the cyber home learning system of the republic of korea

Ministry of Education & Human Resources Development

Yong-Sang Choresearcher of KERIS(Korea Education and Research Information Service)[email protected]

The Innovative National Model :

Korea at a GlanceDemography

- 48.8 million people in 99,000 KM2

Economy and ICT infrastructure

- OECD member economy in 1996

- largest GDP economy (US$ 7,87 billion) in 2005

- broadband diffusion (OECD, 2005)

- home PC diffusion (OECD, 2005)

Education

- 1~12th grade schools : 10,876, 7.8M students

- Colleges & universities : 349, 2.7M students - Outstanding achievement in PISA (OECD, 2003)

Demography

- 48.8 million people in 99,000 KM2

Economy and ICT infrastructure

- OECD member economy in 1996

- largest GDP economy (US$ 7,87 billion) in 2005

- broadband diffusion (OECD, 2005)

- home PC diffusion (OECD, 2005)

Education

- 1~12th grade schools : 10,876, 7.8M students

- Colleges & universities : 349, 2.7M students - Outstanding achievement in PISA (OECD, 2003)

12th12th

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2nd2ndmathmath

readingreading

problem solvingproblem solving



Table of ContentsTable of Contents

Cyber Home Learning System

1

Improvement of SCORM for the CHLS22


Cyber Home Learning System

1

Cyber Home Learning System : Concept

Cyber Home Learning System : Standard

Impact of Cyber Home Learning System


Reduce education

gap Reduce private tutoring expenses Enhance quality of public education

Cyber Home Learning System: ConceptCyber Home Learning System: Concept

Customized Learning

Major ServicesMajor Services

Q&A LevelAssessment

CareerCounseling

Cyber Teacher1:1 Learning Management

Student-centered

Blended education

Curriculum-based

Supplementary

Tutor

LMS / LCMS (SCORM 2004)

Knowledge DBContent

Repository

2.2 M8,218 2,786

1. CHLS


ContentContentCHLS LMSCHLS LMS

Cyber Home Learning System: StandardCyber Home Learning System: Standard1. CHLS

SCORM RTE (Data Model & API)

Content Packaging

Simple Sequencing & Navigation

Metadata (KEM)

LearnerLearner



Content Models (Sequencing Model)

IntroMainstudy

Evaluation

Summary

Intro Main study EvaluationSumm

ary

Model 2

Model 3

IntroPre

requisiteMain study

SummaryModel 1

For Model 2 and Model 3, automatic branching by assessment score and selective branching by learners is allowed; however, Model 2 is more widely used than other models

※ Prerequisite

Prerequisite

FurtherStudy

SupplementaryStudy

Branching Model



Content Models (Sequencing Model)

Learning Resource Configuration Window

Course Organization Design Window

RestructureManagement Window

Attribute Configuration Window

Resource Management Window

Model 1(Linear)

Model 2(Branch)

Model 3(Remediation)


32.5

20.7 20.1

25.3 25.3

0

5

10

15

20

25

30

35

Interest has increased

Gained confidence

Improved grades

Self- motivated study

Other

(unit : %, n=54,775)

Impact of Cyber Home Learning SystemImpact of Cyber Home Learning System

Learner Achievement

- Interest in the subject has substantially increased : 32.5% - Developed self-motivated study habits : 25.3 %- Gained confidence in the subject : 20.7 %- Has been of great help in improving grades in the subject : 20.1 %

1. CHLS


Impact of Cyber Home Learning SystemImpact of Cyber Home Learning System

1) Percentage of students who have stopped private tutoring or are scheduled to do so : 12.9% (6,275 persons)

2) Amount of Average monthly private tutoring costs : 300 USD

※ 6,275 Students * 300 USD * 12 month = 22.8 million USD※ Estimated figure for students nationwide = 40 billion USD

Financial Return or Cost Savings

Year Cost Savings Item

2004 48 million 1.6 million * 15 MPOE * 2 semester = 48 million


2006 50 million3.34 million * 15 MPOE = 50.1 million※ content unit changed from semester to year

( unit : USD )

- Cost Savings for Content Development

- Cost Savings for Private Tutoring Expenses

1. CHLS


Improvement of SCORM for the CHLS22

R&D Items Summary

Jump Control & Auxiliary Resources Application

Addition of Content-linked Support Activity

Addition of Content-linked Simple Competency

Impact of Improving SCORM for CHLS


R&D Items SummaryR&D Items Summary2. Improvement of SCORM

Jump Control and Auxiliary Resource Application Improvement in the efficiency of the manifest structure definition and enhancement of system performance

Plan for the sharing and distribution of content including auxiliary resources and diversification of content type

Addition of Support Activity Linked with Content Proposed SCORM specification improvement to support content- linked support activities (also called collaborative learning activities)

Increased utilization of quality digital educational resources in schools by allowing the definition of on-and-offline lectures in the manifest file.

Addition of Simple Competencies Linked with Content Research on sequencing and navigation using the assessment results of systems outside LCMS


Jump Control & Auxiliary Resource ApplicationJump Control & Auxiliary Resource Application

Original lecture design and operation after the addition of jump control to the Simple Sequencing Rule

Current structure for dual repetition under the Simple Sequencing Rule

※ In this case, the current learning position cannot be presented accurately in the LMS menu.

2. Improvement of SCORM



Applying the “Jump” concept foregoes the need for the hidden <item> and enables the current learning position to be displayed in the learning tree as Lesson 2 is conducted and as shown exactly in the learning tree.

Result of Adding Jump Control by Modifying the Sample RTE




Result of Using Auxiliary Resource by Modifying the Sample RTE

<item identifier="item_id_01" identifierref="resource_id_01"> <title>Content with Aux. Resources</title> <imsss:sequencing> <keris:auxResources> <keris:auxResource title="English Dictionary" identifier="aR-01" identifierref="aR-01-Resource"/> <keris:auxResource title="Syllabus" identifier="aR-02" identifierref="aR-02-Resource"/> </keris:auxResources> </imsss:sequencing> </item>



Addition of Content-linked Support ActivityAddition of Content-linked Support Activity

Learning Activity with Added Support Activity

learner group

coach

Support Tools

Collaborative Roles




Addition to the IMS Manifest Structure




Addition to API of SCORM RTE

e.g., return_value = LaunchService(parameter_1, parameter_2, parameter_3)

-parameter_1: Refers to the service to be implemented

-parameter_2: Pertains to the roles separated by “;”, specifying the members related to the service

-parameter_3: Refers to the index number to be assigned when LMS stores the results of the service used by a learner

-parameter_4: Pertains to the identifier recognized by LMS; this identifier refers to the results of the service

changeNavigationsByOfflineEducationInfo()

※ Addition to API :(1) LaunchService() : for support activities(2) ChangeNavigationByOfflineEducationInfo() : for off-line activities




Addition to Data Model of SCORM RTE

No Data Model Examples

1 keris.supportactivity._count GetValue("keris.supportactivity._count")

2 keris.supportactivity.n.id GetValue("keris.supportactivity.0.id")

3 keris.supportactivity.n.role._count GetValue("keris.supportactivity.n.role._count")

4 keris.supportactivity.n.role.n.type GetValue("keris.supportactivity.n.role.n.type")

5 keris.supportactivity.n.role.n.type.instance._count GetValue("keris.supportactivity.n.role.n.type.instance._count")

6 keris.supportactivity.n.role.n.type.instance.n.id GetValue("keris.supportactivity.n.role.n.type.instance.n.id")

7 keris.supportactivity.n.role.n.type.instance.n.name GetValue("keris.supportactivity.n.role.n.type.instance.n.name")

8keris.supportactivity.n.role.n.type.instance.n.emailaddress

GetValue ("keris.supportactivity.n.role.n.type.instance.n.emailaddress")

9 keris.supportactivity.n.service.type GetValue("keris.supportactivity.n.service.type")

10 keris.supportactivity.n.service.type.usage_status

GetValue("keris.supportactivity.n.service.type.usage_status")SetValue("keris.supportactivity.n.service.type.usage_status", “true")SetValue("keris.supportactivity.n.service.type.usage_status", “false")

11 keris.supportactivity.n.service.type.usage._count GetValue("keris.supportactivity.n.service.type.usage._count")

12 keris.supportactivity.n.service.type.usage.n.i GetValue("keris.supportactivity.n.service.type.usage.n.id")

13 keris.supportactivity.n.service.type.usage.n.date GetValue("keris.supportactivity.n.service.type.usage.n.date")

14 keris.supportactivity.n.service.type.usage.n.title GetValue("keris.supportactivity.n.service.type.usage.n.title")

15 keris.supportactivity.n.service.type.usage.n.score GetValue("keris.supportactivity.n.service.type.usage.n.score")



Addition of Content-linked Simple CompetencyAddition of Content-linked Simple Competency

Workflow of Competency Information (Scenario)

① Simple competency information embedded as a <competencyStructure> sub-element under the leaf <item> element in the manifest file ② SCO (or asset in some cases) linked to the competency information-related <item>③ When the learning paths defined in the manifest file are dynamically executed by the Sequencing Engine, thereby allowing movement between both systems④ Leaf <item> defined in the competency information (The sequencing engine transfers the learning workflow execution authorization to the competency engine)⑤ Content linked to the <item> launched



Possibility for Learner Achievement

- Use of more learning materials to boost understanding : (parents) 41.6% / (student) 33.8%- More available courses : (parents) 22.0% / (student) 26.2% - Greater study load : (parents) 12.4% / (student) 13.5%- More advanced study contents : (parents) 12.1% / (student) 13.1%

Impact of Improving SCORM for CHLSImpact of Improving SCORM for CHLS

13.5 13.1

26.2

33.8

13.512.1

41.6

22.0

11.912.4

0

20

40

60S tudents (n=54,700) P arents (n=12,699)

(u n it: % )

G rea terS tu d yL o ad

M o reAd van ced

S tu d y

M o reAva ilab leC o u rses

M o reL earn in gM ateria ls

O th er



1) Percentage of students who ceased private tutoring or are scheduled to do so : 12.9% (6,275 persons)

2) Amount of Average monthly private tutoring costs : 300 USD※ 6,275 Students * 300 USD * 12 month = 22.8 million USD※Estimated cost for students nationwide : 40 billion USD per year

Financial Return or Cost Savings

Year Cost Savings Item



2006 50 million3.34 million * 15 MPOE = 50.1 million※ content unit changed from semester to year

( unit : USD )- Cost Savings for Content Development

- Cost Saving for Private Tutoring Expenses

Impact of Improving SCORM for CHLSImpact of Improving SCORM for CHLS

※ Utilization of Auxiliary Resources or Collaborative Learning content is not possible, but a standardization method can lead to reduced costs for content development.


the cyber home learning system of the republic of korea

Documents

content unit

distribution of content

content research

improvement of scormministry

sample rte content

addition of jump control

learning tree

usd cost savings