS to request available

updates to the LCMS on a regular base)

modality. Mixed push-pull scenarios can also

be envisaged, leveraging standard integration

protocols such as AICC PENS i.

What is usually available off-the-shelf

and what integration work is required?

Manual handover:

No integration work is usually required if the

authoring tools, the LCMS and the target LMS

are compliant with a common interoperability

standard such as SCORM, AICC, IMS Content

Packaging or Common Cartridge.

Post publishing XML transformations (XSLT) may be

required in case the LMS imports XML formats,

which are SCORM dialects or are different from

what is produced by the LCMS architecture by

default.

In such cases the LCMS’s ability to automatically

hook post processing transformation layers to the

workflow status of content is a clear added value.

What architecture do I need to deploy?

Manual handover:

No specific architecture besides the ones

necessary to run the two systems

independently

Automated handover:

The two systems should be able to

communicate with each other through a

standard HTTP channel or web services.

Pros and Cons of Static publishing

integrations

Pros:

• Thanks to the adherence of LCMSs and

LMSs to standards, integration is

straightforward.

• End users never access the LCMS, and no

LMS users need to be registered in the

LCMS.

• Hardware sizing on the LCMS side is



usually limited to support the actual

publishing team; delivering content to a

large community of learners does not

imply specific requirements on the LCMS

side.

Cons:

• Duplicated copies of the same content

items are located in two different

repositories.

• Lack of a single central repository able to

assure consistency and effectiveness to

the content management processes

• The two core phases of typical learning

processes - content publishing and

delivery - are disconnected.

• Content publishers do not have any

control over the content being delivered.

• Time consuming and risk-prone

maintenance of the LMS catalogue, issues

updating packages on some LMSs, and a

lack of alignment between the two

systems.

• Does not really solve the problem of

distributed architectures. Read below to

know why.

Dynamic Publishing

As noted previously, digital knowledge has the

primary characteristic of being highly

distributable. Dynamic Publishing is the way

to transform this challenge into a win-win for

content producers and knowledge consumers –

a challenge that Static Publishing cannot

meet. Indeed, the combination of a central

Digital Repository with an effective single-

source content publishing strategy and

distributed content management processes

may overcome the limitations of traditional

publishing. In this chapter we will show how

to implement a “Dynamic Publishing”

infrastructure through the integration of your

existing Learning Portal and any LMS platform

of choice and a central Learning Content

Management System (LCMS).

Dynamic Publishing is about delivering

learning package contents directly from the

LCMS without the need to migrate course

contents from one system to the other. This

may happen in two main ways:

Passing the SCORM package structure to

the LMS, linking back learning objects

(SCOs) from the LCMS. The course player

would reside on the LMS whilst course

contents would be streamed live from the

LCMS central repository. This way only

course structures and navigation rules

would be duplicated across the two

systems and the live sequencing of

content managed by the LMS resident

SCORM player

Providing the overall learning content

package as a service directly run and

managed by the central LCMS. In this

approach, no duplication occurs (neither

course structure nor content files) and the

learning activity is consistently provided

to all front-end learning portals possibly

connected to the same central LCMS

repository. In this case the live rendering,

sequencing and tracking of contents would

happen on the LCMS, returning grading to

the LMS at the end of the learning

experience.

We will see in the following the implication of

both approaches.

LMS-side SCORM Player

In this integration modality, learning packages

are published to the LMS in the form of

“skinny packages”. Indeed, the packages

published to the LMS only include the course



description (“Metadata”) and the course

structure (“Organization”).

This means that content files are not included

in the package to be imported in the LMS but

rather the link to the actual location of each

Learning Object (or “SCO”) in the LCMS is

provided. This implies that the content files

are kept on the LCMS and streamed to the

LMS SCORM Player upon user access. Thus:

• Content rendering is done by the LMS

• SCORM Tracking is performed and

managed by the LMS

• Tracking reports are provided by the LMS

• The LCMS mainly acts as a content server

This approach requires implementing one of

the available solutions to the security issue

known as the “SCORM cross domain issue ii”

When to consider this solution?

This is the option that works best if there is

an existing LMS with adequate SCORM 1.2 or

SCORM 2004 rendering, sequencing and

tracking capabilities.

What is available off-the-shelf and what

integration work is required?

Advanced Learning Content Management

Systems usually offer, off-the-shelf, relevant

workflow engines assigning, throughout the

content lifecycle, specific “events” and

“status” to the content. These may be used

to drive integration and Interoperability

across the LCMS and LMS, pushing or pulling

the content at the right time according the

publishing strategy of choice.

In particular:

• The publishing engine leveraging LCMS

triggers may be developed by any system

integrator of choice - based on the

relevant workflow steps for content

handover.

• Single Sign On (SSO) may be required if

user authentication and authorization for

material access security is to be enforced

on the LCMS.

Complexity and development effort depend

on the web services and/or APIs available on

both the LCMS and LMS.


A heavier load on the LCMS front end, linearly

proportional to the number of concurrent

users on the LMS, requires an appropriate

hardware sizing on the Content Server.

Advanced LCMS platforms support a

distributed deployment of LCMS content

server and application server, so that the

most appropriate performance can be

achieved.

LCMS side SCORM Player

Using the SCORM Player on the LCMS side

means that SCORM contents are exposed to

LMS end users (learners) as learning

experiences. Since learning packages are

played through the SCORM Player provided by



the LCMS, all SCORM tracking activity also

happens on the LCMS side.

In this case, learning packages handed over to

the LMS only include course descriptions

(“Metadata”), which are used to populate the

course catalogue on the LMS, and a unique

identifier of the learning package in the LCMS

(usually in the form of a URI - Unique

Resource Identifier, or URL - Uniform

Resource Locator). This is used by the LMS to

identify and launch the course in the LCMS

SCORM Player upon request.

It’s worth highlighting that, from a learning

perspective, learners’ experience happens in

(and is tracked by) the LCMS. Indeed:

• SCORM Tracking happens in the LCMS

• Detailed historical reports are available on

the LCMS

The LMS gets the required tracking

information (usually at course level) from the

LCMS every time a learning session is

completed, or based on parameters defined

by each organization (an LCMS may provide

several options related to what tracking

information is exchanged between the two

systems, its level of granularity and expiration

criteria).

When to consider this solution?

This is the option to consider when the

existing LMS has little or no capabilities to

run, sequence and track SCORM 1.2 or SCORM

2004 content packages. Also, this approach is

suggested when the same catalogue courses

are supposed to be delivered through more

than one LMS and a consistent user

experience is requested for learners. In such

scenarios, an adequate LCMS backup provides

embedded rendering, tracking and reporting

functionality. This option may also be used to

extend existing LMS platforms with delivery

capabilities covering mobile and location

based learning contexts.

This integration scenario usually demands a

higher integration effort between the LCMS

and LMS, but avoids any cross-domain, SCORM

interpretation or interoperability issue in

general.

What is available off-the-shelf and what

integration work is required?

In addition to the requirements of the “LMS-

side SCORM Player” architecture described

previously, LMS end users must be registered

on the LCMS and will access the LCMS

environment each time they play a learning

package. This implies that:

• User credentials are aligned between the

two systems (a variety of methods may be

available, supporting user alignment

across the LCMS and the learning portals

consuming its content repository)

• Tracking data is aligned between the two

systems (also in this case aggregation level

and expiration policies may be defined as

per client requirements)

The best approach to data alignment strongly

depends on the global deployment strategy of

the client organization, relying on the use of



the learning and testing information (most of

which captured by SCORM tracking standard)

in the organization (those may be used to

feed the corporate HR or ERP system, or

exported to other talent and performance

management tools).


Setting up the architecture required to use

the SCORM Player provided by the LCMS is

more challenging than the “LMS-side SCORM

Player” approach described previously.

However, it is more powerful. It may allow

implementing “smart” adaptive learning paths

across multiple learning packages and

different delivery devices. There is also the

option of setting up more extensive and

detailed tracking reports. The combination of

proper sequencing and navigation rules (as

defined according to the SCORM 2004

standard), tracking of user performances,

assessments and achievement of learning

objectives allows designing adaptive learning

experiences that fit the actual needs of every

learner in every phase of her or his

educational experience.

Ten main benefits of Dynamic Publishing

Dynamic Publishing has many benefits for

content-centric learning processes, for

organisations having the possibility to put an

LCMS-LMS interconnection in place.

Dynamic Publishing offers the following ten

major benefits:

1. Effective maintenance of content

updates. Dynamic Publishing uses “links”

to contents coming from one single

content store to be delivered live and

transparently into third party delivery

channels, including any LMS of choice,

with single sign-on and platform-to-

platform interoperability for accessing and

delivering the content to end users.

Should you be updating the content often,

traditional handover of content would

require constant and repeated content

regeneration, duplication, download and

upload to transport content between

different systems. This generates heavy

maintainance cycles and maintainance

overload. Dynamic Publishing doesn’t

physically move the content but, rather,

provides “smart” links to it.

2. Efficient management of storage space

and bandwidth consumption. Dynamic

Publishing uses “links” to assign content.

Should you deliver the same learning

content to multiple classrooms across

different LMSs, you could end up with a

proliferation of course copies. Linking

enables you to have just one copy for each

piece of content and uses virtual “links”

to assign it many times to classes and

curricula. This produces a saving in disk

space, congestion and infrastructure

resources.

3. Flexible re-packaging and re-sequencing

of contents. Dynamic Publishing enables

authors and instructional designers to

create personalized playlists of content by

using “links” rather than physicial copies

of the content. This enables very fast,

“drag & drop” composition of new

learning content “play lists” including

“links” to more granular objects. In

essence, new sequences of content made

on-the-fly to accommodate personalized

learning paths may be refactored easily

and rapidly by each instructional designer



without the need to physically duplicate,

replicate and reload content into the

delivery platform.

4. LMS platform independency. Dynamic

Publishing protects content investments

by taking the content “out” from any

delivery platform it might be locked into.

Should you want to change to a new LMS

platform and/or should your LMS platform

go out of the market or change model,

you already have the content separately.

In this case, migration can be much easier

- even as simple as opening the content

store to a third party platform.

5. Wider re-usability of contents. Dynamic

Publishing, coupled with stand-alone

SCORM players and tracking engines (there

are many on the market), enables

contents to be accessible even without an

underlying LMS. Should you want content

to be delivered and tracked without any

formal curriculum delivery process, you

may expose dynamically linked learning

contents directly to non-LMS platforms

such as ERP, CRM or B2B, B2C or B2E

(Business to Employee) solutions. In many

cases, dynamically linked content -

resident in central LCMS repository and

delivered through a certified SCORM

Player capable of SCORM content delivery

and a robust SCORM tracking and reporting

engine - may be launched from third party

dedicated systems optimized to the

specific client performance support and

talent development infrastructure.

6. Open accessibility of contents. Dynamic

Publishing coupled with an appropriate

digital repository solution may be exposed

to third party networks and marketplaces

using standard web services and protocols.

This enables paying or allied subscribers to

harvest metadata, request content and,

eventually, launch them using the digital

repository’s rendering and tracking

services.

7. Innovative business modelling. Points 4,

5 and 6 above underpin the possibility of

new generation business models where

content catalogues may be delivered to

third party networks - either on a

subscription basis or via an alliance

agreement, with no need for additional

platforms.

8. Innovative Skills personalization

solutions. One specific option enabled by

Dynamic Publishing is skills-based

personalization empowered by advanced

LCMS and Skills & Competency

Management platforms integration (see

Table 2 of this document). In this case,

Skills and Competencies may share similar

classification taxonomies as those

classifying assessments and remediation

contents in the content repository. By

enabling single sign-on across to the

systems, remediation packages may be

created automatically on the basis of the

skill gaps detected by the competency

management system. Then learners and

trainees can be enrolled into skills

remediation learning paths, allowing their

skills to be re-assessed after the

personalized content delivery takes place.

9. Innovative Media personalization

solutions. Dynamic Publishing enables

media based personalization through

integration of the LCMS with Mobile,

Location-based or Offline asynchronous



delivery platforms. In this case, content

may be created with the LCMS authoring

capabilities and classified according to

specific media, geographic locations

and/or delivery contexts. At run time, the

content may be assigned to learners by

third party LMSs or portals, though

physically delivered, rendered and tracked

by the back-end LCMS integrated via

dynamic linking. This enables the delivery

process to be independent of the specific

media and functionality limitations of the

selected LMS.

10. Overall Content Lifecycle Strategy

optimization. All the points above are key

for content-centric learning processes

where scarce resources are dedicated to

content authoring, maintenance and

updating. A back-end infrastructure based

on extensive use of XML technology, a

Learning Objects philosophy and

interoperability standards, and integrated

at level 3, has a high ROI in terms of both

the content life cycle and strategy

optimization in the mid-term.

Static Dynamic

Manual Autom.

LMS

Player

LCMS

Player

Content is stored in one single repository

Avoids content duplication

Supports easy maintenance and immediate update of

course contents

Supports easy update of course structure and navigation

rules

SCORM Tracking and performance reporting is

centralized on LCMS side

Allows for centralized tracking of SCORM 2004 learning

objectives

Allows for delivery of SCORM content through portals

other than LMS (web portal, Intranet, CRM, ERP,

eCommerce portal)

May not require integration between LCMS and LMS

Does not require end user access to LCMS portal

Does not require end user license on the LCMS

Allows simultaneous delivery of the same contents

through different front-end delivery portals

Ensures consistency of user experience thanks to

common SCORM Player tools in online, offline and

mobile learning scenarios

Requires implementing a solution for SCORM Cross-

domain issue



Using eXact LCMS to implement your maturity model towards Dynamic Publishing

eXact LCMS is the state-of-the-art LCMS

platform from eXact learning solutions which

is installed in more than 100 large

Organizations. It covers the whole learning

content authoring, review and approval

process, from the beginning of concept

definition, storyboarding, development and

reviewing, to the delivery of SCORM-based

learning experiences (SCORM tracked learning

packages) in multiple formats (e.g. HTML,

Flash) and scenarios (e.g. ILT, Online and

Mobile learning).

Today, eXact LCMS enterprise architecture is

one the most powerful solutions supporting

the trend towards Dynamic Publishing within

large publishing, training and learning

organizations.

eXact LCMS optionally supports both “static”

and “dynamic” publishing integration

strategies thanks to advanced off-the-shelf

web services, configurable workflow and a

dynamic linking engine that can be used to

trigger both LMS driven requests (pull) or

LCMS centered publication triggers (push) at

the end of a successful content production

process (typically linked to sign-off

procedures).

Additionally, thanks to its set of “eXact

Player” apps, the eXact LCMS empowers

Dynamic Publishing integration with any 3r d

party LMS or learning portal of choice - even

those not up-to-the date with the rendering

of latest standards, such as SCORM 2004 or

DITA.

eXact Player apps are available for delivering

SCORM content on online, offline and/or

mobile blended delivery scenarios, on any

device of the iPhone, iPad and/or Android

series.

Static and Dynamic Publishing integrations

(both “push” and “pull”) have been

implemented for many commercial and open

source Learning Management Systems (LMS)

and Virtual Learning Environments (VLE) to

date, including Plateau™ - now

SuccessFactors™, SumTotal™, Saba™,

Cornerstone On Demand™, e2train™,

Blackboard™, Sakai™, and Moodle™.

For additional information on the full eXact

LCMS modules and capabilities please visit

www.exact-learning.com.

http://www.exact-learning.com/



i A specification from AICC, named Package

Exchange Specification (PENS) is an example of a

standard handover protocol adopted to notify the

availability of new content packages to import

from an LCMS to an LMS. However, no

standardized way for passing tracking information

across systems has yet been addressed or

released. ii The SCORM cross domain issue arises when the

browser hosting the RTE cannot handle requests

from two different domains). There are a variety

of ways in which the cross-domain issue can be

solvedii. Among them it’s worth highlighting:

• Deploying LMS and Content Server behind a

reverse Proxy - the Browser “sees” both RTE

and content files as if they were coming from

the same domain

• Deploying LMS tracking API’s on the LCMS (or

content server)

eXact learning solutions - Headquarters Abbazia dell’Annunziata

Via Por tobello - Baia del Silenzio 16039 Sestri Levante (GE) Italy

Tel +39.0185.4761

Fax +39.0185.43.347 www.exact-learning.com

info@ex actls.com

eXact learning solutions

eXact lear ning solutions, formerly Giunti Labs, is a leading online and mobile learning content management

and digital r epository solutions provider, offering a wide range of tools and services for content development, management and delivery, covering: • Content management and digital r epository platforms • Mobile lear ning technologies • Consulting and pr ofessional services • Multi-language bespoke learning content production

The company has over fifteen years of experience and more than 100 clients worldwide. Our technological innovations allow enterprises to improve their organizational per formance, and achieve significant reductions

in business costs.

dynamic publishing - exactls · a content-centric approach to learning personalization summary the...

Documents