IMS Abstract Framework: Glossary
Version 1.0
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IMS Abstract Framework: Glossary Version 1.0 |
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Document Name: IMS Abstract Framework: Glossary
Revision: 01 July 2003
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The IMS Abstract Framework (IAF) is a device to enable the IMS to describe the context within which it will continue to develop its eLearning technology specifications. This framework is not an attempt to define the 'IMS architecture', rather it is mechanism to define the set of interfaces for which IMS may or may not produce a set of interoperability specifications. In the cases where IMS does not produce a specification then every effort will be made to adopt or recommend a suitable specification from another organization.
Extensive experience in the development of the current IMS specifications has shown that agreement on key terminology is an essential component for success. The current set of IMS specifications are a rich source of agreed key term definitions within the IMS context but so far no single record of those definitions exists. This glossary is an attempt to create a single common record of all of the key words to be adopted within IMS documentation. It is stressed that the following terminology is not an attempt to create a normative set for the eLearning industry as a whole. Its normative context is limited to usage within the IMS Abstract Framework and the derived specifications, white papers, etc.
This is a 'living' document i.e., it is not archival in nature. Our ideas for various parts of the IAF are constantly being developed and so the information contained herein should always be considered in that context. This document is one of a set of closely related documents, the others being:
This glossary defines the key terms used within the abstract framework and the associated IMS specifications.
The rest of this document contains:
The structure of this document is:
The list of acronyms used within the IMS specifications is:
The glossary is described using three columns:
| Term | Definition | Source |
|---|---|---|
A |
|
|
| Abstraction |
A concept or generalization that specifies only those features of its instances relevant to a particular purpose. |
SC36 |
| Access |
An action (such as a query or direct hyperlink) by either a human or machine enabling the retrieval of data. |
IMS/DRI |
| Access Control |
A security technology
that selectively permits or prohibits certain types of data access
based on the identity of the accessing entity and the data object being
accessed. |
ISO |
| Access Management Common Service |
This is the common service definition within the Common Services Layer of the Access Management Service. |
IMS |
| Access Management Service |
The application of
data about users, user profiles and services to access control systems
so that authenticated users have access to those system, functions and
resources that they are authorized to use. Typically Access Management
Systems also seek to support single sign on, where the user is
challenged for a single name and password and has access to more than
one system or resource. |
|
| Accessibility |
Accessibility is
concerned with ensuring that products and technologies are capable of
supporting people with disabilities. The term disability is accepted in
its broadest sense and so both physical and cognitive accessibility
must be addressed. |
|
| Activity |
A discrete unit of learning that is sequenced. Activities may have associated resources
that represent content that can be delivered to the learner. Activities
can be organized in aggregations to form higher-level activities and
may be composed of multiple levels of sub-activities. Alternative: An instantiation of a node in the activity tree for a learner. |
IMS/SS |
| |
An action to be
undertaken by a role within a specified environment. There are two
types of activities: learning activities and support activities. |
IMS/LD |
| Activity Diagram |
An Activity Diagram
describes the sequencing of activities and includes support for
sequential and parallel behavior. These diagrams are particularly
useful for modelling workflow. |
UML |
| Activity Structure |
A container for
activities and/or other activity-structures allowing sequencing and
selection of its elements, and assigned to a role at a particular point
in the learning process. Arbitrarily complex structures of activities
can be formed, such as tree hierarchies. |
IMS/LD |
| Activity Tree |
The hierarchical
collection of content objects (activities) with associated rules and
specifications of learning behaviors, conditions and limits. The
activity tree describes a complex learning experience. Alternative: The representation of the parent-child relationships between activities. |
IMS/SS |
| Actor |
An Actor is a role that a user or other agent plays with respect to a system. Actors are a key part of a Use Case Diagram. |
|
| Adaptive Keyboard |
Adaptive keyboards
are designed for users with physical disabilities who cannot use a
standard keyboard. Users with reduced range of motion may require
smaller keyboards. Conversely, those without fine motor control may
require a keyboard that is somewhat larger. Keyboards that offer fewer
choices are helpful to users who benefit from a more structured
learning environment and one-handed keyboards are helpful for those who
can only type with one hand. |
IMS/Acc |
| Agent |
Software or a system component designed for a specific, automated task such as the discovery of Meta-data or to request Assets. |
IMS /DRI |
| Aggregated Content Repository |
A content repository aggregated from other content repositories. |
SCORM |
| Alert |
A message instigated from a repository and received by a resource utilizer often to inform a resource utilizer of new or updated meta-data and/or resources. |
IMS/DRI |
| Alt Text |
For blind or visually
impaired users, applications should provide equivalent access to all
visual aspects of learning technologies and content. Specifically,
developers should add text descriptions (alternative text or alt-text)
to all static images (e.g., pictures, logos, charts, links, other
graphics) so the text can then be read by a screen reader or output to
a Braille display. |
IMS/Acc |
| Alternative Access |
Alternative access
provides the disabled user with a learning activity that differs from
the activity used by the non-disabled user. However, the alternative
activity is designed to achieve the same learning objectives. For
example, a mobility-impaired student might be given the option of
conducting a science experiment in a virtual laboratory, where the
levels of dexterity, strength, and physical access are different from
those required in a physical laboratory. |
IMS/Acc |
| American Sign Language (ASL) |
A signing language used to annotate content as a substitute for audio information. |
IMS/Acc |
| ANSI TS130 Student Educational Record |
The ANSI TS130
contains the format and establishes the data contents of a Student
Educational Record (Transcript) Transaction Set for use within the
context of Electronic Data Interchange (EDI) environment. The student
transcript is used by schools and school districts, and by
post-secondary educational institutions to transmit current and
historical records of educational accomplishment and other significant
information for students enrolled at the sending schools and
institutions. The transcript may be sent to other educational
institutions, to other agencies, or to prospective or current
employers. The student transcript contains personal history and
identifying information about the student, the current academic status,
dates of attendance, courses completed with grades earned, degrees and
diplomas awarded, health information (Pre-Kindergarten through Grade 12
only), and testing information. |
ANSI |
| Application |
A system, system component, tool, or agent that uses the Application Services
to support an eLearning function. These are specific to the domain of
use (e.g., student system, course management system, etc.) and they can
vary from large, monolithic systems to very small agents. The IMS will
not be defining the full set of possible applications that can be
formed as a part of the abstract learning framework. |
|
| Application Layer |
When describing the
abstract framework it is useful, for completeness, to refer to the
layer where applications reside. Of particular importance is the
identification of the boundary abstraction that exists between the
framework and the application layer. |
IMS |
| Application Program Interface (API) |
An application program interface is an implementation of a Service Access Point (SAP) or collection of SAPs. A set of standard software interrupts, calls, functions, and data formats that can be used by an application program to access network services, devices, or operating systems. |
SC36 |
| Application Service |
A Service providing
functionality of particular importance to eLearning applications
including, but not limited to those relating to content delivery,
registration and enrolment, collaboration, sequencing, etc. |
IMS/OKI |
| Application Services Layer |
The Application Services Layer is one of the service layers defined within the IMS Abstract Framework. It contains the set of eLearning Application Services that are available to the set of Applications (represented by the Applications Layer) and these services will make the appropriate usage of the services available in the Common Services Layer and Infrastructure Layer. |
IMS |
| Architecture |
In the context of
eLearning, an architecture is a representation of a collection of
services which cooperate to provide a particular set of
electronic-based learning capabilities. The abstract framework can be
used to create any number of eLearning architectures. An eLearning
architecture may be constructed by the Application Profiling of the IMS
and other specifications. |
|
| Assessment |
Within the IMS QTI
specification, an Assessment is equivalent to a 'Test'. It contains the
collection of Items that are used to determine the level of mastery, or
otherwise, that a participant has on a particular subject. The
Assessment contains all of the necessary instructions to enable
variable sequencing of the Items and the corresponding aggregated
scoring for all of the Items to produce the final score. http://www.imsglobal.org/content/question/index.cfm |
IMS/QTI |
| Assessment Application Service |
This is the application service definition within the Application Services Layer of the Assessment Service. |
IMS |
| Assessment Engine |
An Assessment Engine
is the part of an eLearning system that is responsible for driving the
Assessment process from start to finish. This will include the
presentation of the assessment, quiz, test, etc., the processing of the
user responses and the reporting of the corresponding scores and other
management information. |
IMS/QTI |
| Assessment Result |
This is the data
structure that contains the detailed assessment information for a
particular attempt at the assessment. Each result can contain
information about one assessment only (including any contained sections
and items). http://www.imsglobal.org/content/question/index.cfm |
IMS/QTI |
| Assessment System |
A computer-based application designed to evaluate a person's level of understanding of a particular content area. |
|
| Asset Repository |
A computer-accessible
collection of electronic representations of media, text, images, sound,
Web pages, assessment objects or other pieces of data that can be
delivered to a Web client. |
SCORM |
| Asset |
Any digital resource that can be submitted to or requested from a Digital Repository.
In an IMS context, such a resource is typically used in instruction or
learning, and is either purposed as a learning object, a component of a
learning object, or a 'raw' information resource. While meta-data can
also be utilized as an asset, the model distinguishes between assets
and their associated meta-data. |
IMS/DRI |
| Assignable Unit |
The smallest element of a course that can be managed by a learning management system. |
AICC |
| Assistive Technology (AT) |
Assistive technology
is an umbrella term used to describe any product or technology-based
service that helps disabled people to live, learn, work, and enjoy
life. In the context of online education, AT refers to hardware and
software technologies that enable people with disabilities to use a
computer more effectively. |
IMS/Acc |
| Authentication |
Verifying a user's claimed identity. |
SC36 |
| Authentication Common Service |
This is the common service definition within the Common Services Layer of the Authentication Service. |
IMS/OKI |
| Authentication Service |
A service that verifies the identity of an OKI-agent and introduces that agent and its credentials to the application. |
OKI |
| Authorization |
The permission to perform certain operations or use certain methods or services. |
IEEE |
| Authorization Common Service |
A Service that allows
an application service to establish and query Authorizations. An
Authorization has three components: the Agent that is authorized; the
Function that the Agent is authorized to do; and the Qualifier
representing the context in which the Agent can perform the Function.
This is the common service definition within the Common Services Layer of the Authorization service. |
IMS/OKI |
| Aviation Industry CBT Committee (AICC) |
The Aviation Industry
CBT Committee is a membership-based international forum that develops
recommendations on interoperable learning technology, principally for
the commercial aviation and related industries. As such its members
include both plane and equipment manufacturers, carriers, software and
multimedia vendors and a growing number of interested parties not
directly engaged in the sector, but nevertheless interested in the work
being done there. The AICC was responsible for the development of the
Computer Management Instruction (CMI) specification. http://www.aicc.org |
AICC |
B |
|
|
| Behavior |
The term behavior is
used to describe the ways in which a system, an application, an object,
a component, etc. is permitted to respond to stimuli. The behavior is
normally represented by a set of stable states across which the system
moves in response to stimuli that cause the transition. Behavior is
normally time dependent and so a pure data model representation is
insufficient. |
|
| Binding |
An application or mapping from one framework or specification to another. This word should not be used by itself without qualification and clear definition. XML-binding (the mapping of the corresponding information model into one of its XML equivalents) is the default realization of each the IMS specifications. |
SC36 IMS |
| Block |
An arbitrarily
defined grouping of structure elements. A block is composed of related
assignable units or other blocks. In the case of SCORM a block consists
of one or more SCOs. |
AICC |
C |
|
|
| Cascading Style Sheets (CSS) |
Cascading Stylesheets
(CSS), as used with HTML and defined by W3C, are able to alter the
display and formatting of all or part of the contents of the HTML file
to which they apply. For example, <H1> tags in the HTML file can
be designed to appear as bold, 15 point, and blue. But a different CSS
can instead render them as 30 point for a low-vision learner. CSS are,
however, capable of altering the formatting and display of selected
aspects of the entire contents of the HTML file. The browser will
display the whole HTML file to every user. http://www.w3.org/Style/CSS/ |
W3C |
| Cataloguing Information |
Information about
content that facilitates its labelling, indexing, search, storage,
retrieval, execution, display, licensing, maintenance, or use. |
|
| CEN/ISSS |
The CEN in
co-operation with the European Commission's DG III & DG XIII has
set up the CEN/ISSS, a working group, to address European requirements
for Educational Technology. |
CEN |
| Certification |
In the IMS context,
Certification is the process undertaken to determine whether or not an
implementation of an IMS specification conforms to that specification
as stated by the associated conformance statement. |
IMS |
| Class |
The Class of an Object
is the abstract descriptor of a set of object instances. It describes
the set of objects instances that share the same attributes, operations
and relationship with other objects. The dependencies between classes
are shown using a Class Diagram. |
UML |
| Class Administration Application Service |
This is the application service definition within the Application Services Layer of the Class Administration Service. |
IMS |
| Class Administration Service |
A Service allowing
educational applications to use and manage information regarding
classes and people. In higher education implementations this service
typically defines the interface between educational applications and
student information systems. |
IMS/OKI |
| Class Diagram |
A Class Diagram
describes the objects in the system and the various kinds of static
relationships that exist among them. The static relationships are
Associations (a student may read a number of books) and Sub-types (a
student is a type of person). Class diagrams also show the attributes
and operations of a class and the constraints that apply to the way the
objects are connected e.g., the multiplicity. |
UML |
| Collaboration Application Service |
This is the application service definition within the Application Services Layer of the Collaboration Service. |
IMS |
| Collaboration Diagram |
A Collaboration Diagram is one form of Interaction Diagram. The Collaboration Diagram shows the exchange of messages between the objects for a particular use case. Unlike the Sequence Diagram the order of the messages is denoted by explicit numbering and not by their order in the collaboration diagram. |
UML |
| Collaboration Service |
A collection of
components that serve to manage the synchronous and asynchronous
interaction between any two or more users of the system. The service is
context neutral to the users role or profile and can be accessed from
any part of the system. |
IMS |
| Collaborative Learning |
Involves learning
activities based on two or more participants, including both
asynchronous (e.g., discussion board) and synchronous (e.g., chat,
video conferencing) systems. Standards based descriptions of
collaboration require descriptions of the participants involved (and
their different roles), the content involved, and the systems required
to facilitate collaboration (cf. Learning Design WG). |
|
| Commerce Application Service |
This is the application service definition within the Application Services Layer of the Commerce Service. |
IMS |
| Common Service |
A software service
that is common across a wide variety of enterprise application domains,
for instance finance and accounting, digital library, human resources,
etc. A software service that is foundational and can serve as critical
building blocks for higher-level domain specific service
implementations. |
IMS/OKI |
| Common Services Layer |
The Common Services Layer is one of the service layers defined within the IMS Abstract Framework. It contains the set of eLearning Common Services that are available to the set of Application Services (represented by the Applications Services Layer) and these services will make the appropriate usage of other services available in the Common Services Layer and Infrastructure Layer. |
IMS |
| Competency Management Application Service |
This is the application service definition within the Application Services Layer of the Competency Management Service. |
IMS |
| Competency Management Service |
A Service that allows
the management of the competencies-related aspects within an eLearning
system. This includes the management of a learner's competencies, the
creation of competency definitions and the association of these
definitions within learner content, etc. |
IMS |
| Component |
A Component is a
physical and replaceable part of a system that conforms to and provides
the realization of a set of interfaces. Classes and components are
similar however components physically exist and they consist of
operations i.e., they have attributes, that are reachable only through
their interfaces. The dependencies between a set of components is shown
using a Component Diagram. |
UML |
| Components |
The collection of
parts that are reusable within a learning design. The elements role,
activity-structure, learning-activity, support-activity and environment
are all included in the components section of an IMS Learning Design
document instance. |
IMS/LD |
| Component Diagram |
A Component Diagram shows the various Components
in a system and their dependencies. It is used to represent the
physical realization of a system. A Component Diagram can be combined
with a Deployment Diagram. This diagram should be used when the physical information is different from the associated logical information. |
UML |
| Computer Managed Instruction (CMI) |
A computer-based
process that facilitates and controls access to content, testing, and
tracking of relevant data to achieve a learning outcome. http://www.aicc.org |
AICC/ SCORM |
| Condition |
A rule used to
influence for flow of a play in a unit of learning. Used in conjunction
with properties, conditions add further refinement and personalization
facilities to a learning design. Conditions have the basic format: IF [expression] THEN [show, hide, or change something or notify someone]. The expressions are mostly defined on properties (e.g., IF pre-knowledge-English="4"). |
IMS/LD |
| Confidentiality |
The holding sensitive data in confidence, limited to an appropriate set of individuals or organizations. |
|
| Conformance |
In the IMS context
this is the statement of the properties that an implementation of an
IMS specification must possess in order to be defined as providing the
functionality defined within the specification. The implementation may
provide other functionality beyond the scope of the defined conformance. |
IMS |
| Conformance Profile |
This is the further
profiling of a Domain Profile to create a definitive statement of how
the specification(s) must be used to support conformance testing.
Successful completion of the corresponding conformance testing is used
to identify systems that are compliant with the conformance profile. |
IMS |
| Conformance Summary |
This is one part of
the conformance statement that is used in some of the first generation
IMS specifications. It is a summary that shows, in colloquial terms,
the capabilities of a particular implementation with respect to the
corresponding IMS specification. The other part of the conformance
statement is the Interoperability Statement. |
IMS |
| Content Aggregation |
The process of creating content by combining two or more existing pieces of content. |
|
| Content Management Application Service |
This is the application service definition within the Application Services Layer of the Content Management Service. |
IMS |
| Content Management Service |
A Service that
provides mechanisms for the creation, flexible management (e.g.,
aggregation, sequencing, dynamic rendering) and publishing of content.
This service allows educational applications to publish, deliver,
search for, and manage rights, role and meta-data information on
digital assets. |
|
| Content Package |
A unit of usable (and reusable) content as defined within the IMS Content Package Specification. An IMS Content Package consists of a logical description of the package (the Manifest) and the physical resources. http://www.imsglobal.org/content/packaging/index.cfm |
IMS/CP |
| Content Package Specification |
An information model
describing data structures that are used to provide interoperability of
Internet based content with content creation tools, learning management
systems (LMS), and run time environments. http://www.imsglobal.org/content/packaging/index.cfm |
IMS/CP |
| Corporate Training Management System (CTMS) |
A computer-based
application used to track training plans and schedules for employees
and/or customers, manage enrolments, record training outcomes, and
communicate training outcomes to other systems or people (e.g.,
managers, Human Resource Management System). |
|
| Course Catalogue |
This is a list of
courses that are available to a set of learners. This list will consist
of the course tile, its identifier plus any other appropriate
information. |
IMS/Ent |
| Course Construction |
Course Construction
refers to the assembly of learning objects or courseware objects within
a framework that accommodates their sequencing and assessment. |
|
| Course Element |
One of the three building blocks of a course, namely assignable units, blocks, and objectives. |
AICC |
| Course Structure |
The description of
all course elements, their relationships to each other, their
prerequisites, and their completion requirements. |
AICC |
| Creator |
An entity primarily responsible for making the content of a resource. |
IMS/DRI |
| Curriculum |
A set of courses or smaller learning units grouped according to one or more educational specializations. |
SC36 |
D |
|
|
| Database Management Common Service |
A Service that allows an application to access and update the contents of a database. |
IMS |
| Definition Model |
TBD. |
IMS/SS |
| Deliver |
To transport an asset from a digital repository to a resource utilizer in response to a request. |
IMS/DRI |
| Delivery Behavior Model |
The process that
validates that the content resources for the identified activity may be
delivered, i.e., none of the conditions that apply to the delivery of
the content for the activity and attempt have been or are being
violated. |
IMS/SS |
| Deployment Diagram |
A Deployment Diagram
shows the physical relationships among software and hardware components
in a delivered system. It can be used to show how Components and Objects
are routed and moved across a distributed system. This diagram should
be used when the physical information is different from the associated
logical information. |
UML |
| Digital Repositories Interoperability Specification |
A recommended set of
information models and protocols to enable interoperability between two
digital repositories during search, publish, and store operations. |
IMS/DRI |
| Digital Repository |
A collection of
digital assets and/or meta-data accessible via a network without prior
knowledge of the digital repository's structure. |
IMS/DRI |
| Digital Repository Management Application Service |
This is the application service definition within the Application Services Layer of the Digital Repository Management Service. |
IMS |
| Digital Repository Management Service |
A service that enable access to, and the management, of a Digital Repository. |
IMS |
| Digital Resource Management |
Management of a
digital resource through its entire lifecycle, including creation of
the resource and its meta-data, versioning, publishing, access
management, discovery, digital rights management,
preservation/archiving and destruction. |
|
| Digital Rights Management |
Digital Rights
Management (DRM) includes a range of functions to support the
management of intellectual property for digital resources. These
functions include description, identification, trading, protection,
monitoring and tracking of digital content. DRM systems also support
the expression of rights offers and agreements (e.g., licenses) for
content and all the parties involved (including rights holders). |
|
| Digital Rights Management Common Service |
This is the common service definition within the Common Services Layer of the Digital Rights Management Service. |
IMS |
| Digital Rights Management Service |
A Service that
provides mechanisms to enable permissions over learning object usage to
be offered, controlled, tracked, and managed. The DRM service also
provides for the management of rights holders and their entitlements
related to the usage of learning objects. |
|
| Directory |
Typically a digital
repository of information about network-accessible entities such as
services, other repositories, specifications, content objects, people,
and organizations that is managed, searchable, and organized according
to a specific logic such as alphabetical order. |
IMS/DRI |
| Directory Common Service |
This is the common service definition within the Common Services Layer of the Directory Service. |
IMS |
| Directory Service |
A service that
typically holds information about network-accessible entities such as
services, other repositories, specifications, content objects, people
and organizations, and provides a way of storing, operating on and
retrieving directory information that is both human and machine
accessible. Information required by other services such as an
authorization service or digital rights management service may be
provided by a directory service. |
|
| Discover |
An action resulting
from a query that involves presentation of results to the user.
Querying typically depends on meta-data being exposed for effective
discovery. Querying, browsing, 'following a path' are all aspects of
the discover function commonly called discovery. |
IMS/DRI |
| Discovery Common Service |
This is the common service definition within the Common Services Layer of the Discovery Service. |
IMS |
| Discovery Service |
A service that enables the discovery of learning content and other related information sources. |
IMS/DRI |
| Document Type Definition (DTD) |
The Document Type
Definition (DTD) was the primary XML binding control document format of
IMS but this has now been superseded by XSD (at present these bindings
are working to the May 2001 version of XML Schema). The DTD defines a
set of elements, their content models and attributes, and their simple
relationships. |
W3C |
| Domain Profile |
Customizing parts of
one or more standards and/or specifications to meet the needs of a
particular market or community i.e., a domain. A set of one or more
base standards and/or specifications, and where applicable the
identification of chosen classes, subsets, options, vocabularies and
parameters of those standards/specifications necessary for
accomplishing a particular function. In this context, the SCORM is an Application Profile. In general an Application Profile will not consist solely of IMS specifications. |
|
| Dublin Core |
(1) An information model for defining interoperability between content catalogues. (2) An organization that promotes development of meta-data standards and practices. |
DCMI |
| Dublin Core Metadata Initiative |
An open forum
engaged in the development of interoperable online meta-data standards
that support a broad range of purposes and business models. DCMI's
activities include consensus-driven working groups, global workshops,
conferences, standards liaison, and educational efforts to promote
widespread acceptance of meta-data standards and practices. |
DCMI |
E |
|
|
| Electronic Business XML (ebXML) |
The Electronic
Business Extensible Markup Language (ebXML) is an international
initiative established by the United Nations Centre for Trade
Facilitation and Electronic Business (UN/CEFACT) and the Organization
for the Advancement of Structured Information Standards (OASIS) with a
mandate to undertake a 15-18 month program of work. The purpose of the
ebXML initiative is to research and identify the technical basis upon
which the global implementation of XML can be standardized. The goal is
to provide an XML-based open technical framework to enable XML to be
utilized in a consistent and uniform manner for the exchange of
electronic business data in application-to-application,
application-to-human, and human-to-application environments. http://www.ebxml.org |
ebXML |
| Enrolment Management |
Enrolment management
encompasses the initial creation of group membership and various
changes to that data over time. Examples of enrollment management
include learner enrollment in courses and instructor assignment to
courses. |
IMS/Ent |
| Enterprise Service |
The reworking of the IMS Enterprise Specification to support behavioral definitions. This is an aggregation of the Party Management Application Service, Group Management Application Service and Membership Management Application Service. |
IMS/ES |
| Enterprise Specification |
An information model
that supports the interoperability of information about people, groups,
and group affiliations between two or more systems. http://www.imsglobal.org/enterprise/index.cfm |
IMS/Ent |
| Enterprise System |
A computer
application that is used to store and manipulate information
representing people, groups, and affiliations within an organization. |
|
| Environment |
A structured collection of learning objects, services, and sub-environments within which activities take place. |
IMS/LD |
| Equivalent Access |
Equivalent access
provides the disabled user with content identical to that used by the
non-disabled user. For the disabled user however, that content is
presented using a different modality. Providing a course textbook in
Braille format, on audiotape, or in digital format are examples of
equivalent accessibility. Equivalent access should be provided whenever
possible and Alternative Access should be provided only
if equivalent access is not possible. However, there are numerous
examples where software developed for alternative access has become the
mainstream choice when its value to all learners was recognized. |
IMS/Acc |
| Exemplar Implementation |
A non-normative
implementation of a specification or set of specifications, most
frequently of a standard, that is looked to as a concrete example of
how an Application Profile could be implemented. |
|
| Expose |
To make meta-data available to resource utilizers for purposes of searching, gathering, and alerting. |
IMS/DRI |
| Extensible Stylesheet Language Transformations (XSLT) |
Extensible Stylesheet
Language Transformations (XSLT) allow the selection and formatting of
particular parts of an XML file. They also allow the addition (within
the XSLT file itself) of other elements such as images, text, or video
not included in the default presentation. Thus, authors need only write
data files once but can specify a variety of presentations to suit
different needs. For example, using HTML to create multi-language
websites requires separate files for each language for each page. XSLTs
allow the stylesheet to select each language's text from the contents
of a single file for the page and display it together with any
language-specific images, audio, or video. http://www.w3c.org/Style/XSL/ |
W3C |
F |
|
|
| File Management Common Service |
A Service that
provides a way of storing and retrieving static content. It provides an
abstraction layer between the file system and the Application. |
IMS/OKI |
| File Transfer Protocol (FTP) |
An Internet
application protocol i.e., a part of the Internet Protocol Suite, for
transferring files of different types between computers over a TCP/IP
network. http://www.ietf.org/rfc |
IETF |
| Framework |
By itself, this term
has no meaning in IMS specifications, and should not be used in IMS
documents unless referring to the usage of the term referentially. |
|
G |
|
|
| Gateway |
Typically, a
functional interface to a digital repository that provides pathways to
either single or multiple search requests and results. Translations of
syntax may be performed by a gateway. |
IMS/DRI |
| Gather |
To identify, transport, and process meta-data that is exposed by a digital repository for the purposes of resource utilization. |
IMS/DRI |
| Gather Engine |
A software application commonly known as a Harvester. |
IMS/DRI |
| Generic Transport Sub-layer |
The Generic Transport is the bottom-most sub-layer of the Infrastructure Layer
in the abstract learning framework. It is the portion of the abstract
learning framework responsible for providing the actual end-to-end data
transport across the data network. This is based upon established
protocols such as FTP, SMTP, HTTP, HTTPS, etc. |
IMS |
| Global Elements |
A mechanism used in
order to be able to set and view properties during the teaching and
learning. There are four global elements: set-property, view-property,
set-property-group and view-property-group. Global elements are
designed to be included in any XML content schema by use of XML
namespaces (e.g., for inclusion in XHTML). |
IMS/LD |
| Grade-book |
A grade-book is a record of the grades, comments, attendance, and scores for a student or group. |
IMS/Ent |
| Group Management Application Service |
This is the application service definition within the Application Services Layer of the Group Management Service. |
IMS |
| Group Management Service |
Group management
services can include data from class creation and class scheduling, and
the ongoing maintenance of that data. A source system creates and
maintains group information, which needs to be shared with other
systems that are involved with group management functions. The flow of
group management information is not necessarily one way; some data may
be updated by a target system and passed back to the source system. |
IMS/ES |
H |
|
|
| Higher Education Knowledge and Technology Exchange (HEKATE) |
The Higher Education
Knowledge and Technology Exchange (HEKATE) is a not-for-profit
international exchange whose mission is to help shape the next
generation of education products and services. HEKATE's goal is to
offer innovative, transcultural approaches for 21st century learning
environments. Its members are individuals and organizations involved in
higher education, publishing, consulting, and research, as well as a
broad array of technology vendors. http://www.hekate.org |
|
| HR-XML |
The Human Resources
(HR-XML) Consortium is an independent, non-profit association dedicated
to the development and promotion of a standard suite of XML
specifications to enable e-commerce and the automation of human
resources-related data exchanges. http://www.hr-xml.org |
|
| Human Resource Management System (HRMS) |
A computer-based application that manages personnel records, financial data, benefits, and other functions for an organization. |
|
| Hypertext Transfer Protocol (HTTP) |
An Internet protocol
i.e., a part of the Internet Protocol Suite, which defines message
format and transmission for media objects in a TCP/IP network. HTTP is
typically used to transmit HTML documents between a web server and a
web client e.g., a browser. http://www.ietf.org/rfc |
IETF |
I |
|
|
| Identification Common Service |
This is the common service definition within the Common Services Layer of the Identification Service. |
IMS |
| Identification Service |
A service that is responsible for producing and making available Global/Local User Identifiers (GUIDs/LUIDs). |
|
| IEEE Personal & Privacy Information (PAPI) |
A terminated IEEE LTSC standardization activity similar, but of more limited scope, to that completed by IMS with their Learner Information Package Specification. |
IEEE |
| Implementation |
Within the context of IMS - the realization of a specification into data or a computer-based operation, as applicable. |
|
| IMS Abstract Framework (IAF) |
The abstract
representation of the systems, applications, components and
infrastructure used to provide eLearning. The abstract framework can be
considered a meta-architecture and as such it is not possible to create
an implementation of abstract learning framework. |
IMS |
| In-built Scoring Algorithms |
This is the set of Outcomes Processing scoring algorithms that are defined within the IMS QTI Specification.
These algorithms are characterized by a set of default parameters and
behavioral models that must be supported by an IMS QTI savvy Assessment Engine. |
IMS/QTI |
| Information Resources System |
A computer
application that enables discovery and delivery of information
resources. The application may operate with a single repository,
provide access to a set of related repositories or provide a single
interface to distributed heterogeneous resources. |
|
| Infoseeker |
Any user or agent attempting to discover, access, search, or gather assets. |
IMS/DRI |
| Infrastructure |
The mechanism through which the Application Components and Common Components
interact i.e., communication, messaging, discovery, workflow, security,
encryption, transaction. The infrastructure can be supplied through any
appropriate combination of communications technology. |
IMS |
| Infrastructure Layer |
The Infrastructure
Layer is the bottom layer in the abstract framework. This layer is
decomposed into several sub-layers which may, or may not, be realized
within any particular system implementation. The services defined
within the Infrastructure Layer are capable of supporting the services
in both the Application and Common Service layers. |
IMS |
| Initiator |
An Initiator is the
system, agent, etc. that starts, or initiates, the data exchange. As a
consequence it will send and, in general, receive data from the target Respondent(s). |
|
| Institute of Electronic & Electrical Engineering Learning Technology Standards Committee (IEEE LTSC) |
The IEEE Learning
Technology Standards Committee is the only industrial or professional
body engaged in the educational domain, which has a recognized formal
standing in standardization. Given the diversity of the forums
represented by the participants in the IEEE, there exist a large number
of working groups focused on specific activities, as well as more
horizontal activities (such as the Architecture and Reference Model and
the Glossary working groups) that attempt to tie the wider ranging work
together. http://ltsc.ieee.org |
IEEE |
| Institution Role |
The Institution Role identifies the type of role that an agent has within an institution. |
IMS/Ent |
| Instructional Content |
Instructional Content
refers to resource material(s) used to support learning - may consist
of textual, graphic or multimedia assets contextualized by learning
objectives or tasks. |
|
| Interaction Diagram |
Interaction Diagrams
are models that describe how groups of objects collaborate in some
behavior. There are two kinds of Interaction Diagram: Sequence Diagrams and Collaboration Diagrams. |
UML |
| Interface |
A shared boundary
between the layers of the abstract learning framework across which
information is passed. Types of interfaces are the User Interface and
SAPs. |
|
| Internet Engineering Task Force (IETF) |
The IETF is
responsible for the development of the 'Internet' with respect to the
set of underlying protocols, services and support tools and techniques.
The IETF releases its technical work in the form of Request For
Comments (RFCs). The IETF was responsible for the creation of vCard. http://www.ietf.org |
IETF |
| Internet Protocol |
The primary
internetworking protocol defined by the IETF and a core component of
the Internet Protocol Suite. It is responsible for ensuring that the
data is correctly routed across a data network. http://www.ietf.org/rfc |
IETF |
| Interoperability Binding |
A binding that
supports interoperability between two systems, with no ambiguity.
Interoperability can occur at several levels within the layered
abstract framework and so the content must be clearly defined. |
|
| Interoperability Statement |
This is one part of
the conformance statement that is used in some of the first generation
IMS specifications. It is a detailed technical checklist that
identifies all of the feature capabilities of the implementation in
terms of the corresponding IMS specification functions. The other part
of the conformance statement is the Conformance Summary. |
IMS |
| ISO/IEC JCT1 SC36 |
The International
Organization for Standardization and the International Electrotechnical
Commission has formed a Joint Technical Committee (JTC1) that is
focused on the area of Information Technology standardization. ISO/IEC
JTC1/SC36 (Sub Committee 36) is intended to address standardization in
the area of information technologies that support learning, education
and training. http://www.ISO/IEC.org/ISO/IEC/en/stdsdevelopment/tc/TC.html |
ISO/IEC |
| Item |
In the IMS QTI
specification, an Item is the smallest exchangeable object within
QTI-XML. An Item is more than a 'Question' in that it contains the
'Question', the presentation/rendering instructions, the response
processing to be applied to the participant's response(s), the feedback
that may be presented (including hints and solutions) and the meta-data
describing the Item. |
IMS/QTI |
| |
When a component, a
learning objective, or a prerequisite needs a resource, an 'item'
element is used in the similar way to the organization part of IMS
Content Packaging. |
IMS/LD |
| |
A node that describes the shape of the organization. |
IMS/CP |
| Item Result |
The data structure
that contains the detailed information about the IMS QTI Item(s)
completed, or to being attempted. Each result can contain information
about one item only. |
IMS/QTI |
J |
|
|
K |
|
|
| Knowledge Management |
The term Knowledge
Management (KM) refers to a multi-disciplined approach to achieving
organizational objectives by making the best use of knowledge. KM
focuses on processes such as acquiring, creating and sharing knowledge
and the cultural and technical foundations that support them. The aim
is to align knowledge processes with organizational objectives. The way
in which KM is approached varies from organization to organization.
There is no limit on the number of knowledge processes that can be used
including community-based collaboration, knowledge repositories,
competitive intelligence, experiential learning and environmental
considerations for encouraging sharing. |
Standards Australia |
L |
|
|
| Language Binding |
As per 'Interoperability Binding' but substitute any implementation-specific language (Java, C#, etc.). |
|
| Learner |
Any user who uses resources to gain knowledge, understanding or skill. |
IMS |
| Learner Information Package (LIP) |
A Learner Information
Package is an IMS LIP Specification compliant XML instance that is
exchanged between Profile Systems. It contains information about a
single person or agent. http://www.imsglobal.org/profiles/index.cfm |
IMS/LIP |
| Learner Information Package Specification |
An IMS information model used to describe learners and their learning history. http://www.imsglobal.org/profiles/index.cfm |
IMS/LIP |
| Learning Object Metadata (LOM) |
LOM is an IEEE multi-part standard that includes both a data model and various bindings. http://ltsc.ieee.org/wg12/index.html |
IEEE |
| Learner Progression Management Application Service |
This is the application service definition within the Application Services Layer of the Learner Progression Management Service. It is based upon the components derived from the IMS Learner Information Package specification. Learner progression is one facet of profile management. |
IMS |
| Learner Progression Management Service |
A service that is
used to access and manipulate the information related to the
progression of a learner through learning activities. |
|
| Learning Activity |
An activity to be
carried out by a learner in order to obtain a learning objective. The
notion of a Learning Activity recognizes that learning can happen with
or without learning objects (learning is different from content
consumption) and that learning comes from learners being active. |
IMS/LD |
| |
See Activity. |
IMS/SS |
| Learning Content Management System (LCMS) |
An LCMS is a
multi-user environment where learning developers can create, store,
reuse, manage, and deliver digital learning content from a central
object repository. LCMS products allow users to create and reuse small
units of digital learning content. An LCMS manages the process of
creating and delivering learning content, just as the words indicate. |
|
| Learning Design |
A description of a
method enabling learners to attain certain learning objectives by
performing certain learning activities in a certain order in the
context of a certain environment. |
IMS/LD |
| Learning Management |
Learning Management
refers to the processes of administering, tracking, scheduling, and
reporting activities associated with a learner interacting with
(online) instructional content. |
|
| Learning Management System (LMS) |
A computer application that enables learning management. |
|
| Learning Object |
Any reproducible and
addressable digital or non-digital resource used to perform learning
activities or support activities. Represented in IMS Content Packaging
with the element 'Resources'. |
IMS/LD |
| Learning Objective |
The intended outcome
for learners. It is possible to define learning objectives both at the
global level of the unit of learning and for every single learning
activity in the learning design. |
IMS/LD |
| Library Management System |
A computer
application that manages the assets of a library throughout their
lifecycle. An infoseeker typically discovers these assets through an
interface known as the OPAC (online public access catalogue). As the
assets of libraries expand to include digital assets, some Library
Management Systems now incorporate digital asset management functions.
Discovery and delivery services for assets located in remote
repositories may also be provided by the Library Management System or
by a complementary Information Resource System. |
|
| Life Long Learning Log |
This is a lifetime
record of the learning activities undertaken by a learner. It may also
include electronic copies of all of the products produced by the
learner as a part of the learning activities. This is also known as the
Life Long Learning Portfolio. |
|
| Life Long Learning Portfolio |
This is a lifetime
record of the learning activities undertaken by a learner. It may also
include electronic copies of all of the products produced by the
learner as a part of the learning activities. This is also known as the
Life Long Learning Log. |
|
| Lightweight Directory Access Protocol (LDAP) |
The Lightweight
Directory Access Protocol (LDAP) v3 specification core is defined in
IETF RFC 2251-2256 and 2829-2831. LDAP is a protocol for accessing
distributed directory services that act in accordance with X.500 data
and service models. LDAP can be mapped to any underlying directory
system provided the LDAP interface with the X.500 data and service
model as defined in LDAP. Most X.500 directories support both LDAP and
DAP (X.500 Directory Access Protocol). http://www.ietf.org/rfc |
IETF |
M |
|
|
| Manage |
Functions related to the internal maintenance and operation of a digital repository. |
IMS/DRI |
| Managed Learning Environment (MLE) |
The whole range of
information systems and processes (including Virtual Learning
Environments) that contribute directly, or indirectly, to learning and
the management of that learning. |
JISC |
| Manifest |
A description in XML
of the resources comprising meaningful instruction. A manifest may also
contain zero or more static ways of organizing the instructional
resources for presentation. The scope of manifest is elastic. A
manifest can describe part of a course that can stand by itself outside
of the context of a course (an instructional object), an entire course,
or a collection of courses. http://www.imsglobal.org/content/packaging/index.cfm |
IMS/CP |
| Membership |
The Membership structure, within the IMS Enterprise Specification
is used to define the members of a Group. A member can be a Person or
another Group. A Group or Person can be a member of any number of
groups. The Group and the member are identified using their sourcedids. |
IMS/Ent |
| Membership Management Service |
Membership management
services allow the management of the relationships between group/group
and group/party. This service includes the creation, deletion, reading
and updating of the membership record. The membership information
defines the role(s) of the member (party or group) in the group. |
IMS/ES |
| Membership Management Application Service |
This is the application service definition within the Application Services Layer of the Membership Management Service. |
IMS |
| Meta-data |
Descriptive information about data that typically supports operations on digital assets. Structured data used to describe the characteristics of a learning resource, a data object, or a component of a learning technology system. |
IMS/MD SC36 |
| Meta-data Management Application Service |
This is the application service definition within the Application Services Layer of the Meta-data Management Service. It is based upon the components derived from the IMS Meta-data specification. |
IMS |
| Meta-data Management Service |
A service that enable access to, and the manipulation of, the meta-data for a set of objects. |
|
| Meta-data Specification |
An IMS information model used to describe content. http://www.imsglobal.org/metadata/index.cfm |
IMS/MD |
| Method |
The container element for a play and the conditions governing its execution. |
IMS/LD |
N |
|
|
| Navigation Event |
In the Simple Sequencing specification,
when a learner is interacting with a learning experience through a user
interface, each leaner request to move through the content or branch
within the learning experience results in a "navigation event", e.g., a
click to move to the next activity. These events map to a set of
"navigation requests". In turn, each navigation request maps to an
"exit request" and a "sequencing request" that will be used to both
terminate the current activity and determine the next activity in the
learning experience. http://www.imsglobal.org/simplesequencing/index.cfm |
IMS/SS |
| Networked Information Discovery |
The discovery of
information and services via a computer network. Discovery is initiated
by a query and is completed with the presentation of results to the
user. Querying typically depends on either full text indexing or
meta-data being exposed for effective discovery. Querying, browsing,
'following a path' all fall under the discovery process. |
|
| Networked Information Retrieval |
Retrieval of information identified in a discovery action. The asset may be located locally or remotely. |
|
| Notification |
The triggering of new
activity or the sending of a message in response to an event. Events
which trigger notifications include the completion of an activity and
the changing of a property-value. |
IMS/LD |
O |
|
|
| Object |
An Object is an
abstraction of a physical entity or conceptual thing. It has states and
an inherent identity. It attains certain behavior through a set of
predefined operations that may access or change its state. An object
encapsulates its properties (called attributes) and the operations that
access or change those properties. The state of the object is
determined by the values of its attributes. The Class of an object is the abstract descriptor of a set of object instances. |
UML |
| Object-bank |
In the IMS QTI
specification, an Object-bank is a collection of Items, Sections or a
mixture of Items and Sections. An object-bank has its own unique
identifier and meta-data to enable its contents to be searched. An
object-bank is used to contain the database of evaluation objects that
can be used to construct Assessments. http://www.imsglobal.org/content/question/index.cfm |
IMS/QTI |
| Objectives |
In Simple Sequencing
learning objectives are separate from learning activities. Learning
objectives represent a set of locally and globally scoped data items,
each with a satisfaction status and a satisfaction measure. Simple
Sequencing makes no assumption as to how to interpret the objective
(e.g., is it a competency, is it a mastery, or is it simply a shared
value?). Activities may have more than one associated local objective
and may reference multiple globally shared objectives. Multiple
activities may reference the same global objective, thus sharing the
data values. http://www.imsglobal.org/simplesequencing/index.cfm |
IMS/SS |
| Open Knowledge Initiative (OKI) |
The Open Knowledge
Initiative is defining a service-based architecture, consisting of
service and Application Programming Interface (API) specifications,
designed to support educational software, e-learning applications, and
learning management systems. OKI also provides support services
to its developer and architectural specification communities, though
online forums, documentation, training, and community events. OKI is
led by the Massachusetts Institute of Technology and is a collaborative
effort among a number of higher education institutions including
Stanford University, North Carolina State University, The University of
Pennsylvania, The University of Wisconsin, Dartmouth College, The
University of Michigan, and Cambridge University. http://web.mit.edu/oki/ |
OKI |
| OpenUSS |
The Open University
Support System (OpenUSS) concept is based on the Application Service
provider (ASP) model, which means that one or more organizations
(Universities, Schools, Communities and Companies) can be handled
within one instance of OpenUSS. OpenUSS gives users the flexibility to
use their chosen appliances - the so-called multi-channel information
delivery - to access the OpenUSS instance e.g., InternetPC, PDAs and
mobile phones. http://www.openuss.org |
OpenUSS |
| Organization |
A particular hierarchical structure of the content in a package. |
IMS/CP |
| Outcomes Processing |
Outcomes processing
is the operation by which the scores from a series of individual
assessment mechanisms are aggregated to create one or more composite
scores. The aggregation can be based upon any combination of Items and
Sections. The set of algorithms available for the aggregation are
accessed through the outcomes processing component operators. http://www.imsglobal.org/content/question/index.cfm |
IMS/QTI |
P |
|
|
| Package |
A Package is a grouping of Classes to create a higher-level unit. A visualization of the dependencies between packages is sometimes referred to as a Package Diagram. Packages may own other packages. |
UML |
| |
A unit of usable (and
reusable) content. This may be part of a course that has instructional
relevance outside of a course organization and can be delivered
independently, as an entire course or as a collection of courses. A
Package must be able to stand-alone; that is, it must contain all the
information needed to use the contents for learning when it has been
unpacked. |
IMS/CP |
| Package Diagram |
A Package Diagram is a visualization of the dependencies between two or more Packages. |
UML |
| Package Interchange Format (PIF) |
A computer-readable representation of an IMS content package. Usually the representation (binding) is expressed in XML. http://www.imsglobal.org/content/packaging/index.cfm |
IMS/CP |
| Party Management Service |
Party management
services allow the management of the information about people and
organizations. This service includes the creation, deletion, reading
and updating of the party record. The party information includes name,
address, contact information, etc. |
IMS/ES |
| Party Management Application Service |
This is the application service definition within the Application Services Layer of the Party Management Service. |
IMS |
| Persistent Location independent Resource-Identifier |
The Persistent
Location-independent Resource Identifier is the IMS proposal for the
construction of a globally unique identifier. http://www.imsglobal.org/implementationhandbook/index.cfm |
IMS |
| Play |
Specifies which roles
perform what activities in what order. A play is modelled according to
a theatrical play with acts and role-parts. In general: a play consists
of a sequence of acts. In each act, different activities are set for
different roles and are preformed in parallel. When an act is
completed, the next act starts until the completion requirements for
the learning design are met. |
IMS/LD |
| Portfolio Management Service |
Portfolio management
services allow the management of an ePortfolio. This service includes
the creation, deletion, reading and updating of the portfolio. |
IMS |
| Portfolio Management Application Service |
This is the application service definition within the Application Services Layer of the Portfolio Management Service. |
IMS |
| Prerequisite |
An entry requirement
for learners engaging in learning. As with learning objectives, the
prerequisites can be provided at the level of the unit of learning
and/or for individual learning activities. |
IMS/LD |
| Privacy |
The concept of
ensuring that access to, use, modification, disclosure or retention of
personal information is restricted to those authorized. Individual
legislatures may set down specific requirements for implementation of
privacy. |
|
| Profile Management |
Typically, data about
people is maintained in Enterprise systems, and is passed to the
learning management system. When this personal profile data changes in
the Enterprise system, it needs to be updated in the learning
management system. This is termed profile management. |
IMS/LIP |
| Profile Management Application Service |
This is the application service definition within the Application Services Layer of the Profile Management Service. |
IMS |
| Profile Management Service |
A service that enables access to, and the manipulation of, a learner's profile, Life Long Learning Log or Life Long Learning Profile.
This service enables a single point of management access to a profile
that may be replicated and or distributed in partial form across many
Profile Repositories. |
|
| Property |
A variable used for a
variety of purposes including monitoring, personalization and
assessment. Learning Design supports five types of properties: local
properties, local-personal properties, local-role properties,
global-personal properties and global properties. |
IMS/LD |
| Publish |
To transport an asset from a creator to a digital repository for storage. |
IMS/DRI |
Q |
|
|
| QTILite Specification |
This is an IMS
specification that describes a reduced form of the IMS QTI ASI
Information Model, XML Binding and Best Practice specifications. It
focuses on the specification of a reduced form of Items i.e., there is no support for Assessments and Sections. http://www.imsglobal.org/content/question/index.cfm |
IMS/QTI |
| Qualifications, Licences, Certificates (QCL) Component |
The QCL Component is derived from the qcl data structure created as a part of the IMS Learner Information Package
specification. The QCL Component defines the data structures and
interfaces responsible for describing the qualifications,
certifications and licenses awarded to the learner i.e., the formally
recognized products of their learning and work history. This includes
information on the awarding body and may also include electronic copies
of the actual documents. http://www.imsglobal.org/profiles/index.cfm |
IMS/LIP |
| Query |
Operation performed typically by a user or agent wishing to discover and have information delivered from a system. |
IMS/DRI |
| Question & Test Interoperability Specification |
An information model that describes question (item) and test (assessment) data and their corresponding results reports. http://www.imsglobal.org/content/question/index.cfm |
IMS/QTI |
R |
|
|
| Reference Implementation |
A normative implementation of a Domain Profile, showing how it should be implemented. |
|
| Reference Model |
Has no IMS specific
meaning in the IMS specifications, and as such is not to be used in any
normative IMS context. Its usage is limited to the adoption made in
other standards/specifications. |
|
| Refreshable Braille Display |
Refreshable Braille
displays are tactile devices that move small pins up and down to create
Braille letters. These Braille displays are the primary means of access
to computers for users who are deaf-blind. |
IMS/Acc |
| Registry |
A system that
typically holds meta-data schemas, configuration data, application
profiles, identifiers or other lookup data that is both human- and
machine-accessible. A registry can also be understood as an instance of
a digital repository. |
|
| Registry Common Service |
This is the common service definition within the Common Services Layer of the Registry Service. |
IMS |
| Registry Service |
A service that enables access to, and manipulation of, a Registry. |
|
| Relational Rules Common Service |
This is the common service definition within the Common Services Layer of the Relational Rules Service. |
IMS |
| Relational Rules Service |
A service that enables the creation and management of rules that define the relationship between data objects. |
OKI |
| Repository |
Has no normative meaning in the IMS specifications unless accompanied by a qualifier e.g., digital repository. Its usage is limited to the adoption made in other standards/specifications. |
|
| Request |
To ask a digital repository for the delivery of an asset. |
IMS/DRI |
| Resolver |
A service that enables access to a specific instance of a resource. |
IMS/DRI |
| Resource |
Any digital asset
that can be accessed to support learning. A resource can be a meta-data
record, a learning object, or a component of a learning object. |
IMS/DRI |
| |
A physical asset such as a web page, media file, text file, assessment object or other piece of data in file form. |
IMS/CP |
| Resource Utilizer |
Any functions that make use of assets or meta-data. |
IMS/DRI |
| Respondent |
A Respondent is the system, agent, etc. that replies, or responds, to the data exchange request issued by an Initiator. As a consequence it will receive and, in general, send data to the source Initiator(s). |
|
| Response Processing |
Response Processing
is the set of algorithms and instructions that are executed as a result
of the responses supplied by a user to a presented Item Component. The
output from the response processing consists of a set of values
allocated to the corresponding scoring variables and the triggering of
the appropriate feedback. http://www.imsglobal.org/content/question/index.cfm |
IMS/QTI |
| Reusable Definition for Competency or Educational Objectives |
A computer-accessible
representation of skills, knowledge, tasks, and learning outcomes that
can be used in any particular context. http://www.imsglobal.org/rcd/index.cfm |
IMS/RDCEO |
| Reusable Definition for Competency or Educational Objectives Specification |
An information model
for describing, referencing and exchanging definitions of competencies,
primarily in the context of online and distributed learning. http://www.imsglobal.org/rcd/index.cfm |
IMS/RDCEO |
| Role |
A specification of
the type of participant in a unit of learning. There are two basic role
types-Learner and Staff, which can be sub-typed to allow learners to
play different roles in different learning activities (e.g.,
task-based, role-play, simulations). Similarly support staff can be
sub-typed and given more specialized roles, such as Tutor, Teaching
Assistant, Mentor, etc. Roles thus lay the basis for multi-user models
of learning. |
IMS/LD |
| Rollup |
The Simple Sequencing
process uses information about the results of a learner's interactions
with activities, and the learner's record for objectives (e.g.,
completion, score) to control the sequencing of other activities. The
data attributes that describe the results of the learner's
interactions, i.e., the elements of the tracking model, may be
referenced for any activity in the activity tree. The results data for
an activity may be determined from the results data from the children
of the activity. The process of computing the results data for an
activity from the results data from the children of the activity is
called the "rollup process" or just "rollup". |
IMS/SS |
S |
|
|
| Scalable Vector Graphics (SVG) |
Scalable Vector
Graphics Language (SVG) is a vector graphics language recommended and
supported by W3C, and is thus used by many of the W3C member companies
who develop relevant authoring and user agent software. SVG supports
meta-data about the object so that an image object can point to an
alternative description of the object located elsewhere. |
IMS/Acc |
| Scheduling Common Service |
This is the common service definition within the Common Services Layer of the Scheduling Service. |
IMS |
| Scheduling Service |
The service that allows the creation and management of the sequencing of activities according to some time reference. |
|
| Schools Interoperability Framework (SIF) |
The Schools
Interoperability Framework is an industry initiative, based in the USA,
to develop a technical blueprint for K-12 software that will enable
diverse applications to interact and share data now and in the future.
SIF has two deliverables: the SIF Message Specification and the
Implementation Specification. While the SIF Message Specification
defines the messages that each application can exchange with others,
the Implementation Specification defines the software implementation
guidelines for SIF. The Implementation Specification does not make any
assumption of what hardware and software products need to be used to
develop SIF-compliant applications. Instead, it only defines the
requirements of architecture, communication, software components, and
interfaces between them. SIF is focused on supporting interoperability
between schools-based educational administration systems. http://www.sifinfo.org/ |
SIF |
| SCO Repository |
A computer-accessible
collection of sharable content objects, which are one or more assets
that include a specific launchable asset that utilizes the SCORM
Run-Time Environment to communicate with Learning Management Systems
(LMSs). http://www.adlnet.org/index.cfm |
SCORM |
| SCORM Run-Time Environment |
The purpose of the
SCORM Run-Time Environment is to provide a means for interoperability
between SCO-based learning content and LMSs. The three components of
the SCORM Run-Time Environment are defined as the 'Launch',
'Application Program Interface (API)' and 'Data Model'. http://www.adlnet.org/index.cfm |
SCORM |
| Screen Magnifier |
Screen magnifiers are
software solutions for users with low-vision. These products allow the
user to enlarge the size of images and text displayed on screen. Screen
magnifiers may also permit the user to change the default colors of the
display. Typical screen magnifiers track the cursor or the active
region of the screen and will automatically enlarge that portion of the
display. |
IMS/Acc |
| Screen Reader |
Screen readers are
software products designed for blind users. Screen readers are also
useful to users with learning disabilities. Screen readers locate
information on the computer screen and vocalize it for the user using
text-to-speech audio hardware and software. Most screen readers work in
close concert with the operating system, relying on the computer's
built-in capabilities. |
IMS/Acc |
| Search |
Operation performed by a user or agent using meta-data and the expose function typically prior to retrieving desired assets. |
IMS/DRI |
| Search Model |
A defined method for searching the meta-data. |
IMS/DRI |
| Section |
A Section is an IMS
QTI data object that used to construct hierarchical evaluation objects.
A Section may contain one or more other Sections. A Section is used to
support two different needs: to represent different grouping constructs
as defined by the appropriate educational paradigm e.g., a Section
could be equivalent to a subject topic; and to constrain the extent of
the sequencing instructions and to control the ways in which the
different possible sequences may be constructed. http://www.imsglobal.org/content/question/index.cfm |
IMS/QTI |
| Section Result |
This is the data
structure that contains the detailed information about the IMS QTI
Section(s) completed, or to being attempted. Each result can contain
information about one section (including any contained sections and/or
items). http://www.imsglobal.org/content/question/index.cfm |
IMS/QTI |
| Security |
Security is the
mechanism by which access to information is prohibited without
appropriate authorization. The information is protected using a variety
of mechanisms e.g., encryption, access control, etc. |
|
| Security & Privacy Common Service |
This is a Common Service in the Common Services Layer.
This is a service that provides data encryption thereby making the
information private and/or secure (the degree of depends on the
cryptographic security of the encryption codes). This service may or
may not be used in conjunction with other similar services supplied as
a part of the Infrastructure Layer. |
IMS |
| Sequence Diagram |
A Sequence Diagram is one form of Interaction Diagram.
The Sequence Diagram shows the exchange of messages between the objects
for a particular use case. The order of the messages on the diagram
denotes the sequence. |
UML |
| Sequencing |
Sequencing is defined
as a method for representing the intended behavior of an authored
learning experience such that any learning technology system can
sequence discrete learning activities in a consistent way. A learning
designer or content developer declares the relative order in which
elements of content are to be presented and the conditions under which
a piece of content is selected or skipped during presentation. http://www.imsglobal.org/simplesequencing/index.cfm |
IMS/SS |
| Sequencing Application Service |
This is the application service definition within the Application Services Layer of the Sequencing Service. |
IMS |
| Sequencing Behavior Model |
The process that
evaluates a sequencing request in terms of the content model described
by the activity tree and determines what actual content object should
be delivered to the learner. |
IMS/SS |
| Sequencing Control |
Simple Sequencing
provides a means to control sequencing behavior by defining the set of
sequencing requests that can be applied to, and are permissible for, a
cluster of activities. To achieve this, a learning designer can define
a Control Mode for a set of aggregated activities. |
IMS/SS |
| Sequencing Definition Model |
An information model
describing intended sequencing behaviors. Rules, limit conditions and
sequencing behaviors defined for activities. |
IMS/SS |
| Sequencing Request |
The identification of a sequencing action. |
IMS/SS |
| Sequencing Rule |
Simple Sequencing
processes may reference the sequencing rules for any activity in the
activity tree. Sequencing rules are optional. Sequencing rules are
defined only where needed. Default data is used if the data is not
instantiated for a given rule, if needed. The sequencing rule
descriptions (the set of attributes shown below) specify the details of
individual rule-based sequencing behaviors for an activity. Sequencing
rule description information for an activity includes the associated
data listed below. |
IMS/SS |
| Sequencing Service |
A Service that
enables any set of objects to be performed in any particular sequence.
The set of possible sequences is defined using an appropriate set of
sequencing rules. This service is based upon the Sequencing Component. |
|
| Service |
An identifiable i.e., named, software component, whose behaviors, objects and Service Access Points are defined, described and discoverable, and support interactions with other services via their Service Access Points. A normative description of each service is presented in UML. |
|
| |
Facilities used during teaching and learning, for instance, a discussion forum or some other communication facility. |
IMS/LD |
| Service Access Point (SAP) |
A service access
point is an interface between two adjacent layers of the abstract
framework. The SAP is an abstract representation of the service
available through the interface and as such its physical implementation
could be referred to as an API. |
|
| Session |
A lasting connection
across which data is exchanged between an application, such as a web
browser, and another application, usually located on a server. |
IMS |
| Sharable Content Object (SCO) |
A Sharable Content
Object (SCO) represents a collection of one or more Assets that include
a specific launchable asset that utilizes the SCORM Run-Time
Environment to communicate with LMSs. A SCO represents the lowest level
of granularity of learning resources that can be tracked by an LMS
using the SCORM Run-Time Environment. http://www.adlnet.org/index.cfm |
SCORM |
| Sharable Content Object Reference Model (SCORM) |
The Sharable Content
Object Reference Model (SCORM) defines a Web-based learning 'Content
Aggregation Model' and 'Run-Time Environment' for learning objects. At
its simplest, it is a model that references a set of interrelated
technical specifications and guidelines designed to meet the DoD's
high-level requirements for Web-based learning content. From an IMS
perspective, SCORM is an Application Profile. http://www.adlnet.org/index.cfm |
SCORM |
| Simple Mail Transfer Protocol (SMTP) |
The Simple Mail
Transfer Protocol is one of the IETF's Internet email protocols. It is
used to support the exchange of emails from the client to the email
server (POP or IMAP are used to send the email from the server to the
client). http://www.ietf.rfc |
IETF |
| Simple Object Access Protocol (SOAP) |
SOAP version 1.2
provides the definition of an XML document which can be used for
exchanging structured and typed information between peers in a
decentralized, distributed environment. It is fundamentally a
stateless, one-way message exchange paradigm, but applications can
create more complex interaction patterns (e.g., request/response,
request/multiple responses, etc.) by combining such one-way exchanges
with features provided by an underlying transport protocol and/or
application-specific information. SOAP is silent on the semantics of
any application-specific data it conveys, as it is on issues such as
the routing of SOAP messages, reliable data transfer, firewall
traversal, etc. However, SOAP provides the framework by which
application-specific information may be conveyed in an extensible
manner. Also, SOAP provides a full description of the expected actions
taken by a SOAP processor on receiving a SOAP message. http://www.w3.org/2000/xp/Group/ |
W3C |
| Simple Sequencing |
Simple Sequencing is the functionality developed in the IMS Simple Sequencing Specification to make available alternative paths through a set of aggregated content. The sequencing instructions are embedded within the Manifest of the Content Package of the learning materials. The actual route through the learning material can be dependent upon the actions of the user. |
IMS/SS |
| Simple Sequencing Specification |
A method for
representing the intended behavior of an authored learning experience.
Therefore, any learning technology system can sequence the discrete
learning activities in a consistent way. http://www.imsglobal.org/simplesequencing/index.cfm |
IMS/SS |
| Simulation Application Service |
This is the application service definition within the Application Services Layer of the Simulation Service. |
IMS |
| Simulation Service |
A Service that
enables real-time simulation of a system to be rendered through a
generic user interface. Any type of system can be simulated and so this
service defines the set of permitted interactions to a particular
simulation. Simulation is a particular type of Learner Activity. |
|
| Single Switch |
Single switches are hardware
solutions for users with physical disabilities who can only control the
computer with one or two specific movements. Single switches are used
with software that works by scanning through preset options on screen.
The user triggers the switch when the option they wish to choose has
been highlighted during scanning. Single switches can be used in
conjunction with on-screen keyboards and word prediction software.
Scanning software can be used to create customized screen layouts for
use with a variety of applications. |
IMS/Acc |
| SOAP with Attachments |
SOAP with Attachments is the extension of SOAP
to support the exchange of MIME files as a part of the XML message data
body. This allows SOAP to be used to exchange non-XML information in
the same overall structure as the XML message document. http://www.w3.org/2000/xp/Group/ |
W3C |
| Spider |
A software application used by search engines to index website content. Also commonly referred to as a 'crawler'. |
IMS/DRI |
| State Diagram |
A State Diagram
describes the behavior of a system i.e., it describes all of the
possible states that a particular object can enter and how the object's
state changes as a result of events that affect the object. A state
diagram consists of a set of labelled states and transitions. |
UML |
| Store |
To receive and maintain an asset in a persistent form upon its publication. |
IMS/DRI |
| Student Administration System (SAS) |
A computer-based
application used to track training plans and schedules for students,
manage enrolments, record training outcomes, and communicate training
outcomes to other systems or people (e.g., teachers). See also Student Information System. Although similar to Student Information Systems, a SAS supports more details of a student's learning experience. An SAS generally is used in the context of a LMS or CMS and a Student Information System, whereas a Student Information System may be used separately and is normally the system of record for student data. The distinction between an SAS and SIS will blur over time as each take on more functions of the other. |
|
| Student Information System (SIS) |
A computer-based
system used in educational institutions to store and manipulate data
about students, courses, course grades, and course enrolments. It is
generally the system of record for student data (cf. Student
Administration System). |
|
| Sub-manifest |
A manifest within a manifest. |
IMS/CP |
| Submit |
To transport an asset from a creator to a digital repository for storage. |
IMS/DRI |
| Subscription Service |
A registry where
users can log interest in events being posted by eLearning services. An
example may be configuring which noticeboard events a student wishes to
receive. |
IMS |
| Summary Result |
This is the data
structure that contains the summary information for a particular
instance of the evaluation e.g., an assessment. Each result can contain
only one set of summary information. http://www.imsglobal.org/content/question/index.cfm |
IMS/QTI |
| Support Activity |
An activity carried
out in support of a role performing one or more learning activities.
For example, a staff role might have the support activity to grade
reports made by people in the learner role named 'student'. Each
student creates his/her own report and the tutor grades every report
(repeating the 'grade report' support activity). |
IMS/LD |
| Synchronized Multimedia Integration Language (SMIL) |
The Synchronized
Multimedia Integration Language (SMIL) is another XML language. SMIL,
pronounced "smile", is recommended for the creation of multimedia
presentations for the Web and is supported by popular user agents,
including RealPlayer and QuickTime Media Player. http://www.w3.org/AudioVideo/ |
W3C |
| System Role |
The system Role is the role that an agent is permitted within a software environment. |
IMS/Ent |
T |
|
|
| Taxonomy |
A logical system of classification and nomenclature structured into ordered categories. |
|
| Text Telephone (TTY) |
A text telephone (TTY) is a telephone with added text display that is used to assist deaf or hard-of-hearing customers. |
IMS/Acc |
| Tracking |
Tracking is the
process by which detailed information about an agent, data structure,
object, etc. is recorded so that any moment in the history of the
structure can be recreated. Tracking information includes data about
transitory states or actions. |
|
| Tracking & Logging Common Service |
This is the common service definition within the Common Services Layer of the Tracking & Logging Service. |
IMS |
| Tracking & Logging Service |
A Service that
enables any other service to be tracked and the corresponding
information and events to be logged. The log will be made available via
a range of report formats. The tracking of a service enables all, or
part of, the sequence of stable and meta-stable states to be recreated.
|
IMS |
| Tracking Model |
An information model containing results data for a learner related to objectives and progress on learning activities. |
IMS/SS |
| Transaction, Routing & Packaging |
The ebXML have
produced a 'Transaction, Routing & Packaging specification' to
define a communications-protocol neutral method for exchanging
electronic business messages. It defines specific enveloping constructs
that support reliable, secure delivery of business information.
Furthermore, the specification defines a flexible enveloping technique
that permits ebXML-compliant messages to contain payloads of any format
type. This versatility ensures that legacy electronic business systems
employing traditional syntaxes (i.e., UN/EDIFACT, ASC X12, or HL7) can
leverage the advantages of the ebXML infrastructure along with users of
emerging technologies. http://www.ebxml.org/ |
ebXML |
| Transcript |
A record of a student's summary performance from an educational interaction. |
|
| Transmission Control Protocol (TCP) |
The Transmission
Control Protocol is the original Internet protocol responsible for
proving reliable end-to-end communications. As such it is used on top
of the IP protocol, by applications such as FTP, HTTP, etc., to turn the Internet into a reliable communications network. http://www.ietf.org/rfc |
IETF |
U |
|
|
| Unit of Learning |
An abstract term used
to refer to any delimited piece of education or training, such as a
course, a module, a lesson, etc. A unit of learning represents more
than just a collection of ordered resources to learn-it includes a
variety of prescribed activities (e.g., problem solving activities,
search activities, discussion activities, peer assessment activities),
assessments, services and support facilities provided by teachers,
trainers and other staff members. |
IMS/LD |
| Use Case |
A use case is a set
of scenarios tied together by a common user goal; a scenario is a
sequence of steps describing an interaction between a user and a
system. A use case can be explained through a Use Case Diagram. |
UML |
| Use Case Diagram |
A Use Case Diagram is
a combination of visual and textual information used to describe a use
case. Both tabular and graphical representations will be used by IMS to
realize use case diagrams. A use case diagram identifies the Actors
undertaking the user actions. |
UML |
| Use Case Portfolio |
This is the
collection of reference use cases that have been collected by IMS. It
is from the analysis of this portfolio that the core set of
requirements for the IMS specifications have been identified. |
IMS |
| User |
In a broad sense, the roles of learner, creator, or infoseeker. |
IMS/DRI |
| User Interface |
How the user
interacts with an application. In the abstract learning framework the
User Interface is equivalent to the service access points into the Application Layer. |
|
| User Messaging Common Service |
Service that supports
posting of instant or deferred and/or reliable messages from user to
user, user to group, or system to user. |
IMS/OKI |
V |
|
|
| vCard |
The vCard
specification allows the open exchange of Personal Data Interchange
(PDI) information typically found on traditional paper business cards.
The specification defines a format for an electronic business card, or
vCard. The vCard specification is suitable as an interchange format
between applications or systems. The format is defined independent of
the particular method used to transport it. The transport for this
exchange might be a file system, point-to-point public switched
telephone networks, wired-network transport, or some form of unwired
transport. The vCard has direct application to the way users utilize
the Internet network. The vCard can be used to forward personal data in
an electronic mail message. The numerous forms a user of the WWW fills
out on a homepage can also be automated using the vCard. The Internet
Mail Consortium is working with the Internet Engineering Task Force
(IETF) to complete work on an extension to the Internet MIME-based
electronic mail standard to allow for this capability. An XML binding
of the vCard specification has produced a DTD. http://www.ietf.org/rfc |
IETF |
| Virtual Learning Environment (VLE) |
The "online"
interactions of various kinds that take place between learners and
tutors i.e., those components in which learners and tutors participate
in "online" interactions of various kinds, including online learning. |
JISC |
| Vocabulary |
An established list of terms arranged in alphabetic order and explained. |
|
| Voice Recognition Software |
Voice recognition
software allows the user to input data or control the computer by
speaking. Voice recognition software benefits users who have difficulty
typing or using their hands. Generally, applications and software that
allow full access through keyboard commands are well suited for use
with voice recognition software. |
IMS/Acc |
W |
|
|
| Web Accessibility Initiative (WAI) |
The definitive source
for information on accessibility in Web technologies is the Web Access
Initiative at the World Wide Web Consortium (W3C WAI). The WAI provides
recommendations for achieving accessibility using W3C technologies for
Web content, authoring tools, and user agents such as browsers and
media players. Information is available on W3C technologies including,
XML, HTML, SMIL, CSS, and SVG. http://www.w3.org/WAI/ |
W3C |
| Web Services Description Language (WSDL) |
Web Services
Description Language (WSDL) is an XML format for describing Web
services. WSDL enables the separation of the description of the
abstract functionality offered by a service from concrete details of a
service description such as 'how' and 'where' that functionality is
offered. |
W3C |
| Workflow Common Service |
This is the common service definition within the Common Services Layer of the Workflow Service. |
IMS |
| Workflow Service |
A Service that
supports the automation of the learning process. As such it allows a
set of procedural rules to be defined and actioned across a number of
actors and supporting systems. |
|
| World Wide Web Consortium (W3C) |
A non-profit
organization created to develop common protocols and promote the
evolution and interoperability of the World Wide Web. http://www.w3c.org |
W3C |
X |
|
|
| XML |
Extensible Markup
Language. A uniform method for describing and exchanging structured
data that is independent of applications or vendors. http://www.w3.org/XML/ |
W3C |
| XML Binding |
The abstract
framework is expressed using UML. The XML binding is the preferred
transformation of the UML to XML instances. The permitted syntax and
semantics of the XML binding is defined using the appropriate XSD(s). |
|
| XML Instance |
An XML Instance is a
data structure, typically a file, which contains a series of XML
statements. The IMS use XML control documents (DTDs and XSDs)
to determine the validity of the structure and contents of the XML
instance. An IMS XML Binding specification is in effect a definition of
the valid structure and contents of the corresponding XML instance. |
|
| XML Protocol (XMLP) |
XMLP is a framework
that can accommodate an open-ended set of XMLP modules defining a large
variety of functions and services. Typical functions and services
defined by XMLP modules can range from generic mechanisms for handling
security, caching, routing and events to specific functions like
submitting a purchase order. While XMLP itself is intended to be as
simple and lightweight as possible, XMLP modules can be designed and
composed to perform arbitrarily complex operations allowing the core
protocol to remain simple. XMLP itself can be layered on top of a
variety of underlying protocols that can help facilitate the transfer
of XMLP messages. http://www.w3.org/2000/xp/Group/ |
W3C |
| XML Schema Definition (XSD) |
XML Schema Definition
(XSD) is the primary XML binding control document format of IMS (at
present these bindings are working to the May 2001 version of XML
Schema). The XSD defines elements, their content models, and
attributes. It also defines the standard IMS vocabularies. The XSD
defines the element types and attribute groups separately from the
elements. http://www.w3.org/XML/Schema |
|
| XML-based Context Sub-layer |
The XML-based Context is the topmost sub-layer of the Infrastructure Layer in the abstract framework. The Context Sub-layer is responsible for encapsulating the XML Component
behaviors in a sequence of XML messages and associated resources e.g.,
images. The Context Sub-layer supports all of the services required to
provide the required end-to-end behaviors. |
|
| XML-based Envelop Sub-layer |
The XML-based Envelop is a sub-layer of the Infrastructure Layer
in the abstract framework. The Envelop Sub-layer is used to encapsulate
the XML data structures (messages and associated resources) supplied
via the XML-based Context Sub-layer and to provide reliable exchange of these structures across the data network e.g., using SOAP with Attachments. |
|
Y |
|
|
Z |
|
|
| Z39.50 |
Z39.50 refers to the
International Standard, ISO/IEC 23950: "Information Retrieval (Z39.50):
Application Service Definition and Protocol Specification", and to
ANSI/NISO/IEC Z39.50. The standard specifies a client/server-based
protocol for searching and retrieving information from remote databases. |
|
| Zone Integration Server (ZIS) |
The Zone Integration Server is a key device in the SIF
architecture. The ZIS is the SIF messaging switch for a zone. Zones are
linked by internetworking the ZIS for each zone. All SIF agent
transactions take place through the ZIS. http://www.sifinfo.org/ |
Table 4.1 contains the list of reserved words and the conditions that limit their usage.
This glossary will be made available as both a '.pdf' document and 'html' resource. The HTML resource will support:
The HTML and XML resources will contain the most up-to-date definitions. The '.pdf' version will not be updated on a regular basis.
The glossary will be maintained by IMS staff (in this instance Mark McKell). The process for agreeing and mounting new entries is:
The process for agreeing amendments to established entries is:
The glossary was generated using a wide range of sourced documents taken from:
| Title |
The IMS Abstract Framework: Glossary |
| Authors |
Colin Smythe (IMS) |
| Version |
1.0 |
| Version Date |
01 July 2003 |
| Status |
Final |
| Summary |
The enclosed glossary
presents definitions of the key terms that are used within the context
of the IMS Abstract Framework and the accompanying specifications,
white papers, guidelines, etc. |
| Revision Information |
01 July 2003 |
| Purpose |
This document is a
part of the IMS Abstract Framework and as such should be considered as
reference text for the IMS specifications. |
| Document Location |
http://www.imsglobal.org/af/index.cfm |
The individuals who contributed to the development of this glossary are:
| Version No. | Release Date | Comments |
|---|---|---|
| Final 1.0 |
01 July 2003 |
The first formal release of the IMS Abstract Framework Glossary. |
IMS Global Learning Consortium, Inc. ("IMS") is publishing the information contained in this IMS Abstract Framework: Glossary ("Specification") for purposes of scientific, experimental, and scholarly collaboration only.
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Please refer to Document Name: IMS Abstract Framework: Glossary Revision: 01 July 2003