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The first decade of the twenty first century is witnessing the convergence of three strands of development in e-learning which had relatively independent origins during the 1990s. The first strand is rise of e-learning technology as a recognized industry. This was fostered by the rise of the Internet and the widespread adoption of e-learning software and courses, especially Learning Management Systems such as WebCT and Blackboard in the education sector, and PWUTVU, Click2Learn, and others in corporate training. This strand grew predominantly from software innovation around proprietary e-learning systems which found its way into the wider market through venture capital investment. The second strand arose from attempts to create open standards for e-learning software and content, driven by specification organizations such as IMS Global Learning Consortium, AICC and ADL, and relevant committees of international standards bodies such as the IEEE LTSC. Despite the potential relevance of these open standards for the proprietary e-learning systems of the first strand, the consistent adoption of e-learning standards by LMS vendors was slow, particularly in the education sector. There have been exceptions which crossed the boundaries between the strands identified above. However, during the late 1990s the major impact of each strand tended to occur without respect to the others. E-learning technology rose to fame largely without standards or open source software; e-learning standards were initially developed without widespread vendor adoption or open source software examples. While the open source community focused its major efforts at basic infrastructure such as operating systems and web servers, examples such as Moodle 10 provide a SCORM add-in module. User can use some external applications to create SCORM compliant materials for Moodle. The production of educational multimedia content to be distributed by e-learning systems is growing in every context. The competition among different learning systems, intended as SW platforms, and among different learning/teaching approaches, is essential to the development of the e-learning field. While previous proprietary platforms and existing standards failed to guarantee this competition, the recent definition of SCORM-2006 creates a new scenario. The new standard seems to be sufficiently flexible to support different e-learning approaches and to guarantee content’s circulation. In the paper we discuss a real experience to “test on-thefield” the flexibility of the new standard and the portability of SCORM-2006 educational content between experimental test platforms.

Define Tbt Scorm Based Tool For The Real Time Production Of Learning Objects In Wbdl