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Using SCORM to monitor student performance: experiences from secondary school practice

Using SCORM to monitor student performance: experiences from secondary school practice
Using SCORM to monitor student performance: experiences from secondary school practice
In recent years the mathematical community has been enriched with various computer programs that facilitate and improve the learning of mathematics. Although many practical and didactical problems still exist, computer aided learning has become a valuable addition to education. However, these successes also lead to high expectations of teachers and learners. For a teacher it would be nice if he or she could review after a computer aided lesson what the students actually did, what progress they made, which problems arose during learning and to which mathematical subjects attention must be paid in the next lessons. A teacher also wants to reuse ICT-components and to exchange learning materials with colleagues without many conversion problems. Learners expect that they can consult their earlier work and intelligent feedback on this work. Using the SCORM standard could make this possible. In this paper we discuss our experiences on a secondary school.
Bokhove, Christian
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Koolstra, Gerard
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Heck, André
cd72c3b3-1ce6-458e-ad53-8a2497a10cee
Boon, Peter
0bb1c5d5-83e2-464d-a331-c3860f383265
Bokhove, Christian
7fc17e5b-9a94-48f3-a387-2ccf60d2d5d8
Koolstra, Gerard
694bc821-da23-4cad-876a-bceb1ac20a15
Heck, André
cd72c3b3-1ce6-458e-ad53-8a2497a10cee
Boon, Peter
0bb1c5d5-83e2-464d-a331-c3860f383265

Bokhove, Christian, Koolstra, Gerard, Heck, André and Boon, Peter (2006) Using SCORM to monitor student performance: experiences from secondary school practice. Math CAA Series.

Record type: Article

Abstract

In recent years the mathematical community has been enriched with various computer programs that facilitate and improve the learning of mathematics. Although many practical and didactical problems still exist, computer aided learning has become a valuable addition to education. However, these successes also lead to high expectations of teachers and learners. For a teacher it would be nice if he or she could review after a computer aided lesson what the students actually did, what progress they made, which problems arose during learning and to which mathematical subjects attention must be paid in the next lessons. A teacher also wants to reuse ICT-components and to exchange learning materials with colleagues without many conversion problems. Learners expect that they can consult their earlier work and intelligent feedback on this work. Using the SCORM standard could make this possible. In this paper we discuss our experiences on a secondary school.

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Published date: April 2006
Organisations: Mathematics, Science & Health Education

Identifiers

Local EPrints ID: 348451
URI: https://eprints.soton.ac.uk/id/eprint/348451
PURE UUID: 88db27e6-ef7e-4f83-ab45-05045525028d
ORCID for Christian Bokhove: ORCID iD orcid.org/0000-0002-4860-8723

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Date deposited: 05 Mar 2013 11:03
Last modified: 06 Jun 2018 12:28

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