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SCORM

Also known as: SCORM 1.2, SCORM 2004, Sharable Content Object Reference Model

SCORM (Sharable Content Object Reference Model) is a set of technical standards from Advanced Distributed Learning (ADL) that defines how e-learning content packages communicate with an LMS — launching lessons, tracking completion, and exchanging scores.

SCORM is a packaging and run-time specification published by Advanced Distributed Learning (ADL) in 2000. It lets a course built in one authoring tool (Articulate, iSpring, Captivate) run in any conformant LMS — passing completion status, score, and time spent back to the LMS via a JavaScript API.

SCORM 1.2 vs SCORM 2004

  • SCORM 1.2 (2001) — single completion status, single score, mostly "completed/incomplete". Still the most widely deployed.
  • SCORM 2004 (4 editions, last in 2009) — adds sequencing, navigation rules, multiple objectives per SCO, and richer score reporting.

SCORM vs xAPI

SCORM is limited to launching content from inside an LMS. xAPI (Tin Can) tracks learning activities anywhere (apps, simulations, on-the-job tasks) and writes statements to a Learning Record Store. Modern LMSs typically support both — SCORM for legacy authored courses, xAPI for experience tracking.

Related terms

xAPI (Tin Can API)

xAPI (Experience API, originally Tin Can) is a learning-data specification from Advanced Distributed Learning that lets any system record "actor — verb — object" statements about learning activities into a Learning Record Store (LRS).

Learning Tools Interoperability (LTI)

LTI is an IMS Global specification that lets external tools (homework systems, lab platforms, video proctoring, plagiarism checkers) embed into an LMS with single sign-on, gradebook write-back, and roster sharing.

Learning Management System (LMS)

A learning management system (LMS) is software that delivers, tracks, and reports on learning activities — courses, assessments, certificates, and learner progress — for a defined audience such as a university, training institute, or enterprise.

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