<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ulrich Gysel</style></author><author><style face="normal" font="default" size="100%">Jeffrey A. Krinock</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Advanced Distributed Learning and Community</style></title><secondary-title><style face="normal" font="default" size="100%">Information &amp; Security: An International Journal</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">ADL</style></keyword><keyword><style  face="normal" font="default" size="100%">advanced distributed learning</style></keyword><keyword><style  face="normal" font="default" size="100%">anyplace</style></keyword><keyword><style  face="normal" font="default" size="100%">anytime</style></keyword><keyword><style  face="normal" font="default" size="100%">autonomy</style></keyword><keyword><style  face="normal" font="default" size="100%">community</style></keyword><keyword><style  face="normal" font="default" size="100%">distance learning</style></keyword><keyword><style  face="normal" font="default" size="100%">e-learning</style></keyword><keyword><style  face="normal" font="default" size="100%">just-in-time</style></keyword><keyword><style  face="normal" font="default" size="100%">SCORM</style></keyword><keyword><style  face="normal" font="default" size="100%">transactional distance</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2004</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2004</style></date></pub-dates></dates><volume><style face="normal" font="default" size="100%">14</style></volume><pages><style face="normal" font="default" size="100%">145-155</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">E-learning and Advanced Distributed Learning (ADL) display the potential to provide a wide variety of information, training, and educational material to people around the world, as did the advent of television several decades ago. The subsequent development and uses of television showed that it could be applied to both inform, educate, and uplift people and to placate, distract, and manipulate; similarly, the leaders and forward thinkers in using ADL technology should consider whether or not their motivations and their strategies for implementing ADL concepts lay the foundation to free workers and soldiers to pursue autonomous learning and to deepen their understanding of “the big picture,” and their role in the communities in which they live and work.
Two current “buzz words” or phrases associated with ADL include “anytime, anyplace” and “just-in-time training.” Analyzing the application of ADL strategies in light of the implications of these phrases can help illuminate motivations and unmask side effects of various e-Learning and distance learning strategies. The Internet makes vast resources available that can free autonomous learners to broaden and deepen their understanding of their communities and the roles they have within those communities. 
ADL strategies and technology implementations may be pursued in two different manners. Keeping workers and soldiers grounded in the larger picture of the enterprises in which they live and work will realize the liberating potential inherent in “anytime, anyplace.” Likewise, pursuit of implementations that channel workers and soldiers to task or mission completion in a time-critical manner, blocking opportunities for reflection and genuine learning, may encompass the worst aspects inherent in the concept of “just-in-time training.” In short, ADL can enhance or further destroy community. The way ADL technologies and concepts are implemented will deeply impact which of these two directions prevails.
</style></abstract><section><style face="normal" font="default" size="100%">SCORM, community, Advanced Distributed Learning, ADL, “anytime, anyplace”, just-in-time, autonomy, transactional distance, d</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Jeffrey A. Krinock</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">Standards Integration in E-Learning, Simulations, and Technical Manuals</style></title><secondary-title><style face="normal" font="default" size="100%">Information &amp; Security: An International Journal</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">advanced distributed learning</style></keyword><keyword><style  face="normal" font="default" size="100%">High Level Architecture</style></keyword><keyword><style  face="normal" font="default" size="100%">Interactive Electronic Technical Manuals (IETMs)</style></keyword><keyword><style  face="normal" font="default" size="100%">S1000D</style></keyword><keyword><style  face="normal" font="default" size="100%">SCORM</style></keyword><keyword><style  face="normal" font="default" size="100%">SCORM-conformance</style></keyword><keyword><style  face="normal" font="default" size="100%">technical manuals</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2004</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2004</style></date></pub-dates></dates><volume><style face="normal" font="default" size="100%">14</style></volume><pages><style face="normal" font="default" size="100%">71-80</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Individually, three standards—the Sharable Content Object Reference Model (SCORM), the High Level Architecture (HLA), and S1000D—provide vital standardization to their respective areas of coverage. The SCORM provides standardization to e-learning content, HLA provides standardization to simulations, and S1000D to Interactive Electronic Technical Manuals (IETMs). Talks and Memorandums of Understanding (MOUs) are under way among the various groups responsible for these standards to find areas of overlap that might make good candidates for collaboration. For instance, recent collaboration between the Advanced Distributed Learning initiative (ADL) and the Defense Modeling and Simulation Office (DMSO) focused on finding ways to use the SCORM data model to assess and record performance within an HLA-based simulation. Similarly, ongoing research between ADL and the European Association of Aerospace Industries (AECMA) recently looked at ways to integrate SCORM-conformant training material into S1000D-based IETMs.
Beyond MOUs and general research and talks about collaboration, the standards bodies involved should consider undertaking collaborative projects that target actual operations and training needs. Solving real-world problems based on end-user needs and input can help illuminate portions of each standard that are the strongest candidates for joint and collaborative coverage.</style></abstract></record></records></xml>